Determining the Impacts of Oil Pollution and a Sustainability Assessment in Nigeria | Chapter 06 | Current Advances in Geography, Environment and Earth Sciences Vol. 3

 The growing impact of climate change has piqued public interest in determining the long-term implications of people's actions. While environmentalists continue to press for accountability, most people in the places where the majority of these pollutions occur, particularly in oil-producing regions, have no voice in their fate. The study proposes a qualitative approach and the creation of a focus group environmental matrix as a unique technique for oil spill control that considers people's perceptions. The following goals aid in the development of a broader understanding of oil exploration and production in local communities, particularly in Nigeria, based on established literature, the establishment of a protocol for engaging with community leaders, the management of focus groups, and reporting on the findings of the focus groups. This study uses a qualitative approach, based on a focus group discussion of 12 open-ended questions about the environmental effects of the oil spill. The impact of the spills on local residents was the focus of the inquiries. Between March and May 2018, qualitative research was conducted in the communities of Gio, Ogale, Kwawa, and KeDere in Ogoniland. Gender-based approaches were tested with 48 participants and pre-determined questions. Participants were asked leading questions and were native English speakers with prior knowledge of the topic. Finally, matrix analysis was used to match the people's perspectives, and the results showed that the overall environmental components had changed.

The focus group matrix indicated unsustainable income, devalued economy, devalued culture, weathering mangrove, respiratory difficulties, inaccuracy in reaction, communication barrier, and economic deterioration as effects of oil pollution. It was determined how important it is to use focus groups to promote environmental restoration and sustainability. It enables a more direct connection with the most vulnerable, as well as potential policy solutions. 

Author(S) Details

Ime Ben
School of Computing Engineering and Built Environment, Glasgow Caledonian University, 70 Cowcaddens Road, Glasgow G4 0BA, Scotland, United Kingdom.

Chigozie Nwankpa
Departmen of Design Manufacturing and Engineering Management, Faculty of Engineering, University of Strathclyde, Glasgow, G1 1XW, Scotland, United Kingdom.

Jim Baird
School of Computing Engineering and Built Environment, Glasgow Caledonian University, 70 Cowcaddens Road, Glasgow G4 0BA, Scotland, United Kingdom.

View Book:- https://stm.bookpi.org/CAGEES-V3/article/view/6509

A Case Study on Students’ Experiences of PBL in Macroeconomics at Higher Education in Trinidad and Tobago | Chapter 6 | Selected Topics in Humanities and Social Sciences Vol. 5

 This study focuses on the experiences of sixteen undergraduates who studied Macroeconomics at Prestigious College, a higher education institution in Trinidad and Tobago. For the first time, the students used the Problem-Based Learning (PBL) strategy and were both excited and nervous about learning using this method. Furthermore, they were open to departing from standard teaching methods in order to accept the PBL. According to a survey of the current literature in the local area, there is a scarcity of information about the experiences of these undergraduates who study Macroeconomics at Prestigious College utilising the PBL approach. As a result, their voices and perspectives on their experiences are critical, as they can serve as a catalyst for the proper formulation of policy and implementation of PBL in this country. Furthermore, their experiences with Problem-Based Learning in the study of Macroeconomics at Prestigious College answer the research question: What are students' experiences with Problem-Based Learning in the study of Macroeconomics at Prestigious College? As a result, an action research study based on a case study was conducted to properly ascertain their experiences. It included four focus groups and semi-structured interviews. Two key topics were used to collect, consolidate, evaluate, and narrate the data: PBL encourages learners and PBL facilitates self-directed learners. There were also significant recommendations in favour of student-centered initiatives.

Author (S) Details

Rhonda Dookwah
University of Trinidad and Tobago, West Indies.

Gabriel Julien
University of the West Indies, West Indies.

View Book :- https://stm.bookpi.org/STHSS-V5/article/view/3278

Problem-based Learning in Macroeconomics at Tertiary Level in Trinidad and Tobago: Students Speak Out | Chapter 9 | Selected Topics in Humanities and Social Sciences Vol. 1

 This paper presents the perspectives of sixteen undergraduates at Sunshine University, a tertiary institution in Trinidad and Tobago. For the first time, the undergraduates studied Macroeconomics using the Problem-Based Learning (PBL) approach. It is important to note that they were very enthusiastic about learning using the PBL strategy. Furthermore, they were willing to deviate from the traditional instructional method in order to participate in the PBL. The literature in the local context clearly indicated that there is a scarcity of information pertaining to the perspectives of undergraduates studying Macroeconomics at Sunshine University using the PBL approach. As a result, their voices and opinions about their personal experiences are critical because they can serve as a catalyst for the proper creation of policy and implementation of PBL in Trinidad and Tobago. Furthermore, their voices and perspectives provide an answer to the research question: What are the perspectives of Sunshine University students who study Macroeconomics using Problem-Based Learning? As a result, an action research study using a case study was carried out to adequately ascertain their perspectives. Semi-structured interviews with four focus groups were used in this action research. Using two main themes, data was collected, compiled, analyzed, and narrated. They are as follows: PBL motivates learners and facilitates self-directed learning. Recommendations emphasizing student-centered strategies were also made.

Author(s) Details

Dr. Rhonda Dookwah
University of Trinidad and Tobago, Trinidad and Tobago.

Dr. Gabriel Julien
University of the West Indies, Open Campus, Trinidad and Tobago.

View Book :- https://stm.bookpi.org/STHSS-V1/article/view/1535