DOCSLIB.ORG

The Effects of Collaborative Writing Instruction

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
The Effects of Collaborative Writing Instruction DSpace Institution DSpace Repository http://dspace.org English Language and Literature Thesis and Dissertations 2018-10-31 THE EFFECTS OF COLLABORATIVE WRITING INSTRUCTION ON þÿSTUDENTS WRITING PERFORMANCE AND SOCIAL SKILLS: THE CASE OF GRADE 10 STUDENTS AT WURGESSA GENERAL SECONDARY SCHOOL ALEMNESH, SEID http://hdl.handle.net/123456789/9051 Downloaded from DSpace Repository, DSpace Institution's institutional repository BAHIR DAR UNIVERSITY FACULTY OF HUMANITIES DEPARTMENT OF ENGLISH LANGUAGE AND LITRATURE THE EFFECTS OF COLLABORATIVE WRITING INSTRUCTION ON STUDENTS’ WRITING PERFORMANCE AND SOCIAL SKILLS: THE CASE OF GRADE 10 STUDENTS AT WURGESSA GENERAL SECONDARY SCHOOL BY ALEMNESH SEID AUGUST 2018 BAHIRDAR 1 THE EFFECTS OF COLLABORATIVE WRITING INSTRUCTION ON STUDENTSWRITING PERFORMANCE AND SOCIAL SKILLS: AT WUREGESSA GENERAL SECONDARY SCHOOL GRADE 10 STUDENTS BY ALEMNESH SEID A THESIS SUBMITTED TO THE DEPARTMENT OF FOREIGN LANGUAGES AND LITERATURE IN PARTIAL FULFILLMENT OF THE REQUIREMENT FOR M. ED. IN TEACHING ENGLISH AS A FOREIGN LANGUAGE ADVISOR BIRHANU SIMEGN (PhD) AUGUST BAHIR DAR 2 This M.ED thesis has been submitted for examination with my approval as a thesis advisor. Name ___________________________ Signature _______________ Date ____________ 3 BAHIR DAR UNIVERSITY FACULTY OF HUMANITIES DEPARTMENT OF ENGLISH LANGUAGE AND LITERATURE THE EFFECTS OF COLLABORATIVE WRITING INSTRUCTION ON STUDENTS WRITING PERFORMANCE AND SOCISL SKILLS BY ALEMNESH SEID Approved by the Board of Examination 1. _______________________ _______________ ____________ Advisor Signature Date 2. ________________________ _______________ ____________ Internal Examiner Signature Date 3. ________________________ _______________ _____________ External Examiner Signature Date 4 ACKNOWLEDGEMENTS First and for most, my heartfelt thanks go to Almighty Allah, who gave me energy and courage to go through this long and complex academic journey. I would like to underline my deepest appreciation and sincere gratitude to my advisor Dr. Birhanu Simegn for his support; he devoted his time and effort for giving me continuous guidance, constructive comments and suggestions. He provided his help throughout the thesis work, something that I would like to describe on his advisory is that his patience and punctuality in all of the advisory, these were my assets in successfully completing my research work. I am also deeply grateful to all my brothers, their encouragement and assisting me in moral and material support while I was working on my thesis. Moreover, my heartfelt thanks also go to my youngest brother Awol seid for his professional support throughout the paper. And also I would like to extend my heartfelt thanks to my students and English language department teachers at Wurgessa General Secondary School in 2018 G.C. Last but not least, I would like to thanks to all my friends and others who directly and indirectly put their hands throughout my study. Overall, Alhamdulillah, all these happened with the blessing of Allah! I Table of contents Contents Page ACKNOWLEDGEMENTS ............................................................................................................. I Table of content .............................................................................................................................. II LIST OF TABLES ......................................................................................................................... V LIST OF ABBREVIATION /ACRONYMS/ ............................................................................... VI ABSTRACT ................................................................................................................................. VII CHAPTER ONE: INTRODUCTION ......................................................................................... 1 1.1. Background of the Study ...................................................................................................... 1 1.2. Statements of the Problem................................................................................................ 4 1.3. Research Questions .......................................................................................................... 7 1.4. Objectives of the Study .................................................................................................... 7 1.4.1. General Objective ..................................................................................................... 7 1.4.2. Specific Objectives ................................................................................................... 8 1.5. Significance of the Study ................................................................................................. 8 1.6. Scope of the Study............................................................................................................ 9 1.7. Limitation of the Study .................................................................................................... 9 1.8. Organization of the Study ................................................................................................ 9 1.9. Operational Definitions of Terms .................................................................................. 10 CHAPTER TWO: REVIEW OF RELATED LITERATURE ............................................... 11 Introduction ................................................................................................................................. 11 2.1. Collaborative Writing ......................................................................................................... 