DOCSLIB.ORG

Benjamin Lantei Lamptey [email protected] ADDRESS

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Benjamin Lantei Lamptey Bllamptey@Gmail.Com ADDRESS Lamptey Benjamin Lantei Lamptey [email protected] ADDRESS African Center of Meteorological Applications for Development (ACMAD) 55 Avenue des Ministries, PL6 BP 13184, 1st District, Niamey - Plateau, Niger. Tel. (+227) 20 73.49.92 Fax: (+227) 20 72 36 27 Mobile: (+227) 96 64 56 55; (+227) 94864106 (Niger) or (+233) 265121750 (Ghana) http://www.acmad.net SEX Male NATIONALITY Ghanaian MARITAL STATUS Married with two children SUMMARY OF EXPERTISE/PERSONAL SKILLS • Environmental Applications: Science and Impacts of climate variability and Global Environmental Change, modeling weather, climate and climate change, climate change adaptation, remote sensing, meteorological applications to different sectors (e.g. Water Resources, Disaster Risk Management, Agriculture, Health, Energy including hydropower and oil and gas), Land Use/Land Cover Change, Research, Education and Training • Geosciences: Earth surface processes (geomorphology and sedimentology), application of Geostatistics, Bayesian Statistics and Artificial Neural Networks to geophysical systems, research • Information Systems: Information Systems development and management, Use of Geographic Information Systems (GIS) • High Performance Computing: Writing and running parallel computer programs, education and training • Computer Programming Languages/Analysis and Visualization packages: Fortran, Matlab, R, NCAR Command Language (NCL), parallel programming using MPI • Project Design/formulation, Project Management: Experience in design and management of projects. • Training and Capacity Development: Involved in capacity development, has strong interest in promoting capacity development, local knowledge development, community development through cooperation programmes particularly meeting user needs at the community level by providing appropriate services. Desirous in promoting state of the art tools for analysis and visualization. Very strong ability for reasoning and strategizing ideas, particularly weather and climate services targeted at different sectors (e.g. water resources, climate resilient agriculture, etc.). PERSONAL SKILLS Languages UNDERSTANDING SPEAKING WRITING English Very Good Very Good Very Good French Fair Fair Communication skills • Good communication skills acquired from my work as a meteorologist, teacher and administrative positions held 1 Lamptey Organizational/managerial • Leadership (currently in charge of 30 people) skills • ACMAD: Deputy Director General and currently Acting Director General • Regional Maritime University Accra, Ghana: Acting Head of Nautical Science Department; Acting Dean of Graduate School • Ghana Meteorological Agency: Weather Forecaster in charge of a shift; Head of Climatology Division Computer skills • Good command of Microsoft Office tools • Good command of Windows, Linux and Macintosh Operating Systems • Good data management skills acquired from creating and managing Ghana national climatological database and training in Computing and Information Systems. EDUCATION • The Pennsylvania State University, University Park, PA (USA) Degree o PhD in Geosciences Received: o Minor: High Performance Computing August 2005 o Advisor: Prof. Eric J. Barron o Dissertation: The Role of Land Cover Change in Long-Term Climate Change (specifically, modeling aspect) • The Pennsylvania State University, University Park, PA (USA) Degree o Master of Science in Meteorology Received: o Advisor: Prof. Gregory S. Jenkins August 2001 o Thesis: Regional Climate Simulation over West Africa During Summer 1988 • London College of Business & Computing, London, England (UK) Post- o University of Oxford Delegacy of Local Examinations Diploma in Graduate Computing & Information Systems Diploma o Project: An Information System for the Basic Observational Network Received: Division of the Ghana Meteorological Agency June 1998 • The University of Reading, Reading (UK) Degree o Master of Science in Applied and Agricultural Meteorology Received: o Advisor: Dr. David Grimes September o Thesis: Comparison of Rainfall Variability Trends from Satellite 1997 Imagery and Conventional Data over Sahelian Africa o Team Project: UK Air Quality (handled measurement and monitoring) • Meteorological Office College, Shinfield Park, Reading (U.K) Certification o Certificate in Weather Forecasting Earned: June 1990 • Kwame Nkrumah University