‘The Impact of Mother’s Education on Family Size’

‘The Impact of Mother’s Education on Family Size’

The stresses of climate change and explosive state of demographic transition in developing countries like the Gambia pose great challenge to sustainable development. As a result, there is need for orienting education in these countries for sustainable development in order to help them improve the capacity of their people to address environment and development issues. For countries with high fertility rates like the Gambia, girls’ education is paramount for sustainable development because an educated girl is likely to increase her personal earnings potential, and be more likely to delay marriage and pregnancy. Consequently, educating girls has been shown to reduce population growth and, thus, to less population pressures on the environment.

It is in this context that the study wants to determine the type and level of education that modifies fertility levels in the Gambia. An attempt would be made to find out the minimum period of schooling required for the mother to make an impact on family size; and the relationship between the type of school attended (English or Arabic) by the mother and family size. To collect information about ‘The Impact of Mother’s Education on Family Size’ the descriptive survey method of collecting data would be employed. The main tool for data collection would be that of questionnaire survey. The data collection would be based on personal information collected from mothers of different categories (Illiterates with no formal education, Basic Cycle School Graduates Arabic & English, Grade 12 Graduates Arabic & English, and Tertiary Institution Graduates). A total of 300 (50 from each category) married respondents would be selected to fill the questionnaires.

Being a micro level research, the results of the study would be applicable only to the study area; however, the study can serve as a useful indicator of direction to pursue more rigorous investigations on the impact of mother’s education on fertility in the Gambia; which will be useful in guiding educational planners, policy designers and other stakeholders in providing relevant and quality education for sustainable development.

RESEARCH PROPOSAL FOR THE EVOLUTION OF SETTLEMENTS IN THE GAMBIA

RESEARCH PROPOSAL FOR THE EVOLUTION OF SETTLEMENTS IN THE GAMBIA

Introduction

The primary interest of geography is the study of interrelationships between people and their habitats. In a regional setting, the habitat comprises not merely the territory of the settlements but also the spatial linkages between the settlements in a region. Settlements are products of humans and environment interacting in a heuristic process of adaptation and response[1]. The net result is a highly variable and complex matrix of human and environmental attributes which are in a constant process of change. This aspect of change links geography with history in exploring the past and the present aspects of settlements.

The settlement pattern forms the basis of any cultural landscape; therefore, it is important to trace the evolution of settlements in the Gambia for better appreciation of the country’s cultural landscape. The present landscape had been evolving from the time of the arrival of the first settlers[2] and its study from a historical geographical viewpoint allows the contribution of each stage in its evolution to be illustrated. Before colonial rule, the Soninke- Marabout wars dictated settlement pattern in many parts of the country as villagers were scattered or relocated by the wars. During the colonial period the rural settlements were reoriented for security and administrative control as the same people were separated by new boundaries. In the post colonial period, improved communication, a more diversified economy, and less traditional conservatism influence rural settlement patterns.

The Research Objective and methodology

Rural settlements in the Gambia are characterized by illiteracy, traditionalism, and an agricultural economy.  Consequently, much of the information about the settlements origin and evolution is in the oral form. Thus, this study aims at carrying out a historical geographical review of settlement evolution from pre-colonial rule to the present, to provide a better understanding of rural life for government policy formulation purposes and to promote our understanding of rural society in the past.

This study seeks to explore the origin and evolution of settlements in the Gambia. The study will be organised into three sections, each of which is based upon particular forms of evidence. Thus, the first part will utilize oral historical accounts, place name and other forms of evidence to establish settlement patterns in the pre-colonial period. The second part makes a detailed study of the colonial period records, and the final part uses a wide range of documents to chart the post-colonial progress of settlement colonization, settlement initiation and expansion.

