Factors affecting performance in Kenya certificate of primary education in Kabarnet Division of Baringo District - Chetalam, Sally J (2004)
openalex: W2743298490 mag: 2743298490
Keywords: openalex:import

Students' perceptions of quality of health services offered at Bindura University of Science Education, Zimbabwe - Chibatamoto, Peter; Mavhunga, Francis (Zambezia, 2004)
openalex: W1518548831 mag: 1518548831
Keywords: openalex:import

Policy and Planning for Basic Education in the Context of HIV/AIDS in Malawi - Chide, Lindiwe Christina (2004)
The Education sector in Malawi has experienced a negative impact of the HIV I AIDS pandemic. Since the 1990's the education sector has registered an increased number of problems due to the pandemic. This study examines how cmTent human resource policies in the Education ministry address the impact of HIV I AIDS, explores the impact of HIV I AIDS on planning for basic education and the interventions that have been put in place to address the impact Data was collected from key policy makers and implementers in the Education Ministry using in-depth interviews and document reviews. The study found that existing human resource policies do not address the impact of HIV/AIDS. There is no specific HIV/AIDS policy in the ministry apatt from the HIV I AIDS strategic plan. The study further found lack of appropriate data on HIV I AIDS, capacity, and financial resources as key constraints to effective planning. Finally, the study found no interventions to mitigate the impact of HIV/AIDS on the human resource.
openalex: W947831999 mag: 947831999
Keywords: openalex:import

Use and Maintenance of Hand Grater. Govuro, Mozambique. 20 December 2004 [Half-day Training for 150 farmers] [Xitswa and Ndau] - Chideu, I. (2004)
openalex: W1558314667 mag: 1558314667
Keywords: openalex:import

Teachers’ Knowledge, Attitudes, and Practices Towards the Conduct and the Discipline Regulations for the Teaching Profession in Malawi: Case of Zomba Urban Conventional Secondary Schools. - Chigeda, Antonie (2004)
If we were to take a poll asking people whether they wou]d vote for or against morality, one would expect a rather overwhelming endorsement. There is little disagreement that people should behave morally, should respect moral rules and should be concerned about justice and responsibility (Berkowitz & Oser, 1985, p. 1 ). This study examines teachers' knowledge and attitudes towards conduct and discipline regulations as outlined in the Malawi government teaching service regulations, analyzes the relationships between their know ledge, attitudes and self reported practice. It ftn1her explores the contribution of pre service teacher training to teachers' knowledge and understanding of the regulations. Data was collected from in-service and pre-service teachers using Knowledge, Attitude and Practice survey methods. The study found that teachers have limited knowledge about the regulations, although serving teachers rated themselves highly in following the regulations. It was found that in addition to a weak system for promoting and enforcing regulations in schools, teacher preparation little to develop professional appreciation of regulations related to conduct and discipline.
openalex: W995925466 mag: 995925466
Keywords: openalex:import

In the shadow of silenced sexuality : implications for safer sexual practices among school youth in rural Zimbabwe - Chikovore, Jeremiah; Nyström, Lennarth; Lindmark, Gunilla; Ahlberg, BM (2004)
In the shadow of silenced sexuality : implications for safer sexual practices among school youth in rural Zimbabwe
openalex: W233086451 mag: 233086451
Keywords: openalex:import

Two decades into the AIDS pandemic : Concerns expressed in selfgenerated questions by school youth in a rural area in Zimbabwe - Chikovore, Jeremiah; Nyström, Lennarth; Lindmark, Gunilla; Ahlberg, BM (2004)
Two decades into the AIDS pandemic : Concerns expressed in selfgenerated questions by school youth in a rural area in Zimbabwe
openalex: W280912700 mag: 280912700
Keywords: openalex:import

Networking and technological learning in small and medium scale manufacturing enterprises in Zimbabwe - Chipika, Stephen (2004)
The overall aim of this thesis is to understand the relationship between technological learning and networking for small and medium enterprises (SMEs) engaged in manufacturing in Zimbabwe. This understanding is vital in order to facilitate a more purposeful mainstreaming of manufacturing SMEs into the national economy. The implications of the relationship between technological learning and networking are noted in the analyses, conclusions drawn and recommendations made for the strengthening of the development of manufacturing SMEs in the country. A combination of quantitative and qualitative methods are used to analyse largely primary data collected principally but not exclusively from Harare. The quantitative data are analysed by applying progressive statistical analysis which involves the use of scatterplot, linear correlation coefficient, Chi-square test and regression analysis. Case study analysis which focuses on four firms with varying characteristics is used to develop an in-depth understanding of the association between technological learning and networking. The research findings generally lend support to the hypothesis that 'small and medium scale light engineering firms that are strongly networked have a greater level of technological leaming than poorly networked firms'. However, there are also qualifiers to this broad hypothesis, of which two are paramount. Firstly, in order to learn from networks a firm must know how to learn. Secondly, while customer networks are consistently of high significance to firms, the same cannot be said of networks involving enterprise support organisations (ESOs). These qualifiers have important policy implications for the type of support that is offered to SMEs in Zimbabwe.
openalex: W2937637809 mag: 2937637809
Keywords: openalex:import