of Science & Technology, Kumasi (Ghana) Degree o Bachelor of Science (HONS) in Physics Received: o Project: A study of the decay scheme of phosphorus-30 June 1984 FURTHER TRAINING • Monitoring for Environment and Security in Africa (MESA) Training on May 14-18, Financial and Contractual Procedures in the framework of the European 2014 Development Fund. African Centre of Meteorological Applications for Development (ACMAD), Niamey, Niger. Organized by MESA secretariat. • Workshop on Climate Change Development and Adaptation by Reducing May 10 – 14 2010 2 Lamptey Vulnerability (CC DARE). African Centre of Meteorological Applications for Development (ACMAD), Niamey Niger. Organized by UNEP RISÆ Centre for Energy, Climate and Sustainable Development and ACMAD • Workshop on Water Resources in Developing Countries: Planning and Apr 27-May Management in a Climate Change Scenario. The Abdus Salam International 8 2009 Centre for Theoretical Physics, Trieste, Italy • Capacity Building Workshop on Climate Change Adaptation for Agriculture August 17- Workshop objective: To enhance capacity of Africa on climate risk 29 2008 management and climate change adaptation for Agriculture. IGAD Climate Prediction and Applications Centre (ICPAC) in Nairobi, Kenya • University Corporation for Atmospheric Research Certificate in Management Certification (USA) Earned: June 2007 • The Third ICTP Workshop on the Theory and Use of Regional Climate Models. May 29- The Abdus Salam International Centre for Theoretical Physics, Trieste, Italy June 9, 2006 • University of Ghana, Geography Department (Remote Sensing Applications November Unit)/United Nations Environment Program 1995 o Pilot Training Workshop on Environmental Resource Information Management • The University of Reading July to o Summer course in the Management and Analysis of Statistical Data September (Statistics in Agricultural Climatology) 1994 • Ghana Institute of Management & Public Administration/ University of May to June Bradford 1994 o Training Workshop on Project Management • Food and Agricultural Organization Regional Office Accra November o World Meteorological Organization/Food and Agricultural 1993 Organization Roving Training Seminar on Applications of Climatic Data for Effective Planning & Development HONORS • Elected to Meteorology Honor Society of Chi Epsilon Pi, for demonstrated October interest and ability in meteorology (Pennsylvania State University, USA) 1998 • Certificate of Honor for dedicated services while teaching Physics in Sunyani December Secondary School, Ghana 1985 FELLOWSHIP Senior Associate of the Abdus Salam International Centre for Theoretical Physics 2009 to (ICTP) in Trieste, Italy date WORK EXPERIENCE • African Centre of Meteorological Applications for Development (ACMAD) Acting Director General January 1, 2017 to date Deputy Director General o Summary of duties: September 3 Lamptey § Assists Director General in implementation of the Strategic 2013 to Plan, coordination of research activities, coordination and December capacity building activities dedicated to National 2016 Meteorological Services and stakeholders and resource mobilization. § In charge of technical and scientific activities. Provides technical and scientific coordination of all duties including those conducted by the projects. Involved in technical and scientific aspects of projects including planning and implementation of activities to ensure harmonization at the Centre. § Supervises operational and development activities, contributes to the preparation and supervision of Centre's projects formulation o Project Coordinator of African Development Bank funded Sept 2013 to Institutional Strengthening of African Climate Institutions Project December (ISACIP) – UA 20 Million 2016 o Project focal point (“Coordinator”) of European Union funded Sept 2013 to Monitoring of the Environment and Security in Africa Project (MESA). December Until Grant proposal approved in September and Partners Meeting 12 2014 and Technical Round Table held from 8-12th December 2014 (Week 13) – 2.3 Million Euros o ACMAD Project Coordinator of UK Department for International 2016 to date Development (DFID) funded Future Climate For Africa – UKMO global consortium on Improving Modeled Processes for African Climate (IMPALA) – GBP 40k o Designed and wrote proposal for the African Development Bank May 2015 to Funded Satellite and Weather Information for Disaster Resilience in date Africa (SAWIDRA) Project and currently overseeing its implementation- A