11 2.2. Definition of Collaborative Writing ............................................................................... 11 2.3. The Nature of Writing .................................................................................................... 13 2.3.1. Nature of Collaboration of Student‟s Reflections ................................................... 14 2.4. Why is Collaborative Writing Used? ............................................................................. 14 2.5. Writing Approaches ....................................................................................................... 17 2.6. Cognitive, Affective and Social Aspects of Writing ...................................................... 19 II 2.7. Why is Collaborative Writing Helpful for L2 Writing Performance? ........................... 23 2.8. Theoretical Framework of Writing ................................................................................ 25 2.9. What is Social Skills? ..................................................................................................... 25 2.10. Research on Collaborative writing and social skills ...................................................... 27 2.11. Summary of Review of Related Literature .................................................................... 30 CHAPTER THREE: RESEARCH METHODOLOGY ......................................................... 31 3.1. Research Design ............................................................................................................. 31 3.2. Population, Sample and Sampling Techniques of the Study ......................................... 31 3.2.1. Population of the Study ........................................................................................... 31 3.2.2. Sample of the Study ................................................................................................ 32 3.2.3. Sampling Techniques .............................................................................................. 32 3.3. Data Collection Instruments ........................................................................................... 32 3.3.1. Pre-test ......................................................................................................................... 33 3.3.2. Post-test ....................................................................................................................... 33 3.3.3. Questionnaire ............................................................................................................... 33 3.3.3.1 Pre –questionnaire ..................................................................................................... 34 3.3.3.2. Post-questionnaire .................................................................................................... 34 3.4. Validity and Reliability of Instruments .......................................................................... 34 3.5. Data Collection Procedures ............................................................................................ 35 3.6. Teaching Treatment Materials and Procedures .................................................................. 35 3.6.1. Treatment materials ..................................................................................................... 35 3.6.2. Treatment Procedures .................................................................................................. 36 3.7. Methods of Data Analysis .............................................................................................. 37 3.8. The Research Setting ...................................................................................................... 37 3.9. Inter Ratter Reliability of the Study ............................................................................... 37 3.10. Guidelines for Marking the Pre- and Post test ..............................................................
Load more

Recommended publications
  • Gender Responsive Pedagogy: Practices, Challenges & Opportunities
    Gender Responsive Pedagogy: Practices, Challenges & Opportunities - A Case of Secondary Schools of North Wollo Zone, Ethiopia Mollaw Abraha1*, Asrat Dagnew2 and Amera Seifu2 1Education and Behavioral Sciences, Woldia University, Post Box No: 400, Ethiopia 2Education and Behavioral Sciences, Bahir Dar University, Post Box No: 1876, Bahir Dar, Ethiopia Abstract The purpose of the current study was to examine the general secondary school (GSS) science teachers’ gender responsive pedagogy (GRP) implementation status. To do so, descriptive survey research design was employed. Teachers, department heads and school principals were taken as respondents of the study comprehensively. And students were also participants of the study conveniently. Questionnaire, interview, and focus group discussion (FGD) were considered as the principal data collection tools. The collected data was analyzed both qualitatively and quantitatively: the data collected through questionnaire was analyzed via mean, std., one sample t-test. And the data gathered by open ended items, interview, and FGD as well was analyzed via words, phrases, statements and narration. The analyzed data noted that GSS science teachers of the North Wollo Zone had facilitated GRP fairly. Thus, they found as effective in relation to language usage, classroom setups, classroom interaction, and addressing sexual harassment. To do so, availability of qualified school supervisors and principals, and realization of new education training policy (NETP) were considered as possible opportunities. However, teachers as well ineffective to prepare gender responsive (GR) lesson plan, to prepare and use GR instructional materials and to have GR management of sexual maturation. This vanity of teachers was sourced from ranges of challenges: economic, culture, school and teacher related.