Good and bad teachers: the secondary school students' perspective in Zimbabwe - Chireshe, Regis; Mapfumo, John; Peresuh, M. (2004)
openalex: W2269955616 mag: 2269955616
Keywords: openalex:import

Changing class : education and social change in post-apartheid South Africa - Chisholm, Linda (2004)
* Section 1 Changing Contours * 1. The development challenge in post-apartheid South African education - Haroon Bhorat * 2. Balancing public and private resources for basic education: school fees in post-apartheid South Africa - Ted Fiske and Helen Ladd * 3. 'Constituting the class': an analysis of the process of 'integration' in South African schools - Crain Soudien * 4. Educational de/centralisation and the quest for equity, democracy and quality - Sue Grant Lewis and Shireen Motala * 5. The new face of private schooling - Jane Hofmeyr and Simon Lee * Section 2 Changing Landscapes * 6. Multilingualism and education - Thobeka Mda * 7. Political change, curriculum change, and social formation, 1990 - 2002 - Ken Harley and Volker Wedekind * 8. Assessment, qualifications and the NQF in South African schooling - Johan Muller * 9. The case of teacher education in post-apartheid South Africa: politics and priorities - Yusuf Sayed * 10. Teacher unions, policy struggles and educational change, 1994-2004 - Logan Govender * 11. Changes and continuities in South Africa's higher education system, 1994-2004 - Jonathan Jansen * Section 3 Changing Margins * 12. Don't bite the hand that feeds you': South African educational NGOs in a period of change - Sean Morrow * 13. The state of play in early childhood education - Kim Porteus * 14. Youth development in transition, 1990-2003 - Margaret Perrow * 15. Adult basic education and social change in South Africa: 1994 - 2003 - Ivor Baatjes and Khulelani Mathe * 16. The education business: private contractors in public education - John Pampallis
openalex: W235110106 mag: 235110106
Keywords: openalex:import

The Quality of Primary Education in South Africa - Chisholm, Linda (2004)
Commissioned by the United Nations Educational, Scientific and Cultural Organization (UNESCO) Education For All (EFA), April
openalex: W2473120491 mag: 2473120491
Keywords: openalex:import

The Development of Special Education Services in Zimbabwe. - Chitiyo, Morgan; Wheeler, James O. (International journal of special education, 2004)
When Zimbabwe gained independence in 1980, the government started a massive expansion of the education system. Two decades later, the country’s literacy rate had risen to one of the highest in sub-Saharan Africa. However, the same cannot be said for special education. This paper examines the development of the education system in Zimbabwe with special attention given to the history of special education. This paper examines why special education has lagged behind in terms of its development in a country where the education system has developed so rapidly.
openalex: W251218464 mag: 251218464
Keywords: openalex:import

SCHISTOSOMIASIS INFECTION IN PRIMARY SCHOOLS IN AGULU TOWN OF ANAMBRA STATE, NIGERIA - Chukwuemeka, Fabian (2004)
,i Investigation was made to reveal the state and level of Schistosomiasis haematobuim infection in the whole of Agulu town in Anaocha local Government Area of Anambra State, Nigeria where a lake (Agulu lake) is implicated in the transmission of the disease. Urine sample was collected from 3029 children for Schistosoma egg identification. This was used to calculate the level of infection in the different schools. Schistosomiasis prevalence was highest (55.2%) in Umuowelle primary school and lowest (4.1%) in Obeagu primary school. Males had higher infection rate than females in the endemic schools. In Umuowelle, Community and Nneogidi primary schools, infection rates in males were 36.4%, 13.3% 11.3% respectively while infection rates in females were 25.2%, 11.7% and 6.8% respectively. However, the sex differences were not statistically significant at 5% confidence level (t-test = 2.179, df = 12). Infection levels investigated in all the schools revealed that the age group 10-14 years recorded the highest level while 0- 4 years had the lowest. There was also shifts in peaks of infection within the var ous age groups, for instance, in the 10 - 14 years age group of Ifiteani primary school, infection peak was in 14 years while in Nneogidi primary school it was in 13 year old pupils.
openalex: W2527706956 mag: 2527706956
Keywords: openalex:import

Prevalence Of Hepatitis B Surface Antigen In Primary School Children In Nnewi, Nigeria - Chukwuka, JO; Ezechukwu, CC; Egbouonu, I; Okoli, CC (Nigerian Journal of Clinical Practice, 2004)
Objective; To study the prevalence of hepatitis B virus infection among primary school children in Nnewi Subjects / Methods: Two hundred and thirty seven randomly selected schools children (127 females, 110 males) in Nnewi Nigeria were assayed for Hepatitis antigen (HbsAg) using ELISA technique. Results: Eighteen (7.6%) of the children were positive. The seropositivity increased from 2.3% at age range 11-15 years. The educational background of their parents and guardian as well as previous history of parenteral drug administration did not significantly influence the seropositivity rate. (P>0.05). Conclusion: The findings suggest high endemicity and horizontal acquisition of Hepatitis B Virus infection as the mode of transmission. Key Words: Hepatitis B, primary School children, Nigeria Nigerian Journal of Clinical Practice Vol.7(1) 2004: 8-10
openalex: W1530424731 mag: 1530424731
Keywords: openalex:import

Teaching biochemistry in Ghana - Chum, Samuel K (Journal of the Cameroon academy of sciences, 2004)
openalex: W142974878 mag: 142974878
Keywords: openalex:import