Continental Numerical Modeling Project – 5.79 Million Euros o ACMAD Focal Point for the West Africa Hub of the AGRHYMET led July 2016 to Consortium of the NASA-USAID funded SERVIR Project date o Partook in the University of Leeds led consortium (World Oct 2017 to Meteorological Organization, UK and African partners) whose date proposal won the about GBP 8 million Research Councils of the United Kingdom (RCUK)/Global Challenges Research Fund (GCRF) funded African Science for Weather Information and Forecasting Techniques (SWIFT) Project. The amount for ACMAD is GBP 383, 999. Project duration: 1st Oct 2017 to 31st December 2021 • Regional Maritime University (Africa) January Senior Lecturer
Load more

Recommended publications
  • Sample Courses at the University of Cape Coast African Studies
    Sample Courses at the University of Cape Coast African Studies: ASP 115A - PHILOSOPHY OF EDUCATION: TRADITIONAL AFRICAN EDUCATION PERSPECTIVE (1 CREDIT) The course is intended to help students appreciate the philosophy behind African traditional education as they compare it with that of the western system of education. Emphasis will be placed on the characteristics of African traditional education as a pragmatic way of training the individual to live a useful life as well as on specific social values imparted by this unique model of education. ASP 109 - IMAGES OF AFRICAN LIFE IN AFRICAN LITERATURE (1 CREDIT) This is a liberal course designed to assist students identify the varying images both positive and negative of Africa as portrayed in African literature Students are expected to conduct informed and critical analyses of these images in order to determine the bases on which these images are portrayed. Students would be encouraged to cite specific examples from any primary- texts they have read. ASP 12 - GOVERNANCE AND DEMOCRACY IN TRADITIONAL AFRICAN SOCIETIES (1 CREDIT) The course is a study of indigenous political systems that existed in Africa before the creation of modern nation-states. It examines also the link between the social life of the people and their political structures. This course examines further the practice of democracy in emergent traditional African societies. ASP 106 - SEXUAL AND DOMESTIC VIOLENCE (1 CREDIT) This course will examine the dynamics of sexual assault, abuse and other forms of violations within sexual and familial relationships. Discussion will centre on news reports of such assaults and abuses. Attention will be given to resources for theological and sociological reflection.
    [Show full text]
  • About the Contributors
    Journal of Global Initiatives: Policy, Pedagogy, Perspective Volume 11 | Number 2 Article 9 April 2017 About the Contributors Follow this and additional works at: https://digitalcommons.kennesaw.edu/jgi Part of the Social and Behavioral Sciences Commons This work is licensed under a Creative Commons Attribution 4.0 License. Recommended Citation (2017) "About the Contributors," Journal of Global Initiatives: Policy, Pedagogy, Perspective: Vol. 11 : No. 2 , Article 9. Available at: https://digitalcommons.kennesaw.edu/jgi/vol11/iss2/9 This Article is brought to you for free and open access by DigitalCommons@Kennesaw State University. It has been accepted for inclusion in Journal of Global Initiatives: Policy, Pedagogy, Perspective by an authorized editor of DigitalCommons@Kennesaw State University. For more information, please contact [email protected]. About the Contributors Journal of Global Initiatives Vol. 11, No. 2, 2017, pp. 131-133 About the Contributors Akosua Boatemaa Ameyaw-Akumfi is an MPhil student with the Department of Geography and Regional Planning, University of Cape Coast. She has interest in urban/rural green spaces and rural transportation. Email: [email protected]. Amidu Owolabi Ayeni teaches at the Department of Geography, University of Lagos, Nigeria. His research focus is on water resources and climate change adaptation. He completed his post-doctoral research at CSIR, Pretoria, South Africa and completed various short training programs and workshops on water resource management in various institutions, including the ITC Enschede Netherland (on Environmental Hydrology for water Security, 2015); and ICTP, Trieste, Italy (on Water Resources in Developing Countries: Planning and Management in a Climate Change Scenarios, 2009). In addition, he has completed various environmental impacts assessment (EIA) projects across Nigeria as a socio-economic and environmental hydrology consultant.