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[1] Ramachandran R (1989): Urbanization and Urban Systems in India, Oxford University Press, New Delhi

[2] Sonko-Godwin, P(1988) Ethnic Groups of The Gambia: A Brief History. Sunrise Publishers, Banjul

RESEARCH PROPORSAL FOR THE IMPACT OF MIGRATION ON THE ETHNO-LINGUISTIC TRANSFORMATION OF SOME GAMBIAN FAMILIES

RESEARCH PROPORSAL FOR THE IMPACT OF MIGRATION ON THE ETHNO-LINGUISTIC TRANSFORMATION OF SOME GAMBIAN FAMILIES

Introduction

Ethnicity is a sense of ethnic uniqueness which entails the subjective or symbolic use by a group of people of any aspect of culture in order to differentiate themselves from other groups. [1] Ethnic groups are, therefore identified on the basis of cultural differences such as language, attitude toward marriage and parenting, food habits, and so forth. Ethnic groups are recognized based on their distinctive traits which usually originate from the “homeland”; the prominent in the Gambian societies being language. The other important symbol of ethnic identity in the Gambian societies is the family name which is due to the fact that surname is usually used as an indicator of ethnic background.[2] Surnames are used in the Gambian societies for ethnic identification because they are indicators of parentage and place of origin.

As migration is not merely a relocation of people but is a process which modifies the area of origin, the area of destination and the way of life of the migrant[3], many families in the Gambia experienced transformation of their ethno-linguistic identity due to migration. Ethnic identity is assumed to change depending on social context and is strongly activated by migration across culture. Migration of peoples into the present day Gambia has been going on for centuries, the detail of which is beyond the scope of this study, but the ethno-linguistic transformation of the Gambian families is related to this process of migration. This is due to the liberal outlook of the Gambian societies and their capacity to take within their fold people of varying cultural and linguistic hues. The most significant manifestation of this is the spread of the surname across different ethno-linguistic groups.

The Research Objective and methodology

Scholarship on the ethno-linguistic transformation of families in the Gambia is largely absent due to lack of research concerning the ethno-linguistic transformation of families in the Gambia. This constitutes a gap in our understanding of the Gambian society. Through case studies on the transformation of different families, this research aims at improving our understanding of the fact that the Gambia is a “melting pot” of ethno-linguistic groups and thus encourages the appreciation of our diversity in unity. Through the case studies of different families, this research will demonstrate that ethnic differences in the Gambia should not be a source of discord as the same families are spread among different ethno-linguistic groups.

In order to establish the relationship between people of the same surname found in different ethno-linguistic groups, case studies will be conducted concurrently on the Njies of Kolli Kunda in Kiang West, Jobes of Karantaba in Jarra west, and Jammehs of Bakau. Field work will be carried out at the places of study through key informant interviews, focus group discussions, and in-depth interviews about families’ history and place of origin. Some of the research questions will include among others, what are reasons for the migration of their forebears? How did changes in the ethno-linguistic identities occurred? What are the effects of these changes? To what extent did the transformed families maintained links with their siblings at their place of origin? How are they perceived by their siblings at their place of origin? Etc

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[1] De-Vos G, Romanucci-Rose L(1975): Ethnic Identity: Cultural Continuities and Chance, May Field Population Company, Palo Alto California

[2] Waters MC, (1989): The everyday use of surname to determine ethnic ancestry, Qualitative Sociology, volume 12, issue 3, pp. 303-324

[3] Beaujeu-Garnier, J. (1966) cited in Chandna (2008): Geography of Population Concept Determinants and Patterns, Kalyani Publishers, New Delhi

2014-15 SECOND SEMESTER COURSE OUTLINES

GRY 207: Elements of Climatology                  

Second Semester 2014/15

                                   

Tuesdays from 2:30 to 5:00pm at Biology Lab Chancery

Instructor: Mr. Sambou Darboe

Tel: 36 50 134/ 64 88 702     

Email: sdarboe@utg.edu.gm/mahmoodsambou@gmail.com

INTRODUCTION

This course introduces students to the sub discipline of climatology by discussing and analyzing the workings of the atmosphere. It incorporates the basic treatment of all the elements of weather and climate. The course will look at the composition and structure of the atmosphere, insolation and heat budget, temperature of the atmosphere, air pressure and winds, humidity, precipitation & air masses; as well as climatic types and their distribution.

Text: Bhutani, S. (2005) Our Atmosphere: A Climatological   

                     Perspective

Additional Reading: Lal, D.S. (2003) Climatology

    

COURSE OUTLINE

 Week 1: Composition and Structure of the Atmosphere.