    [Show full text]
  • Loans and Training Help Raise Ethiopian Women from Poverty
    TM Loans and Training Help Raise Project Profile Organization: REPORT Ethiopian Women From Poverty Women Support Organization (WSO) Grant amount: $22,618 Geneva Global ID: 1-Z7E7-1106 Project duration: DELTA Members celebrate 18 months the first anniversary of the Edeget self- help group in Expected Performance Merssa, Ethiopia, in March 2004. DELTA SCORE Measures relative grant effectiveness 4 5.3 6.6 RISK-ADJUSTED RANGE GRANT PROFILE Reflects aggregate project risk Overview CONSERVATIVE AGGRESSIVE In rural Ethiopian regions stricken by drought and food shortages, women who farm to feed families struggle with a lack of access to affordable credit and skills training. WSO Please refer to the FAQ at the end of this document for an creates self-help groups that provide members with small loans, training and support. explanation of the Delta Score and Grant Profile. Hundreds of women will gain capital for business growth, learn entrepreneurial skills Project Location and increase farm income, raising the quality of life for hundreds more family members. Region Expected Life Change Results An investment of $22,618 expands WSO’s program providing microloans and training to women and community leaders in two additional rural areas. Expected Life Change: 300 women gain entrepreneurial skills and loans Country 1,800 women and family members benefit from increased family income 100 community leaders gain understanding of women’s rights and HIV prevention 100 women have their rights protected 1,800 people impacted – some in multiple ways – at a cost per life changed of $12.57 What We Like About This Project ETHIOPIA WSO helps combat poverty by strategically empowering rural women with practical skills and opportunities for credit, resulting in increased household food supplies.
    [Show full text]
  • St. Mary's University School of Graduate Studies Contributions of Self Help Group on Women Empowerment: a Case Study in Habru
    ST. MARY’S UNIVERSITY SCHOOL OF GRADUATE STUDIES CONTRIBUTIONS OF SELF HELP GROUP ON WOMEN EMPOWERMENT: A CASE STUDY IN HABRU WOREDA, NORTH WOLLO, ETHIOPIA By Ahmed Mohammednur JUNE, 2017 ADDIS ABABA, ETHIOPIA 1 ST.MARY’S UNIVERSITY SCHOOL OF GRADUATE STUDIES CONTRIBUTIONS OF SELF HELP GROUP ON WOMEN EMPOWERMENT: A CASE STUDY IN HABRU WOREDA, NORTH WOLLO, ETHIOPIA BY AHMED MOHAMMEDNUR THESIS SUBMITTED TO ST. MARY’S UNIVERSITY SCHOOL OF GRADUATE STUDIES IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ART IN RURAL DEVELOPMENT JUNE, 2017 ADDIS ABABA, ETHIOPIA 2 BOARD OF EXAMINERS As member of Board of examiners of the master thesis open defense examination, we certify that we have read and evaluated the thesis prepared by Ahmed Mohammednur and examined the candidate. We recommended that this thesis be accepted as fulfilling the thesis requirement for the degree of Masters of Art in Rural Development. APPROVED BY BOARD EXAMINERS _____________________________ _______________________ CHAIR PERSON, (INSTITUTE DEAN) SIGNATURE _____________________________ _______________________ ADVISOR SIGNATURE ___________________________ _______________________ EXTERNAL EXAMINER SIGNATURE _____________________________ ________________________ INTERNAL EXAMINER SIGNATURE 3 DECLARATION I , the undersigned , declare that this thesis is my original work, prepared under the guidance of Milkessa Wakjira (PhD). All sources of material used for the thesis have been duly acknowledged. I further confirm that the thesis has not been submitted either in part of in full to any other educational institutions for the purpose of earning a degree. _____________________________________ Name Signature St.Mary’s University June, 2017 Addis Ababa 4 CERTIFICATE This is to certify that Mr. Ahmed Mohammednur a student of MARD from St.Mary’s University was working under my supervision and guidance for his project thesis.