Malaria morbidity among school children living in two areas of contrasting transmission in western Kenya. Am J Trop Med Hyg. 2004 Dec;71(6):732-8 - Clarke, Sara; Brooker, Simon; Njagi, JK; Njau, Eliud; Estambale, Benson B.; Muchiri, Eric M.; Magnussen, P. (2004)
openalex: W2595717890 mag: 2595717890
Keywords: openalex:import

Adult Education in Palestine and Israel - Cochran, Judith (2004)
openalex: W2954940109 mag: 2954940109
Keywords: openalex:import

Work wellness at a higher education institution in South Africa - Coetzee, S. E. (2004)
openalex: W771057204 mag: 771057204
Keywords: openalex:import

Case study A: Learning about the control of Newcastle disease with village chicken farmers in Mozambique - Conroy, Czech (2004)
openalex: W2500604697 mag: 2500604697
Keywords: openalex:import

‘All these Long-Haired Fairies Should be Forced to do Their Military Training. maybe they will Become Men’.^1 the End Conscription Campaign, Sexuality, Citizenship and Military Conscription in Apartheid South Africa - Conway, Daniel (South African Journal on Human Rights, 2004)
Sexuality was articulated by the apartheid state as a means of disciplining the white population and marginalising white opponents of apartheid. As such, homophobia was a recurrent feature of political and legal discourse. The End Conscription Campaign (ECC) opposed compulsory conscription for all white men in the apartheid era South African Defence Force (SADF). Its challenge was a potentially radical and profoundly destabilising one and it articulated a competing definition of citizenship to that offered by the state. The pro- and anti-conscription discourse was inherently gendered and overtly sexualised and whilst the ECC offered alternative conceptions of bravery, honour, duty and male maturity to that of the state, the ECC found engaging with the state's homophobic attacks far more problematic. The South African government regularly associated men who objected to military service with effeminacy, cowardice and sexual 'deviance'. The case of Dr Ivan Toms, a gay objector who wished to cite his sexuality as a primary motivation for his objection, reveals the unwillingness of the ECC to engage in sexual politics. Using Shane Phelan's and Zygmunt Bauman's concept of friends, enemies and strangers, this paper investigates the construction of both white gay men and white people who opposed apartheid as 'strangers' and suggests that the deployment of homophobia by the state was a stigmatising discourse aimed at purging the ECC's political message from the public realm. In this context the ECC adopted an assimilatory discursive strategy, whereby they attempted to be 'respectable whites', negotiating over shared republican territory. However, the avoidance of issues of sexuality demonstrated by the Toms case also avoided engaging the homophobic discourse and the fundamental conflation of sexuality and citizenship in apartheid South Africa. The ECC thus circumscribed its radical and deconstructive political potential.
openalex: W1565536017 mag: 1565536017
Keywords: openalex:import

Vanishing Timidity: A Roundtable on African Literature and Culture in the Language and Literature Classroom - Cook, Juanamaría Cordones; Cortez, Gabriela. Díaz; Gallimore, Rangira Béa; Okonkwo, Chris; Olsen, Margaret M.; Cabrai, Cristina Rodríguez; Ugarte, Michael; Zephir, Flote (Arizona Journal of Hispanic Cultural Studies, 2004)
Vanishing Timidity: A Roundtable on African Literature and Culture in the Language and Literature Classroom Thefollowinground-tablediscussiontookplaceat theUniversityofMissouri-ColumbiainNovemberof2003amongselectedfacultyandgraduate studentswhoseresearchandteachingdealwithvarious aspectsofAfricancultureandcivilization.Theparticipants were as follows: JuanamarÃ-a Cordones Cook Gabriela DÃ-az Cortez Rangira Bea Gallimore Chris Okonkwo Margaret Olsen Cristina RodrÃ-guez Cabrai Michael Ugarte Flote Zephir MichaelUgarte(MU)(Spanish,ModernPeninsularLiterature ):ManyofusdoingresearchinHispanicLiteratureattheUniversityofMissourioftenpointout thelackofattentiontotheHispanicworldoutsideof Spanishdepartments.Yetthelackofattention,we must admit, is exacerbated when we think of Africa and the little known about that continent both among students and colleagues. I have gathered together a group of professors at the University of Missouri-Columbia whose professional and experiential familiarity with African culture might give us insights on remedies to that absence both in general and with specific regard to the Spanish language and literature classroom . Arizona Journal of Hispanic Cultural Studies Volume 8, 2004 206 Arizona Journal of Hispanic Cultural Studies MU: Tell us first what your role is at the University and describe the courses you teach that focus on Africa either as the main target of the course or as a specific unit within a course. Chris Okonkwo (CO) (English, African, and African-American Literature): I teach twentieth -century Anglophone African literature and Afro-American literature with emphasis on the novel. I have taught "Literature of the Black Diaspora: The Mystical as Theme and Model" and "The Colonial Encounter: Major African Authors" concentrating on Chinua Achebe. I also teach "African American Literature of the Twentieth Century." Most of these are Afro-centered, but not all. Some are topics courses dealing with world issues. Margaret Olsen (MO) (Spanish, Colonial Latin American Litetature): Due to the exigencies of our department I teach courses predominantly in Spanish language and literature , thus there is not a great deal of opportunity to deal exclusively with African themes. But my research deals entirely with runaways and the African presence during the first two centuries of colonization of Latin America. In terms of undergraduate coÃ»t ses, I try to incorporate works of the African diaspora into our introductory Hispanic literature courses, "Latin American Minority Women Writers in Translation ," "Afro-Latin American and Indigenous Writing," and in seminars on colonial litetature in which I incorporate my research on Alonso de Sandoval, letters and chronicles of conquest. MU: For the last four years or so I have had a growing interest in the African presence in Spain and Spain in Africa as a research focus as well as a theme (one of many) in my undergraduate classes, particularly Peninsular Spanish civilization. Rangira Bea Gallimore (BG) (French, African Francophone Literature): I teach French language and literature. My focus on Africa is in two geographical areas: Sub-Saharan Africa and the Mahgreb. I incorporate African themes into our civilization and culture course. Also, in our undergraduate composition coutse, we analyze a work of literature, so I choose to analyze a novel, Une si kngue lettre, by an African woman writer from Senegal, Mariama Ba. Since Francophone literature from Africa is my primary area of research, in virtually all of my graduate seminars I deal with related issues. JuanamarÃ-a Cordones Cook (JC) (Spanish, Latin American, and Afro-Hispanic Literature ): I teach contemporary Latin American literature. I started doing research on Afro-Hispanic literature when I discovered a great deal of activity in my native Uruguay in the area of theatet. Soon after this research I met Nancy MorejÃ³n and thus began very timidly to incorporate her writing in the courses I taught, surveys etc., until finally my timidity vanished and I started teaching and researching almost exclusively in Afro-Hispanic literature. I regularly incorporate a lot of this research in a course in English I teach for rhe Honors College, "Emerging Canons of the Americas ." This coming semester I am teaching a graduate seminar on the works of Nancy MorejÃ³n. Pedagogical Perspectives 207 Cristina RodrÃ-guez Cabrai (CR) (PhD in Spanish, 2004, Afro-Uruguayan poet, specialist in the narratives of Manuel Zapata Olivella): I am a graduate student in Spanish literature. This department's interest in Afro-Hispanic literature is the reason I'm here. I have experience conducting workshops on Afro-Hispanic literature in my native Uruguay and in Brazil. These were summer courses for graduate students...
openalex: W2050356412 mag: 2050356412
Keywords: openalex:import