Week 2: Insolation and Heat Budget

Week 3: Temperature of the Atmosphere

Week 4: Distribution of Temperature

Week 5: Air Pressure

Week 6: Quiz

Week 7: Winds

Week 8: Humidity & Clouds

Week 9: Precipitation

Week10: Air Masses

Week 11: Climatic Types & Their Distribution

Week 12: Quiz

 Course Requirements:

Students are expected to attend all the lectures and to participate actively in class discussions (10% of course grade).

Students will do two quizzes in weeks 6 and 12; each of which will account for 20% of the course grade. There will be no makeup quiz for students who miss the quizzes; hence, all the students should take note of the quiz schedules.

Final Examination: 50%

The examination will consist of seven essay questions and the students are expected to attempt any five; all of which will carry equal marks.

Class Policies

• Students late for more than 15 minutes will not be allowed into the lecture.
• All mobile phones must be on silent mode during lectures.

GRY 107: Economic Geography

Second Semester 2014/15

                                                          

                                                             

Mondays from 14:30 to 17:00 at Chemistry Lab, Public Health

Instructor: Mr. Sambou Darboe

Tel: 36 50 134/ 64 88 702     

Email: sdarboe@utg.edu.gm/mahmoodsambou@gmail.com

INTRODUCTION

This course introduces students to the interaction of geographical and economic conditions with emphasis on the environment. Issues to consider include production, spatial distribution, exchange and consumption of wealth, as well as the economic factors affecting the areal differentiation of the earth’s surface.

Text: Bali, P.K. and Sekhon, M.S. (2007) Economic Geography: an environmental perspective

Additional Reading: Estall R.C. and Buchanan, R.O. (1980) Industrial Activity and Economic Geography

COURSE OUTLINE

 Week 1: Components of Resource and Environment

Week 2: Distribution, Utilization and Conservation of Water Resources

Week 3: Distribution, Utilization and Conservation of Soils

Week 4: Distribution, Utilization and Conservation of Forests

Week 5: Distribution, Utilization and Conservation of Mineral Resources

Week 6: Distribution, Utilization and Conservation of Energy Resources

Week 7: Quiz #1

Week 8: Human Resources

Week 9: Population Resource Relationship 

Week 10: Environment Resource Interface

Week 11 Emerging Environmental Issues

Week 12: Quiz #2

 Course Requirements:

Students are expected to attend all lectures and to participate actively in class discussions (10% of course grade).

Students will do two quizzes in weeks 6 and 11; each of which will account for 20% of the course grade. There will be no makeup quiz for students who miss the quizzes; hence, all the students should take note of the quiz schedules.

Final Examination: 50%

The examination will consist of seven essay questions and the students are expected to attempt any five; all of which will carry equal marks.

Class Policies

·         Students late for more than 15 minutes will not be allowed into the lecture.

·         All mobile phones must be on silent mode during lectures.

·         Those who want to make or receive calls must step out of the lecture room to do so.

 GRY 201: Elements of Geomorphology

Second Semester 2014/15

                                                              

                                

                                                             

Thursdays from 08:00 to 10:30 at Agric 3

Instructor: Mr. Sambou Darboe

Tel: 36 50 134/ 64 88 702     

Email: sdarboe@utg.edu.gm/mahmoodsambou@gmail.com

INTRODUCTION

This course introduces students to geomorphology, the study of landforms and the processes that produce and modify them. Emphasis is placed on the mechanics of geomorphic processes and on the relationships between properties of earth materials and the forces applied to them by gravity, wind, water, waves and humans.

Text: Singh, S. (2006) Geomorphology

Additional Reading: Gupta, A. & Kale, V.S. (2001) Introduction to Geomorphology

COURSE OUTLINE

 Week 1: Nature of Geomorphology: Definition, scope, & evolution.

Week 2: Fundamental Concepts in Geomorphology

Week 3: Constitution of the Earth’s Interior, Continents & Ocean Basins

Week 4: Rocks & Earth’s Movement

Week 5: Vulcanicity, Land Forms & Mountains

Week 6: Quiz #1

Week 7: Weathering, Mass Movement & Hill Slope

Week 8: Drainage Systems, Patterns, & Morphometry of Drainage Basin

 Week 9: River Valleys,  Graded River, Profile of Equilibrium &Channel    

                  Morphology

Week 10:  Fluvial & Karst Geomorphology

Week 11: Coastal , Arid & Semi- Arid Geomorphology

Week 12: Quiz #2

 Course Requirements:

Students are expected to attend all lectures and to participate actively in class discussions (10% of course grade).