    [Show full text]
  • Food and Nutritional Security WG
    Impact of COVID-19 on Africa’s Food and Nutritional Security “Actions and Intervention” ASRIC Working Group on Food and Nutrition ii This report was developed by the members of the six different taskforces / work packages within the ASRIC Working Group on Food and Nutrition. Below is the membership of the taskforces TASKFORCE 1 “WORK PACKAGE 1”: Food and nutrition security in light of Covid- 19 pandemic and Beyond “Situational analysis on the food and nutritional security in Africa”. Abdullahi Balarabe Sallau (Ahmadu Bello University Zaria); Abdulrazak Ibrahim (FARA) ; Alice Mutiti Mweetwa (RUFORUM) ; Anthony Egeru (RUFORUM); Chewe Nkonde (University of Zambia); Luiza Munyua (IAPSC) ; Nkechi Eneobong (Nigerian Academy of Science); Oyebiodun Grace Longe (University of Ibadan); and Paul Mwambu (NPPO Uganda) NA TASKFORCE 2 “WORK PACKAGE 2”: Identification and review of guidelines for in- country and trans-boundary movements of food and Agro-products. Brenda Kisingiri (NPPO, Uganda); Isaac Nyateng (NPPO, Kenya); Faith Ndunge (NPPO, Kenya); Luiza Munyua (AU-IAPSC) ; and Abdel Fatah Amer (Cairo University, Egypt) NA TASKFORCE 3 “WORK PACKAGE 3”: Mitigating the Impact of COVID-19 Pandemic on Components of Africa’s food Systems “Examining the consequences of Covid-19 Africa’s Food systems”. Abdel Fatah (Cairo University), Egypt; Abdulrazak Ibrahim (FARA); Alice Mutiti Mweetwa (RUFORUM); Anthony Egeru (RUFORUM); Luiza Munyua (AU-IAPSC); Olusegun Adedayo Yerokun (Zambia); Oyebiodun Grace Longe (University of Ibadan, Nigeria). TASK FORCE 4 “WORK PACKAGE 4”: Promotion and Domestication of Agribusiness and Product Development Opportunities in the realm of STI. Munoko K.M. Nguru (FARA) ; Jane Ambuko (University of Nairobi, Kenya); Moses Nyangito (University of Nairobi, Kenya); Abdulrazak Ibrahim (FARA); Nicholas Ozor (ATPS); George Ooko Abong' (University of Nairobi, Kenya); Willis Owino (Jomo Kenyatta University of Agric.
    [Show full text]
  • NORDIC CENTRE (SANORD) CONFERENCE 2018 PROGRAMME DATE: 15 -17 August, 2018 VENUE: Agora Building, University of Jyväskylä, Finland
    SOUTHERN AFRICAN – NORDIC CENTRE (SANORD) CONFERENCE 2018 PROGRAMME DATE: 15 -17 August, 2018 VENUE: Agora Building, University of Jyväskylä, Finland WEDNESDAY 15 AUGUST 8:00 – Registration opens Lobby 8:30 - 9:00 Presentation on Finnish Education System Ag Auditorio 1 9:00 - 10:30 School visits – buses leave outside Agora Building at 9:00 am 9:00 - 12:00 SANORD BOARD meeting Ag D121 10:30 - 12:00 Presentations by University of Eastern Finland, University of Tampere and University of Turku Ag D211 10:30 - 12:00 SIG meetings and Panels PANEL - Academic Citizenship and Academic Freedom Ag C231 John Higgins, University of Cape Town, South Africa Jens Sörensen, University of Gothenburg, Sweden Tor Halvorsen, University of Bergen, Norway Peter Vale, University of Johannesburg, South Africa SIG South-North partnership for sustainable tourism management and Education Ag C233 Berendien Lubbe, University of Pretoria, South Africa Jarkko Saarinen, University of Oulu, Finland SIG SANORD Teacher Education Partners (STEP) and Multicultural Ag C234 Practicum Groups and Internationalisation of Teacher Education (MUPIT) Gerd Wikan, Inland Norway University of Applied Sciences, Norway Elina Lehtomäki, University of Oulu, Finland Shepherd Urenje, University of Uppsala, Sweden Per Assmo, University West, Sweden 1 WEDNESDAY 15 AUGUST 12:00 - 13:00 Lunch Piato 13:00 - 14:00 Opening Ceremony and welcoming remarks Ag Auditorio 1 Professor Keijo Hämäläinen, Rector, University of Jyväskylä, Finland Eva Åkesson, SANORD board, Chairperson, Uppsala University, Sweden
    [Show full text]
  • Rethinking Higher Education Governance in Ghana This Is a Research Report of the CODESRIA
    Rethinking Higher Education Governance in Ghana This is a research report of the CODESRIA: Higher Education Leadership Programme (HELP) Launched in 2011, with funding support from the Carnegie Corporation of New York (CCNY), the HELP program sought to support research networks, policy forums and publications to document and provide an understanding of transformations underway with regard to the governance and leadership of higher education institutions in Africa. In initiating the program, CODESRIA was motivated by the desire to contribute to the knowledge base and initiate policy debates that would deepen the reforms, as leadership and governance are central to ensuring the quality and relevance of higher education in the continent. CODESRIA Working Paper Series The CODESRIA Working Paper Series disseminates outputs from CODESRIA’s research activities. Working papers constitute work in progress. They provide insights into the breadth and depth of work undertaken by the Council’s various programmes and research networks. These are published to stimulate discussion and contribute to the advancement of knowledge. Rethinking Higher Education Governance in Ghana Reflections of a Professional Administrator Paul Effah Council for the Development of Social Science Research in Africa DAKAR © CODESRIA 2018 Council for the Development of Social Science Research in Africa Avenue Cheikh Anta Diop, Angle Canal IV BP 3304 Dakar, 18524, Senegal Website: www.codesria.org ISBN: 978-2-86978-786-5 All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording or any information storage or retrieval system without prior permission from CODESRIA.