Computers for Africa: lessons learnt from introducing computers into schools in Mozambique - Cossa, Generosa G.; Cronjé, Johannes (International Journal of Learning Technology, 2004)
No AccessComputers for Africa: lessons learnt from introducing computers into schools in MozambiquePublished Online:May 28, 2004pp 84-99https://doi.org/10.1504/IJLT.2004.003683PDF ToolsAdd to FavouritesDownload CitationsTrack Citations Share this article on social mediaShareShare onFacebookTwitterLinkedInReddit AboutAbstractThis article discusses research undertaken to document the process of introducing and using information and communication technology (ICT) in the secondary schools of Mozambique in the last three years of the 20th century. The research takes the form of a case study focused on the internet for Schools Project (IFSP), which is considered the first attempt to integrate computer-assisted education in Mozambique. The study identifies some important collateral aspects that developing countries should not underestimate when planning the dissemination of ICT in schools to accelerate the country's future participation as an active member of the global information society. We ask three questions "What happened? What worked? What did not work?" We then propose some recommendations for implementing computers in schools in other developing countries. Previous article Next article FiguresReferencesRelatedDetails Volume 1Issue 12004 ISSN: 1477-8386eISSN: 1741-8119 HistoryPublished onlineMay 28, 2004 PDF download
openalex: W2039703064 mag: 2039703064
Keywords: openalex:import

Testing drought-tolerant plant typesof upland rice in Ghana usingparticipatory methods - Craufurd, Peter; Opoku-Apau, A.; Bimpong, Isaac Kofi; Dorward, Peter; Marfo, K.A. (2004)
openalex: W2798887755 mag: 2798887755
Keywords: openalex:import

Constraints of elite athletes with disabilities in Kenya - Crawford, Janna L. (2004)
openalex: W643748314 mag: 643748314
Keywords: openalex:import

Developing a Strategy for Online Learning in South African Law Schools: the Legal Method Module Case Study - Crocker, Angela Diane (EdMedia: World Conference on Educational Media and Technology, 2004)
openalex: W2290051490 mag: 2290051490
Keywords: openalex:import