    [Show full text]
  • Local History of Ethiopia : Wib Hamer
    Local History of Ethiopia Wib Hamer - Wyrambo © Bernhard Lindahl (2008) wib (A) beautiful, scenic; hamer (A) 1. ark; 2. reddish-brown /horse/ -- Hamer, ethnic group in the South Omo Zone HCB47 Wib Hamer (Wub H.) 0549'/3625' 1236 m 05/36 [Gz] HCB79 Wib Hamer (Wub H.) 0604'/3635' 1961 m 06/36 [Gz] HC... Wiba Debre Tseyh (in Gofa awraja) 06/36? [Ad] JEH74 Wibara (Uibara) (area), cf Webera 12/41 [+ WO] wibit g..: gola (O) room in traditional house, cave; stable; gola (A) golha (T) kind of shrub or small tree, Salix subserrata HDM44 Wibit Gola kebele (Webit .. ..) 09/39 [Ad] in southern Ankober wereda, 11 km south of Ankober town; area 1,448 hectares. [CSA 1994] HDM54 Wibit & Widede kebele (Webit & Wedädé ..) 09/39 [Ad] in central Ankober wereda, 4 km east of Ankober town; area 854 hectares. [CSA 1994] ?? Wible Maryam (church), see Simema wichale (A) small monkey; -- Wichale, Wochale, Wechalé Wuchale, name of an Ittu tribe of the eastern Oromo known from fighting with imperial forces -- in the 1620s, also a modern branch of the Arsi-Siqo Oromo living north-east of lake Ziway -- Wichale (Wuchale) (which one?) town in Debre Sina wereda HDB66 Wichale (Wich'ale) 0845'/3617' 2165 m, 08/36 [Gz] west of Arjo HDL53 Wichale (Uccialle) 09/38 [+ WO] HDL54 Wichale (Uccialle) (plain) 09/38 [+ WO] HEF63 Wichale (Uccialli) (plain) 11/39 [+ WO Gu] HEF72 Wichale (Uccialli, Utchale, Utchali) 11/39 [+ WO Mi x] (Fre: Outchali) (area) with coal used by the Italians HEF72 Wichale (Wich'ale, Wuchale, Uccialli, Utchali) 11/39 [Gz Te WO] (Wetchale, Wechalle, Wouchale) 1879/1990 m 11/39 [x Po] Gz: 1130'/3936' = HEF72, 1712 m; MS: 1120'/3930' = HEF51 Distance 40-50 km north of Dessie and 461 km from Addis Abeba.
    [Show full text]
  • Local History of Ethiopia : Wenaga
    Local History of Ethiopia Wenaga - White sub-district © Bernhard Lindahl (2005) GD... Wenaga (in Kelem awraja) 08/34? [Ad] Catholic Mission school in 1968 had 153 boys and 4 girls in grades 1-4, with 3 teachers. wenago: wanaag (Som) goodness, kindness, mercy HCK08 Wenago (Wanago, Wonago, Uanago, Uonago) 06/38 [Gz Po WO Gu] Gz: 06°19'/38°16' 1764 m; MS: 06°15'/38°15' 1750 m MS coordinates would give map code HCD98 a little to the south (with sub P.O. under Shashemene), cf Dilla (centre in 1964 of Dilla wereda) 13 km from Dilla and north of Agere Maryam. Nearby there is an important site of monoliths, see Tutu Fella. Volcanic rocks in general extend to this area. [Mineral 1966] Market place where the inhabitants in the mid-1900s mostly were Amhara and Darasa. In a plain west of Wenago lived only Guji people. [E Haberland 1963] The primary school, in Derassa awraja, in 1968 had 500 boys and 123 girls, with 12 teachers. An elementary school building constructed of concrete elements and with Swedish assistance through ESBU was completed around 1970. [SIDA 1971] HCK08 Wenago sub-district (-1964-1997-) 06/38 [Ad n] (centre in 1964 = Gwangwa) ?? Wenareb, not far from Gondar ../.. [18] E. Rüppell tells from the 1840s that at the village of Wenareb the inhabitants had erected several thorn enclosures within which caravans would be safe from robbers and wild animals. Each enclosure had an owner who claimed the right to sell victuals and fodder for the travellers' animals. [Rüppell vol I p 292-293] HDR63 Wenberima, see Wemberma HDM83 Wenbero 09°49'/39°37' 2603 m 09/39 [Gz] north-east of Debre Birhan H...