    [Show full text]
  • Challenges of Distance Education Students in Ghana Received May 5, 2020; Accepted July 12, 2020
    Open Education Studies, 2020; 2: 149–158 Research Article Jamilatu Sumaila, Vera Rosemary Ankoma-Sey, Daniel Asamoah, Frank Quansah* Conducting Research Work as a Requirement for University Undergraduate Studies: Challenges of Distance Education Students in Ghana https://doi.org/10.1515/edu-2020-0112 received May 5, 2020; accepted July 12, 2020. & Mishra, 2015). This implies that whenever there is an issue of concern in education, there is the need to Abstract: As a partial condition for the successful conduct a study to investigate the existence of the problem completion of school, and for certification reasons, and come out with solutions to the problem where undergraduate distance education students in Ghanaian necessary (Amedahe, 2002; Rajasekar, Philominathan, & universities are required to conduct research work. Chinnathambi, 2013). Educational research and research Due to the mode of teaching and learning activities, it in general, promote national development (Baafi- appears such students are at a disadvantage. In this Frimpong, Yarquah, & Milledzi, 2016). Take for example, study, we examined the challenges distance education when students are able to identify educational problems students encounter in conducting their research work and research into it, they are more likely to come out in two universities in Ghana. A cross-sectional survey with solutions which could bring about improvement was conducted using 866 distance education students in practice and developmental changes in educational sampled from the study centres across the country. policies. For this reason, Mafenya (2014) stresses that Results from a confirmatory factor analysis, using 5,000 a country cannot develop meaningfully without the bootstrap samples, revealed challenges from the students, application of scientific research findings.
    [Show full text]
  • Contributors • 121 •
    Contributors • 121 • Contributors Dede-Esi Amanor-Wilks is ActionAid’s International Director for West & Central Africa. Before joining ActionAid in 2007, Amanor-Wilks spent several years at the London School of Economics, where she wrote a thesis on the peasant-settler dichotomy in Africa and taught the foundation course in economic history. She was formerly the Africa Director of IPS news agency, based in Harare, and before that East Africa and later Francophone Africa editor of Africa Economic Digest magazine in London. She began her professional life at Third World Communications, moving on to African Concord and West Africa magazines. She currently resides in Kenya. A. Atia Apusigah is a Cultural Analyst with special interests in educational reforms, gender justice, political economy of development and indigenous knowledge systems. She is a senior lecturer at the Department of African and General Studies and Department of Education Studies in the University for Development Studies, Ghana. Her most recent publications include Endogenous Development in Africa: Toward a Systemization of Experiences, which she co-edited with David Millar and Claire Boonzaaijier. She is also the editor of the Ghana Journal of Development Studies (GJDS) and Studies in Gender and Development in Africa (SIGADA). Akua Opokua Britwum is a Senior Research Fellow at the Institute for Development Studies, University of Cape Coast, in Ghana where she is engaged in teaching and research in the areas of gender and labour studies. Her publications cover gender-based violence, gender and economic participation as well as trade union democracy and informal economy labour force organisation. Patricia Kameri-Mbote is a Professor of Law at Strathmore University Nairobi.