Effects of sound conditioning on high intensity noise-induced hearing loss and expression of heat shock protein 70 in guinea pigs - Cui, Bo; She, Xiaojun; Zuo, Houjuan; Wu, Mingquan; Chen, Haoyu (Journal of Preventive Medicine of the Chinese People's Liberation Army, 2004)
Objective To study the protective effects of sound conditioning on hearing loss and expression of HSP70 induced by high intensity noise in guinea pigs. Methods Forty healthy guinea pigs with normal Preyer's reflex were used in the study.The animals were divided into four groups: normal group(NG) ,conditioning noise group(CG,95dB SPL) ,high intensity noise group(HG,110dB SPL) and conditioning noise plus high intensity noise group(CG+HG). Hearing threshold was tested with auditory brainstem response (ABR). The rate of hair cell loss was measured with surface preparation technique in morphological aspect, and immunohistochemistry study of the Corti's organs were carried out with HSP70 monoclonal antibody. Results Conditioning sound exposure could reduce the threshold shift and the loss rate of hair cell induced by afterwards high intensive noise. The hearing threshold shift was 67.9% less in CG+HG group than in HG group (P0.01)on day 6, and the loss rate of the 3 rd roll outer hair cell was 24.8% less in CG+HG group than in HG group (P0.05). The expression of HSP70 of the hair cells in CG,CG+HG and HG animals were significantly higher than that in NG group and was the highest in CG+HG group, but there was no remarkable difference between CG and HG groups. Conclusion Proper intensity sound conditioning can protect the auditory system of guinea pigs from injury induced by high intensity noise to a certain extent , and HSP70 may play a role in the protective effect.
openalex: W2347811413 mag: 2347811413
Keywords: openalex:import

The skills of training: teacher training in Tanzania - Cullen, Richard (2004)
openalex: W2617130372 mag: 2617130372
Keywords: openalex:import

SELECTING LCMS IN HIGHER EDUCATION: LESSONS FROM THE SOUTH AFRICAN MINING INDUSTRY - Dagada, Rabelani; Jakovljević, Maria (2004)
The Learning Content Management System (LCMS) plays an important role in the integration of online learning. The purpose of the study on which this paper is based was thus to investigate how the South African corporate organisations select their LCMSs. This study involved 15 South African organisations from various industrial sectors. However, this paper reflects experiences of the three mining organisations (mining industry) only. This paper will reflect procedures that could be followed when selecting the LCMS. These procedures are lessons that were from the South African mining industry. It is the belief of the authors that the higher education institutions could learn from these lessons.
openalex: W2105785017 mag: 2105785017
Keywords: openalex:import

“Crossing into the E-Learning Territory in the Corporate Environment - One Bridge at a Time”: Lessons from the South African Banking Sector" - Dagada, Rabelani; Sesemane, Moeketsi Jonas (E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, 2004)
openalex: W2248620439 mag: 2248620439
Keywords: openalex:import

Where E-Learning and Business Connect – South African Corporate Experience - Dagada, Rabelani; Sesemane, Moeketsi Jonas (E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, 2004)
openalex: W1524415539 mag: 1524415539
Keywords: openalex:import

Teacher Education Reform in Namibia: A Case Study – Classroom Observations - Dahlström, Lars (2004)
openalex: W1928163173 mag: 1928163173
Keywords: openalex:import

Observations and reflections of the higher education teachers on the quality of teaching and learning in higher education in Ethiopia - Daniel, Dominique (2004)
openalex: W3141916755 mag: 3141916755
Keywords: openalex:import

African-Americans at the Yale University School of Medicine:1810-1960 - Daniels, Daryl Keith (2004)
openalex: W1634564942 mag: 1634564942
Keywords: openalex:import

The relevance of sociolinguistic theories to the teaching of English in Nigerian secondary schools - Daramola, Adeyemi (Lagos Notes and Records, 2004)
Several notable Nigerian scholars, informed parents, religious organizations and government officials have decried the prevalent falling standard of education in Nigeria. They have gone further.to advance reasons through academic publications, educational and sociological reports, the mass media etc., for the pervasive poor performance of candidates in the English Language (EL) of the West African Senior Secondary School Certificate Examination (WASSCE) conducted by the West African Examinations Council (WAEC). Unfortunately, or fortunately, the EL is often used as the most important factor of measuring, though non- empirically, any perceived falling standard in education. Some of the reasons advanced for the falling standard of English are that the language is used as a Second Language (SL) in Nigeria, the perennial shortage of many qualified and experienced university - graduate teachers of the subject, the prevalent use and the continuous development of the indigenous language (e.g. Hausa, Yoruba, Igbo, Urhobo) in many areas of the country’s Ufe (e.g. government, education, mass media) vis- a-vis English, the axiomatic belief that the language, unlike other subjects (e.g. Physics, Geography, Economics), can be studied only in the classroom etc. Although it is very difficult, if not impossible, to discard any or all of these reasons, I propose in this paper that a major problem, perhaps hitherto uninvestigated in Nigeria, is the absence of a- sociolinguistic rather than a psycholinguistic theory of language that, firstly, may inform teachers dearly, and subsequently students of the essence of language in general, and secondly, the systems of the EL in particular. Using some data procured from WAEC to illustrate candidates poor performance, and the analysis of some definitions of language by undergraduate students in terms of the strengths and weaknesses of psycholinguistic and, or sociolinguistic theories, I conclude that the latter theory presents a better and basic understanding of'language (i.e. EL).
openalex: W2276058586 mag: 2276058586
Keywords: openalex:import