    [Show full text]
  • Floristic Composition and Vegetation Structure of Gemehat Remnant Forests, Habru Woreda, North Eastern, Ethiopia
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by International Institute for Science, Technology and Education (IISTE): E-Journals Advances in Life Science and Technology www.iiste.org ISSN 2224-7181 (Paper) ISSN 2225-062X (Online) Vol.67, 2018 Floristic Composition and Vegetation Structure of Gemehat Remnant Forests, Habru Woreda, North Eastern, Ethiopia Andualem Ayalew Sirinka agricultural research center, P.O.Box 74, Woldiya,North Wollo, Ethiopia Abstract The study was conducted on Gemeshat Forest in North Wollo,northeastern Ethiopia with the objectives of determining the floristic composition & vegetation structure. Stratified random samplings of 60 (20 m × 20 m) plots were sampled along line transects radiating from the peak of the Forest in north-south directions. In each main pots, five subplots (5 m x 5 m) and 2m×2m distributed one at each corner and one at the center were laid down to sample trees ,shrubs and seedling and sapling of tree and shrub species. All plots were laid at a distance of 100 m along the transect lines. In each main plot, data on floristic Composition, species diversity, height and Diameter at Breast Height (DBH) of woody plant species and altitude, slope and aspect were recorded. Community classification was performed using R-Free Statistical Software. Shannon-Wiener diversity index were used to compute species diversity between the plant communities. Structure of the forest was analyzed using DBH, basal area and IVI. Results showed that a total of 60 woody plant species representing 60 genera and 38 families were identified. The dominant families were Fabaceae and Oleaceae (4 species and genera each) respectively.
    [Show full text]
  • Ethiopia 2018 International Religious Freedom Report
    ETHIOPIA 2018 INTERNATIONAL RELIGIOUS FREEDOM REPORT Executive Summary The constitution codifies the separation of religion and the state, establishes freedom of religious choice, prohibits religious discrimination, and stipulates the government shall not interfere in the practice of any religion, nor shall any religion interfere in the affairs of the state. On January 20, security forces fired teargas on a group of youth singing politically charged messages in Woldia town during Epiphany celebrations. The Amhara regional government pledged to investigate the incident. The local Human Rights Council (HRCO) reported security forces subsequently shot and killed eight Orthodox Church members; this was followed by further protests and killings. On February 16, the government declared a state of emergency (SOE) that restricted organized opposition and antigovernment protests, which also affected religious activities. The House of Peoples’ Representatives voted on June 5 to lift the SOE, effective immediately. There were no reports of religious communities engaging in protests either before or after the lifting of the SOE. On August 1, representatives of the exiled synod of the Ethiopian Orthodox Church (EOC), headed by Patriarch Abune Merkorios, returned to the country and reunited with the synod in Ethiopia headed by Patriarch Abune Mathias. The reconciliation effort had the direct support of Prime Minister Abiy Ahmed Ali and ended a 26-year schism in the Orthodox Church. On August 4, three Muslim scholars, Sheik Seid Ahmed Mustafa, Sheik Jabir Abdella, and Sheik Sherif Muhdin, returned to the country after decades of exile in Saudi Arabia. The scholars told local media they returned in response to Prime Minister Abiy’s calls to return and build the country.