Students will do two quizzes in weeks 6and 12; each of which will account for 20% of the course grade. There will be no makeup quiz for students who miss the quizzes; hence, all the students should take note of the quiz schedules.

Final Examination: 50%

The examination will consist of seven essay questions and the students are expected to attempt any five; all of which will carry equal marks.

Class Policies

·         Students late for more than 15 minutes will not be allowed into the lecture.

·         All mobile phones must be on silent mode during lectures.

·         Those who want to make or receive calls must step out of the lecture room to do so.

GRY 205: Introduction to Map Analysis

Second Semester 2014/15

                                                               

                            

                                                             

Mondays from 08:00 to 10:30 at Agric 2

Instructor: Mr. Sambou Darboe

Tel: 36 50 134/ 64 88 702     

Email: sdarboe@utg.edu.gm/mahmoodsambou@gmail.com

INTRODUCTION

This course exposes students to the study of different map types based on projections and usages. The course looks at the different types of map projections, weather maps, distribution maps, and Aerial Photo Maps.   

Text: Khullar, D.R. (2006) Essentials of Practical Geography &

 Sebert, L.M. (1986) Map Reading

COURSE OUTLINE

 Week 1: Map Projections: Definition and types

Week 2: Cylindrical Map Projections

Week 3: Conical Map Projections

Week 4: Zenithal Map Projections

Week 5: Conventional Map Projections

Week 6: Identification and choice of Map Projections

Week 7: Quiz

Week 8: Weather Maps

Week 9: Distribution Maps 1

Week 10: Distribution Maps  2

Week 11: Aerial Photo Maps

Week 12: Quiz

 Course Requirements:

Students are expected to attend all lectures and to participate actively in class exercises (30% of course grade).

Students will do two quizzes in weeks 7 and 12; each of which will account for 10% of the course grade. There will be no makeup quiz for students who miss the quizzes; hence, all the students should take note of the quiz schedules.

Final Examination: 50%

The examination will consist of seven essay questions and the students are expected to attempt any five; all of which will carry equal marks.

Class Policies

·         Students late for more than 15 minutes will not be allowed into the lecture.

·         All mobile phones must be on silent mode during lectures.

·         Those who want to make or receive calls must step out of the lecture room to do so.

 GRY 403: History of Geography & Geographers

Second Semester 2014/15

                                                              

   

                                                             

Tuesdays from 17:15to 19:00 at Biology  Lab Chancery               

Instructor: Mr. Sambou Darboe

Tel: 36 50 134/ 64 88 702     

Email: sdarboe@utg.edu.gm/mahmoodsambou@gmail.com

INTRODUCTION

This course introduces students to the philosophy, history and methodology of geography by exploring the major thinkers and key theoretical developments in the field of geography.  The course incorporates prehistory of geographical ideas, the works of classical and modern geographers as well as contemporary movements in geography. 

Text: Husain, M. (2006) Evolution of Geographical Thought.

Additional Reading: Holt-Jensen, A. (1988) Geography: History and Concepts

COURSE OUTLINE

 Week 1: Greeks contribution to Geography

Week 2: Romans contribution to Geography

Week 3: Ancient Indian and Chinese Geographical Concepts

Week 4: Arab Geographical Thought 

Week 5: The Impact of Explorations and Discoveries

Week 6:  Founders of Modern Geographical Thought

Week 7: Schools of Geography

Week 8: Dichotomy between Determinism and Possibilism

Week 9: Dualism and Dichotomies in Geography

Week10: Quantitative Revolution, Paradigms, System Analysis and Region  

Week 11: Models in Geography

Week 12: Modern Themes in Geographical Thought

 Course Requirements:

Students In years Three and Four majoring in Geography

Students will do twelve short quizzes, the best ten of which will account for the 50% of the continuous assessment. A quiz will be conducted before every lecture on the topic to be covered to assess prior reading of the course material.

Final Examination: 50%

The examination will consist of seven essay questions and the students are expected to attempt any five; all of which will carry equal marks.

Class Policies

• Students late for more than 15 minutes will not be allowed into the lecture.
• All mobile phones must be on silent mode during lectures.