    [Show full text]
  • University of Cape Coast Cape Coast, Ghana Students’ Representative Council
    UNIVERSITY OF CAPE COAST CAPE COAST, GHANA STUDENTS’ REPRESENTATIVE COUNCIL Telephone: 03321 – 30907 UNIVERSITY OF CAPE COAST SRC Mobile Phone: 0500551534/0579293548 GHANA Facebook: UCC SRC E-mail: [email protected] Our Ref: UCC/SRC/19-20/0013 11th July, 2019 Dear Prospective Student, The Students’ Representative Council (SRC) of the University of Cape Coast wishes to congratulate you on your admission into the only University of Competitive Choice in Ghana. Following past experiences of exploitations (i.e. taxi drivers taking huge sums of monies from students when they (drivers) bring students from Cape Coast town to campus. In fact most drivers could charge as high as GHS50), stress (especially conveying luggage from one vehicle station to another), thievery, and inconveniencies that have been associated with fresh students reporting to campus, the SRC wishes to introduce to you the ”SRC HASSLE-FREE TRANSPORT PROJECT” which aims at transporting fresh students from and around the underlisted locations straight to campus. This is a comprehensively planned project that assures convenience, comfort, reliability and quality service. Our bus will convey you directly from the underlisted locations (and surrounding towns inclusive) to the doorsteps of your hall of affiliation in the University of Cape Coast. We therefore encourage you to patronise this package we have carefully organised for you. The list of towns, their respective fares and times of departure are stated overleaf. The departure times are scheduled such that you can join the bus at the respective locations or any other surrounding town (depending on your arrangement with your coordinator) from any part of your region.
    [Show full text]
  • Centre for International Education University of Cape Coast
    CENTRE FOR INTERNATIONAL EDUCATION UNIVERSITY OF CAPE COAST ACADEMIC PROGRAMMES Information for prospective International students ABOUT THE UNIVERSITY The University of Cape Coast is an equal opportunity University uniquely posi- tioned to provide quality education through the provision of comprehensive, OF CAPE COAST liberal and professional programs that challenge learners to be creative, inno- vative, and morally responsible citizens. The University constantly seeks alternative ways to respond to changing needs whilst attracting and maintaining highly qualified academic and administrative staff and offering a conducive environment that motivates them to position the University to respond effectively to the developmental needs of the world. With a student population of about 59,000, we strive to be the Uni- versity of Choice in Africa. The University has earned a great reputation for delivering academic excellence within a supportive learning environment. At the University of Cape Coast all students have the opportunity to join a variety of sports and amalgamat- ed clubs to enrich their social and extra-curricular experience. Among the many resources available to stu- dents of the University include access to Wi-Fi hotspots all over campus, an ultra-modern library complex with a capacity for stocking 750,000 volumes, a well-resourced hospital, an ICT Centre, expansive counsel- ling system, sports facilities, banking services, restaurants, and many more. Pg. 1 University of Cape Coast | Academic Programmes Cape Coast Slave Castle LIVING IN CAPE COAST Cape Coast (‘Oguaa’ in the local Fanti dialect) was the first capital of the former Gold Coast, now Ghana until it was moved to Accra in 1877.
    [Show full text]
  • Widening Participation in Higher Education in Ghana and Tanzania: Developing an Equity Scorecard
    Widening Participation in Higher Education in Ghana and Tanzania: Developing an Equity Scorecard An ESRC/DfID Poverty Reduction Programme funded Research Project Working Paper 1: Setting the Scene Louise Morley Fiona Leach Rosemary Lugg Amandina Lihamba James Opare Eustella Bhalalusesa Linda Dzama Forde Godwin Egbenya Rosemarie Mwaipopo March 2007 www.sussex.ac.uk/education/wideningparticipation WPHE Working Paper 1 Table of Contents List of Acronyms ...........................................................................................................4 1. Setting the Scene for the ESRC/DFID Project on Widening Participation in Higher Education in Ghana and Tanzania ...............................................6 