    [Show full text]
  • Introduction
    Practices of Gender Responsive Pedagogy in the General Secondary School Science Teaching and Learning: Challenges & Opportunities - A Case of North Wollo Zone, Ethiopia Abstract This study was intended to examine the GSS science teachers’ GRP implementation status. To do so, descriptive survey research design was employed. Teachers, department heads and school principals were taken as respondents of the study comprehensively. And students were also participants of the study conveniently. Questionnaire, interview, and FGD were considered as the principal data collection tools. The collected data was analyzed both qualitatively and quantitatively: the data which collected questionnaire was analyzed via mean, std., one sample t-test. And the data that gathered by open ended items, interview, and FGD as well analyzed via words, phrases, statements and narration in general. The analyzed data noted that GSS science teachers of the North Wollo Zone had facilitated GRP fairly. Thus, they found as effective in relation to language usage, classroom setups, classroom interaction, and addressing sexual harassment. To do so, availability of qualified school supervisors and principals, realization of NETP, ESDP and GTP were considered as possible opportunities. However, teachers as well ineffective to prepare GR lesson plan, to prepare and use GR instructional materials and to have GR management of sexual maturation. This vanity of teachers was sourced from ranges of challenges: economic related (low economic background parents, girls migration & their
    [Show full text]
  • One WASH National Program Consolidated WASH Account 2007 Annual Report Final
    One WASH National Program – CWA 2007 Annual Report One WASH National Program Consolidated WASH Account 2007 Annual Report Final National WASH Program Coordination Office August 2015 Addis Ababa One WASH National Program – CWA 2007 Annual Report Table of Contents 1. Part One. Introduction .......................................................................................................................... 7 1.1. General Information .......................................................................................................................... 7 1.2. OWNP-CWA Program Development Objective .............................................................................. 7 1.3. Program Components ........................................................................................................................ 8 1.4. The Program Beneficiaries................................................................................................................ 8 1.5. Allocation of budget ......................................................................................................................... 9 1.5.1. Program Components and Outputs through CWA Financing ....................................................... 9 1.6. Reporting Period ............................................................................................................................. 10 2. Part Two. Program management and capacity building ..................................................................... 11 3. Part Three. Component description,
    [Show full text]
  • Analysis of Vegetables Marketing Performance in Case of Habru District, North Wollo Zone, Ethiopia
    Journal of Marketing and Consumer Research www.iiste.org ISSN 2422-8451 An International Peer-reviewed Journal Vol.66, 2020 Analysis of Vegetables Marketing Performance in Case of Habru District, North Wollo Zone, Ethiopia Ebrahim Endris * Department of Agricultural Economics, Woldia University, Woldia, Ethiopia Jema Haji School of Agricultural Economics and Agribusiness, Haramaya University, Haramaya, Ethiopia Bosena Tegegne School of Agricultural Economics and Agribusiness, Haramaya University, Haramaya, Ethiopia Abstract This study was aimed to identifying the major market channels, and examining the market structure and performance of vegetable market in Habru district, North Wollo Zone, Ethiopia. Both primary and secondary data were used for the study. Multi stage random sample techniques used to select 147 vegetable producer households and purposive sampling of 53 vegetable traders were used to generate the primary data. The structure and performance analysis result indicated that four firm’s concentration ratios (CR4) of onion and tomato traders in both Mersa and Woldia market indicates strongly oligopolistic vegetable market. Lack of capital is reported as the main barrier to entry particularly for collectors and wholesalers. Five different vegetable marketing channels are identified. Producers gross marketing margin is largest when they directly sell to consumers followed by when supplied directly to wholesaler and lowest when they supply through collectors. The study recommends the need to Enhance competition through promoting entrepreneur entry, facilitate farmers’ cooperative for collective marketing, and buildup producers bargaining power through market-oriented extension service. Keywords : Concentration ratio, Market performance, Margin DOI: 10.7176/JMCR/66-01 Publication date: March 31 st 2020 1. INTRODUCTION Ethiopia is one of the countries in Africa, which have huge potential for the development of different varieties of horticultural crops (EHDA, 2012).