Internet access and use in reference services in higher education institutions in South Africa : research article - Darries, Fatima (South African Journal of Libraries and Information Science, 2004)
This paper is based on part of a survey that investigated the impact of the Internet on reference services. An electronic survey was conducted using the Web and e-mail to distribute the questionnaire. The target population was the heads of reference services at large libraries and the directors at smaller libraries of the 36 higher education institutions in South Africa. The response rate to the questionnaire was 28 (30.4 %); two returned questionnaires were spoilt. The following results are therefore based on the 26 (28.2%) unspoilt completed questionnaires. These results showed that all libraries surveyed have Internet access, and all but one provided access to their users. Librarians had access to the Internet for a longer period than their users. User Internet training tended to be on a one-to-one basis at the point-of-use. The majority of librarians had attended formal Internet training programmes. While the majority of libraries had web sites, only a small number of librarians had individual pages that they updated and maintained. The majority of libraries provided electronic reference via e-mail and the library web site, but these were characterised by low usage. Libraries lacked adequate computer facilities and, consequently, provided limited Internet access to students. Librarians have integrated the Internet as an information tool, but have not fully exploited what the Internet offers.
openalex: W2269344221 mag: 2269344221
Keywords: openalex:import

Tending our SHEEP - a holistic, broad based assessment model suitable for use by teachers with pupils with special needs in mainstream schools in Botswana. - Dart, Gareth (2004)
Students on teaching practice from Molepolole College of Education have been using the SHEEP model to identify and assess individual pupils in their classrooms with a variety of special needs. SHEEP is an acronym for five areas under which pupils are assessed; Student, History, Environment, Education, and Performance. A detailed analysis of the work of 75 students, combined with feedback from the teaching practice schools, would seem to indicate that the model presents a methodology for a broad based assessment of pupil needs that is contextually valid for pupils and teachers in Botswana. It directly reflects a goal of special education articulated in the Botswana Revised National Policy on Education that each child should receive individual assessment leading to individual instruction. The majority of pupils identified come from socially disadvantaged backgrounds which would seem to indicate that if the goal of inclusion is to be achieved then educational initiatives need to be an integral part of wider social policy planning and support.
openalex: W50814901 mag: 50814901
Keywords: openalex:import

Quality education for all? insights from case study primary schools in Tanzania - Davidson, Ellen (Papers in Education and Development, 2004)
openalex: W347761352 mag: 347761352
Keywords: openalex:import

Equipped for Leadership? University of Tennessee African-American Students - Davis, Tiffany J. (2004)
openalex: W1578590519 mag: 1578590519
Keywords: openalex:import

Targeting "open and distance" learning in Namibia : a study, comparing opinions of the service provider and the users on how the program responds to the needs of "young" learners - Dawids, Efraim (2004)
openalex: W2403844619 mag: 2403844619
Keywords: openalex:import

Education in Southern Sudan: War, Status and challenges of achieving Education For All Goals * - Deng, Luka Biong (2004)
The role of education has progressively been recognised in the international development lexicon not only because of its pivotal role in improving the well- being of households and individuals but also the positive externalities that it generates for society as a whole. There is overwhelming and convincing empirical evidence that consistently indicates the positive impact of education on improving the well-being and reducing poverty and vulnerability of the poor households in the rural and urban settings. Interestingly, the role of education has also been recognised in the discourse on the causation of civil wars. Some empirical evidence shows that civil wars are concentrated in countries with little education and importantly a country with higher percentage of its youth in schools reduces considerably its risk of conflict (Collier, 2000). This finding has undoubtedly underpinned the important externalities generated by education and particularly in Africa where civil wars have become pronounced and endemic. Despite the apparent recognition of the positive role of education in human development, improving access to education has been elusive across the globe particularly in the developing countries and specifically Sub-Sahara Africa. Equally the 'right' to education that has recently been invoked in the lexicon of many development actors concerned with improving access to education is far from being realised and it remains a rhetoric rather than tangible reality. This status and challenges of reaching universal primary education in the countries affected by conflicts are enormous and precipitous. This poses the real challenge and the need to understand the context within which the 'right' to education can be made real through enabling substantive policies and strategies in the war affected countries.
openalex: W2164911863 mag: 2164911863
Keywords: openalex:import

Public and private funding of basic education in Zambia : implications of budgetary allocations for service delivery - Dercon, Stefan; Krishnan, Pramila; Das, Jishnu; Habyarimana, James (2004)
This report presents findings from a survey of 182 primary (grades 1-7) and basic (grades 1-9) schools carried out in Zambia in 2002. It describes and analyzes resource flows to these schools from three sources: rule-based funding from the center, discretionary funding from district and provincial education offices, and household spending on education. Rule-based funds reached schools exactly as earmarked. The rule-based component of funding was highly progressive, as the same amount was disbursed to all schools irrespective of enrollment. Since small schools tend to have poorer student bodies, the rule-based allocation per pupil translated to more funding for poorer students. Discretionary funds, controlled by the province and district education offices, reached only 25 percent of schools. The discretionary funds were wealth neutral. Even shares were distributed to schools with poor and nonpoor students. Household educational expenditures show that nonfee expenditures by the family are seven times the corresponding expenditure on fees, making them the main source of inequalities in private expenditure. Once private expenditure is factored into the analysis, the nonprogressive nature of the public education funding system worsens: the share of educational expenditures for the poorest 50 percent of the population declines from 40 to 34 percent. Furthermore, when examining substitution between private expenditures and public funding, there is strong evidence that households decrease expenditures when public funding increases. Although public funding could address inequalities in educational spending with progressive allocation across villages and schools, the desired impact of such redistributions may be less than imagined due to the crowding-out of private expenditures. The report suggests that increases in funding may not be the optimal way to improve educational attainment. It might be more beneficial to concentrate instead on providing inputs that households cannot supply on their own, such as high quality teachers.
openalex: W1750143815 mag: 1750143815
Keywords: openalex:import

