Browsing by Author "Hailu, Solomon"

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    Effects of Feed Quantity on Growth Performance and Water Quality in Cage Culture System for Production of Nile Tilapia (Oreochromis Niloticus, L., 1758) in Lake Babogaya, Ethiopia
    (Addis Ababa University, 2008-07) Hailu, Solomon; Getahun, Abebe(PhD)
    This study was conducted in Lake Babogaya, one of Bishoftu’s crater lakes in Bishoftu town, to determine the appropriate feeding level for tilapia, Oreochromis niloticus and the impacts of supplementary feed on water quality. A 16.9% crude protein diet, local made feed (Mill sweeping, oilseed cake and chicken dug cake) was fed to duplicate groups of O. niloticus fingerlings (29.70 ± 0.45 – 30.43 ± 0.70 gm) and (120.00 ± 0.56 -122.97 ± 0.54 mm) in cages (1 m x 1 m x 1 m). Fingerlings obtained from Lake Babogaya and stocked at a density of 100 fish/cage. They were feed at 1, 2, 3, 4, and 5% of body weight daily. Water quality parameters, pH, temperature and dissolved oxygen (DO) were measured every month during the culture periods. The results of the experiment revealed that the final weight (224.63 ± 1.23, 223.07 ± 1.23, and 223.40 ± 1.23) and specific growth rate (1.22 ± 0.08, 1.20 ± 0.07, and 1.21 ± 0.06) of the fishes fed at 3, 4 and 5% body weights were similar (p>0.05) but differed significantly (p <0.05) from the final weight (118.30 ± 0.43 and 152.87 ± 0.40) and SGR (0.81 ± 0.08 and 0.99 ± 0.07)of the group of fishes fed at 1 and 2% body weight respectively. Moreover, there were significant differences in FCR of fishes fed at the various body weights (1.76 – 6.33). Survival rate was not affected by feeding level. In addition, pH, DO and temperature of the culture water were not affected by the treatments. The study established the optimum feeding rate for O. niloticus at 3% body weight daily reared in cages. Keywords: Cage, Ethiopia, Feeding Levels, Lake Babogaya, Oreochromis niloticus
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    Factors Affecting Female Teachers Participation In Educational Leadership In Secondary Schools of West Wollega Zone
    (AAU, 2020-06) Hailu, Solomon; Zeleke, Befekadu(Phd
    In Ethiopia, women‘s proportion in leadership positions is very limited relative to their male counterparts in status posts in general and educational leadership in particular. The general objective of this study was to assess the factors that affect women’s teachers’ participation in educational leadership in secondary schools of the West Wollega zone. A descriptive survey study with a mixed research approach was employed. That means, data obtained through the close-ended questionnaire was analyzed quantitatively by using SPSS Software version 20 while those obtained through open-ended questionnaires and interviews and document analysis are analyzed qualitatively. Totally 184 respondents were selected as samples. School leadership quality is among the biggest factors ensuring high-quality student learning worldwide. Women's school leaders develop greater interactivity with children, helping them achieve greater engagement with learning and better results. The majority of the participants perceive those in principalship positions to have both feminines of masculine characters while one-third of them said that they perceived principals with a character with assertiveness, aggression, high self esteem, and self-confidence or in short with masculine characters. While this is so three fourth of the female teachers include this study never aspired for leadership positions at the beginning of their careers. Additionally, choosing from issues involved in recruitment and selection about nearly half of the respondents said that it is the attitude of recruiters is the most influential. While one-fourth of them claimed that the criteria for recruitment are not clear and understandable while some of them said that ‘caring for children’ takes the upper hand for them, as a barrier to enter leadership positions followed by ‘getting married’. From among the personal barriers ‘educational background’ and ‘Childhood background’ of female teachers had taken the lead in influencing factors. Based on the findings it is recommended that policymakers, city Administration officers and immediate supervisors assert gender-sensitive issues in the making of policies to hire or promote principals to higher educational levels
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    Groundwater Investigation by the Electrical Resistivity Method in El-Gof, Moyale
    (Addis Ababa Universty, 1997-06) Hailu, Solomon; Haile, Tigistu (PhD)
    This paper describes the Resistivity Survey carried out in EI-Gof area located some 38 km north of Moyale town in the Southern Borena region to locate and delineate a buried river channel which are of utmost importance in the siting of high yielding, more successful boreholes and in better understanding ofthe hydrogeology of buried valley aquifers. Sixteen resistivity soundings using the schlumberger array with maximum AB/2 spread of 330 m were carried out. along three profile lines each I km long at an' average line spacing of 200 m, and a YES interval of 150 m along the profiles. All the field data were corrected for the effect of the first distance of l'vIN spacing on resistivity values and then interpreted by using curve matching and an automatic iterative computer software program "SEV". During the interpretation process information from borehole data were also used and were found to be quite useful to refine the interpretation results. Based on the results of the model interpretations of the sounding curves and from the measured apparent resistivity value, the respective geoelectric and pseudo-section of the area were constructed. The results obtained from these sections indicate on the average about five geoelectricallayers and areas of low and high resistivity values. The low resistivity structures outlined at discrete locations In the NE and SW part are interpreted as the buried channel and the zone of high resistivity in the NW and SE part of the area correspond to shallow depth to the bed rock. The buried channel is characterized by undulations with shallower and deeper sections. The deeper part of the burled channel is found in the SW part of the survey area which are likely to con!.'lin thick succession of sand and gravel deposits. These low resistivity areas were therefore chosen for water well drilling (borehole).
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    A Study of the Reading Strategies of First Year Students At A University College in Ethiopia
    (Addis Ababa University, 2000-02) Hailu, Solomon; Alderson, J Charles (Professor )
    This study investigates the reading strategies of Ethiopian first year university students who use English as a foreign language and who are at high and low levels of English (the L2) language proficiency. Based on the think-aloud protocols of the students, the study examines individual differences in the types and frequency of use of the strategies, and considers the appropriateness and effectiveness of the strategies for the reading task (reading a passage) and the assigned reading purpose (summarising the passage and taking a short-answer reading comprehension test). Data were elicited using a three-stage procedure: a pre-reading elicitation of the students' awareness of their own strategies before reading using a metacognitive questionnaire; a during-reading elicitation of strategies based on the think-aloud protocols of the students; and a post-reading assessment of the students' strategies based on the students' reflections about their strategies and reading performance. The study also consists of a case study which was designed to inspect closely the strategy use of a sample of successful subjects (subjects at high and low levels of English language proficiency who achieved the highest reading comprehension scores) and less successful subjects (subjects at high and low levels of proficiency who achieved the lowest reading comprehension scores). The results show that the subjects at the high and low language levels were not markedly different in the number of strategy types they used and/or the frequency with which they used them. The findings demonstrate that the key difference between the students at the high and low levels of English language proficiency is the result of a combination of three interrelated factors: the presence or absence of an awareness of effective strategy use, language ability and processing difficulties. The study concludes that the key to successful reading does not lie in the mere possession of a repertoire of strategies nor in the frequent use of such strategies; nor does it lie merely in having a high level of linguistic proficiency. Successful reading results from knowing how appropriately and effectively the strategies are used in reading. The dissertation concludes by suggesting the pedagogical implications of the study.