1.1 Aims...................................................................................................................6 1.2 Objectives ..........................................................................................................7 1.3 Research Questions............................................................................................8 1.4 The Equity Scorecard.........................................................................................9 1.5 Why This Research is Important......................................................................10 1.6 Which Groups are Under-represented?............................................................12 1.7 Policy Interventions .........................................................................................14 1.8 Higher Education and Poverty
    [Show full text]
  • Utilization of Library Resources by Lecturers in University of Cape Coast Kwaku Anhwere Barfi Rm
    University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Library Philosophy and Practice (e-journal) Libraries at University of Nebraska-Lincoln 1-15-2018 Utilization of library resources by lecturers in university of cape coast Kwaku Anhwere Barfi rM . University of Cape Coast, [email protected] Paulina Afful-Arthur Mrs University of Cape Coast, Ghana, [email protected] Emmanuel Manu Agyapong Mr University of Coast Coast, Ghana, [email protected] Follow this and additional works at: https://digitalcommons.unl.edu/libphilprac Part of the Educational Technology Commons, Higher Education Commons, and the Library and Information Science Commons Barfi, Kwaku Anhwere Mr.; Afful-Arthur, Paulina Mrs; and Agyapong, Emmanuel Manu Mr, "Utilization of library resources by lecturers in university of cape coast" (2018). Library Philosophy and Practice (e-journal). 2932. https://digitalcommons.unl.edu/libphilprac/2932 Vol. 10(1), pp. 10-16, January 2018 DOI: 10.5897/IJLIS2017.0775 Article Number: 566BED855649 International Journal of Library and Information ISSN 2141-2537 Copyright © 2018 Science Author(s) retain the copyright of this article http://www.academicjournals.org/IJLIS Full Length Research Paper Utilization of library resources by lecturers in university of cape coast Barfi Kwaku Anhwere1*, Afful-Arthur Paulina2 and Agyapong Emmanuel Manu2 1Biological Sciences Library, University of Cape Coast, Cape Coast, Ghana. 2Sam Jonah Library, University of Cape Coast, Cape Coast, Ghana. Received 30 March, 2017; Accepted 9 May, 2017 This research work was designed to examine the utilization of library resources by lecturers in University of Cape Coast. The objective of the study was to find out the level of availability of library materials in the university, and determine the extent of use of the materials by lecturers.
    [Show full text]
  • College Codes (Outside the United States)
    COLLEGE CODES (OUTSIDE THE UNITED STATES) ACT CODE COLLEGE NAME COUNTRY 7143 ARGENTINA UNIV OF MANAGEMENT ARGENTINA 7139 NATIONAL UNIVERSITY OF ENTRE RIOS ARGENTINA 6694 NATIONAL UNIVERSITY OF TUCUMAN ARGENTINA 7205 TECHNICAL INST OF BUENOS AIRES ARGENTINA 6673 UNIVERSIDAD DE BELGRANO ARGENTINA 6000 BALLARAT COLLEGE OF ADVANCED EDUCATION AUSTRALIA 7271 BOND UNIVERSITY AUSTRALIA 7122 CENTRAL QUEENSLAND UNIVERSITY AUSTRALIA 7334 CHARLES STURT UNIVERSITY AUSTRALIA 6610 CURTIN UNIVERSITY EXCHANGE PROG AUSTRALIA 6600 CURTIN UNIVERSITY OF TECHNOLOGY AUSTRALIA 7038 DEAKIN UNIVERSITY AUSTRALIA 6863 EDITH COWAN UNIVERSITY AUSTRALIA 7090 GRIFFITH UNIVERSITY AUSTRALIA 6901 LA TROBE UNIVERSITY AUSTRALIA 6001 MACQUARIE UNIVERSITY AUSTRALIA 6497 MELBOURNE COLLEGE OF ADV EDUCATION AUSTRALIA 6832 MONASH UNIVERSITY AUSTRALIA 7281 PERTH INST OF BUSINESS & TECH AUSTRALIA 6002 QUEENSLAND INSTITUTE OF TECH AUSTRALIA 6341 ROYAL MELBOURNE INST TECH EXCHANGE PROG AUSTRALIA 6537 ROYAL MELBOURNE INSTITUTE OF TECHNOLOGY AUSTRALIA 6671 SWINBURNE INSTITUTE OF TECH AUSTRALIA 7296 THE UNIVERSITY OF MELBOURNE AUSTRALIA 7317 UNIV OF MELBOURNE EXCHANGE PROGRAM AUSTRALIA 7287 UNIV OF NEW SO WALES EXCHG PROG AUSTRALIA 6737 UNIV OF QUEENSLAND EXCHANGE PROGRAM AUSTRALIA 6756 UNIV OF SYDNEY EXCHANGE PROGRAM AUSTRALIA 7289 UNIV OF WESTERN AUSTRALIA EXCHG PRO AUSTRALIA 7332 UNIVERSITY OF ADELAIDE AUSTRALIA 7142 UNIVERSITY OF CANBERRA AUSTRALIA 7027 UNIVERSITY OF NEW SOUTH WALES AUSTRALIA 7276 UNIVERSITY OF NEWCASTLE AUSTRALIA 6331 UNIVERSITY OF QUEENSLAND AUSTRALIA 7265 UNIVERSITY
    [Show full text]