[Public health training in subsaharan Africa: challenges and opportunities]. - Diallo, Issakha (PubMed, 2004)
Public health is a complex domain that covers a vast array of disciplines. Specialization in public health therefore requires a combination of various skills in equally complex fields. The public health training institutions in Africa are thus still unable to meet the huge need for adequate training in this domain. Counting solely on sending Africans to developed countries would neither quantitatively nor qualitatively fulfill the continent's enormous public health needs, either. To meet these needs, some African countries have created their own public health schools and offer local graduate training programs in various public health disciplines. A major advantage of these schools in comparison with the schools in developed countries is that the degrees they offer are immediately recognized by local African administrations. In addition, their training programs specifically focus on the existing public health needs and problems of African countries. Training Africans locally also contributes to reducing their temptation to emigrate after their graduation. However, the lack of adequate resources of African schools and their tendency to encourage premature high level specialization represent serious threats for the school's further development and long-term effectiveness. The lack of adequate management strategy to utilize well the trained cadres is still of great concern. It is along with poor wages and salaries among the key determining factors of the brain-drain. Poor management strategy appears also to be the root causes of the failure of the short term training programs. The effectiveness of these short term training programs is currently questionable because of their unnecessary huge numbers, and the focus on the payment of "perdiems" as their main benefit. Many obstacles to providing adequate local training to African public health providers remain to be overcome. However there are a number of opportunities including use of new information and communication technologies, partnerships between institutions, and use of modern management techniques. These opportunities can greatly improve the situation if they are properly used.
openalex: W2412760859 mag: 2412760859
Keywords: openalex:import

The State of Education in Nigeria and the Health of the Nation - Dike, Victor E. (2004)
openalex: W1559325711 mag: 1559325711
Keywords: openalex:import

Learning behaviour patterns in flexible distance higher education in Asia and North Africa - Dimitrova, Maia; Hatzipanagos, Stylianos; Sadler, Chris; Milankovic-Atkinson, Maya; Murphy, Alan; Frumkin, Lara A. (2004)
openalex: W2223587801 mag: 2223587801
Keywords: openalex:import

The Tostan program: Evaluation of a community based education program in Senegal - Diop, Nafissatou; Faye, Modou Mbacke; Moreau, Amadou; Cabral, Jacqueline; Benga, Hélène; Cissé, Fatou; Mané, Babacar; Baumgarten, Inge; Melching, Molly (2004)
This operations research project evaluated the effect and impact of a basic education program, developed by TOSTAN, a nongovernmental organization based at Thiès, Senegal. The basic education program consisted of four modules: hygiene, problem-solving, women’s health, and human rights. Through these four themes, emphasis was placed on enabling the participants, who were mostly women, to analyze their own situation more effectively and thus find the best solutions for themselves. The GTZ Supra Regional Project for the Elimination of Female Genital Cutting funded implementation of the program in 90 villages in Kolda Region, and the Population Council’s Frontiers in Reproductive Health Program, with funding from USAID, used this opportunity to evaluate the program in 20 villages. The program was able to bring about a social change within the community and to mobilize the villagers for better environmental hygiene, and respect for human rights and improvement of health, as well as specifically reducing support for and practice of FGC.
openalex: W2731166307 mag: 2731166307
Keywords: openalex:import

Profiling an intermediate phase music educator in the context of the South African national curriculum and outcomes based education. - Dipnarain, Julie Louella. (2004)
openalex: W1509598886 mag: 1509598886
Keywords: openalex:import

Sexual abuse of learners by teachers in Namibia: An exploratory case study - Dippenaar; Susanchen, M (2004)
openalex: W3194734837 mag: 3194734837
Keywords: openalex:import

[Pharyngeal carriage of Neisseria meningitidis in a school of Niamey, Niger]. - Djibo, S.; Nicolas, Pierre; Campagne, G.; Chippaux, Jean‐Philippe (PubMed, 2004)
This study of pharyngeal carriage of Neisseria meningitidis in a school in Niamey, Nigeria was carried out to confirm the feasibility of evaluating the impact of conjugate vaccine on the meningococcal carriage. All 90 pupils attending the school were examined during the dry season in February 1998. All children had been vaccinated using polysaccharide A/C in 1996. Samples were collected from the soft palate and immediately seeded on selective medium. After incubation at 37 degrees C for 24 hours, suspicious colonies were re-seeded on Miller-Hinton medium. Identification of N. meningitidis was based on standard biochemical criteria, agglutination grouping and DNA fingerprinting. Seven carriers of N. meningitidis X:NT:P1.5 were found. One of these carriers also presented a strain of N. meningitis A:4:P1.9. The high prevalence of serogroup X strains coincided with an outbreak of meningitis involving the same sub-type and sequence-type in Niamey.
openalex: W2405291794 mag: 2405291794
Keywords: openalex:import