    [Show full text]
  • Eden Dessalegn
    ADDIS ABABA UNIVERSITY SCHOOL OF EARTH SCIENCES HYDROGEOLOGICAL ASSESSMENT ON UPPER MILLE RIVER CATCHMENT By: Eden Dessalegn Advisor: Tilahun Azagegn (Ph.D.) Co-advisor: Asfawossen Asrat September, 2020 Addis Ababa ADDIS ABABA UNIVERSITY COLLEGE OF NATURAL SCIENCE SCHOOL OF EARTH SCIENCE HYDROGEOLOGICAL ASSESSMENT ON UPPER MILLE RIVER CATCHMENT A THESIS SUBMITTED TO SCHOOL OF EARTH SCIENCE, ADDIS ABABA UNIVERSITY IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR DEGREE OF MASTER OF SCIENCE IN HYDROGEOLOGY BY: EDEN DESSALEGN ADVISOR: TILAHUN AZAGEGN (PH.D.) CO-ADVISOR: PROFESSOR ASFAWOSSEN ASRAT SEPTEMBER, 2020 ADDIS ABABA Addis Ababa University College of Natural science School of Earth Science This is to certify that the Thesis Prepared by Eden Desslegn, entitled: Groundwater Resource Evaluation in Gelana and Mille River Catchments submitted in the partial fulfilment for the requirements for the Degree of Master of Science in Hydrogeology complies with the regulations of the University and meets the accepted standard with respect to originality and quality. Approved by Board of Examiners: Signed by the Examining Committee Dr. Tilahun Azagegn Advisor Signature Date Dr.Dessie Nadew Examiner Signature Date Prof.Tenalem Ayenew Examiner Signature Date Dr.Balemual Atnafu Chairman of School or graduate Signature Date AUTHOR STATEMENT By my signature below, I declare and confirm that this thesis is my own work. I have followed all ethical and technical principles of research in preparation, data analysis and compilation of this thesis work. Any scholarly matter that is included in the thesis has been given recognition in citation. Eden Desslegn Signature: TABLE OF CONTENTS Contents Pages TABLE OF CONTENTS .......................................................................................... i LIST OF FIGURES.................................................................................................
    [Show full text]
  • Local History of Ethiopia : Wel
    Local History of Ethiopia Wel Wel - White © Bernhard Lindahl (2008) wel: weel (Som/H.Salt) son KCG86 Wel Wel, see Welwel HEF94 Wela Goba, see Wila Goba HEM03 Wela Gakarehama, see Wila Gakarehama HDM41 Wela Gerem, see Wila Gerem JDK51 Welabu 0934'/4238' 1946 m, north-west of Jijiga 09/42 [Gz] Mount Walaboo used to be a site for traditional pilgrimage of the Oromo to the abbaa muda. JDK.. Welabu sub-district (centre in 1964 = Aneno), 09/42 [Ad Pa] cf Mida Welabo welad: wellad (wällad) (A) fecund, prolific, fertile /cattle/ HDM32 Welad kebele 09/39 [Ad] in north-eastern Hagere Maryam & Kesem wereda, 11 km east of Koremash; area 1,316 hectares. [CSA 1994] HE... Welaha 12/39? [x] JDJ91 Welale (mountain) 0952'/4143' 819 m 09/41 [Gz] -- Welamo, Walamo, a subdivision of the main ethnic group Ometo (West Sidama); Welamo (Wellamo) as a name is in later time considered to be better replaced by the name Wolayta (Wolayyta), see Welayta. -- Welamo language (Wellamo), see Welayita HCK52 Welamo (Walamo, Uollamo, Uolamo, Ualeita) 06/37 [+ Ad WO Gz] (mountain) 0650'/3737' 2012 m Coordinates would give map code HCK51 Welamo (area) It was finally conquered by Menilek in 1894. HCK52 Welamo awraja (Wolamo, Wollamo, Walamo), see also Welayita awraja The name was changed to Welayita awraja after the revolution in 1974, see under this name for more recent years. -- welana: Walane, Wolane, a dialect of Gurage related to Silti HCS13c Welana 07/37 [LM] HDL78 Welanso kebele 09/39 [Ad] in southernmost Saya Debir & Wayu Insaro wereda, 15 km south-west of Deneba; area 2,012 hectares.
    [Show full text]