Self-reported Levels of Competence and Training Needs in Statistical Procedures by University Academic Staff in Botswana and Swaziland - Dlamini, B.M. (Journal of International Agricultural and Extension Education, 2004)
A descriptive survey type of research was conducted to determine level of competence and training needs in statistical procedures of university academic staff in Botswana and Swaziland. Findings showed that staff were competent in the use of basic statistical procedures, and that, they were in need of training in intermediate and advanced statistical procedures. The cumulative variance in competence level in statistical procedures was explained by six characteristics, namely: number of journal articles published, attitude toward statistics, sex, level of education, teaching experience and number of research projects supervised. Forty-one percent of the variance was explained by the number of journal articles published. The researcher recommends that an in-service training program be designed to upgrade university academic staff in statistical procedures, and that, a manual on the use of intermediate and advanced statistical procedures in research activities be developed to serve as quick reference for university academic staff in Botswana and Swaziland.
openalex: W2103724216 mag: 2103724216
Keywords: openalex:import

Self-reported Levels of Competence and Training Needs in Supervisory Roles by Secondary School Agriculture Department Heads in Botswana - Dlamini, B.M. (Journal of International Agricultural and Extension Education, 2004)
openalex: W2335109443 mag: 2335109443
Keywords: openalex:import

Knowledge level of job liability by agriculture teachers in the Manzini region of Swaziland - Dlamini, M.P.; Ndwandwe, V.N. (UNISWA Research Journal of Agriculture, Science and Technology, 2004)
openalex: W2255768364 mag: 2255768364
Keywords: openalex:import

The Brain Drain in Africa: An Emerging Challenge to Health Professionals' Education - Dovlo, Delanyo (Journal of Higher Education in Africa, 2004)
A health crisis is facing sub-Saharan Africa. The population has increased markedly. In recent decades, communicable diseases and ‘new’ noncommunicable disease epidemics have intensified. HIV/AIDS is perhaps the biggest health challenge. However, the supply of health workers remains low and has been worsened by their migration to developed countries. This paper reviews health professionals’ ‘brain drain’ using data from Ghana and other African countries, with proxy data supplying some information on which direct data do not exist. Not only is retention of health professionals a serious challenge, but training output has also remained limited. There are few studies of how stakeholders, including institutions of tertiary education, can moderate the effects of brain drain. Sub-Saharan Africa cannot compete economically with industrialised countries in the same health labour market. This paper discusses ways in which educational systems and the health sector can collaborate to mitigate the effects of health professionals’ migration and to sustain health services including (a) new modes of selecting candidates for the professions, (b) establishing new and relevant curricula, (c) profiling new cadres that are better retained, and (d) co-ordinating with the health sector on bonding and community service schemes to facilitate retention.
openalex: W2994378685 mag: 2994378685
Keywords: openalex:import

Modelling vegetation dynamics and their feedbacks over Southern Africa in response to climate change forcing - Drew, Gillian H. (2004)
openalex: W1129973258 mag: 1129973258
Keywords: openalex:import

The post conciliar contribution of pastoral training centres to evangelization in Zimbabwe. - Dube, Aleta. (2004)
openalex: W1488115704 mag: 1488115704
Keywords: openalex:import

The status of research undertaking in the Ethiopian higher institutions of learning with special emphasis on AAU - Dufera, Derebssa (2004)
openalex: W3144233253 mag: 3144233253
Keywords: openalex:import

Teacher and Student Perceptions of African American Male Middle School Students Dropping Out of School and Potential Intervention Strategies - Durden, A'Licia (2004)
openalex: W2766448866 mag: 2766448866
Keywords: openalex:import

Knowledge of HIV/AIDS and attitudes about condom use among Nigerian university students - Duru, Ugonna Ada (2004)
openalex: W2787907965 mag: 2787907965
Keywords: openalex:import

The Life History Experiences of Zimbabwean Students Studying Pre-Registration Nursing in a UK University - Dyson, Sue (2004)
A considerable number of students undertaking pre-registration nurse education in the UK are international students from Zimbabwe. The aim of this study is to listen to their narratives in order both to understand their experiences and to make suggestions for improving their educational management. The context from which the Zimbabwean students have migrated is discussed, outlining the current Zimbabwean educational and health care systems; prevailing social mores, religion and kinship ties; and the more recent sharp economic downturn in the Zimbabwean economy and the effects of the prevalence of HI VIA IDS in Southern Africa. Nine pre-registration nursing students from Zimbabwe attending one UK university, and one further respondent who had qualified as a nurse and was practising in the same locality were recruited to take part in life-history interviews. The interviews covered experiences in Zimbabwe leading to migration to the UK; accounts of arriving in the UK and challenges experienced in starting the course, working in health care settings as placements, and becoming reconciled to life in the UK. Factors prompting migration to the UK are reported to include the emphasis on education as a means of social mobility; the economic crisis, and the disruption of family ties by the HIV epidemic. Educational courses for nursing are the means to prevent their aspirations for professional occupation floundering on current economic and political instability in Zimbabwe, rather than a positive career choice. The reliance of the NHS on internationally-recruited students to cover shortfalls in labour in the UK contributes to this process. Experiences upon arrival in the UK include problems with visas, immigration officials and banking facilities. Zimbabwean students find it challenging to adapt to self-directed learning styles, to combine studying in a context without their familiar domestic help, and under financial pressure to remit monies home. They also report experiences of racism both in the college and in placement settings. Despite these challenges the next step seems more likely to be to work in nursing in the UK and to bring family to join them when financially possible. These life-histories have implications for the educational management of Zimbabwean nursing students at the level of the University, the University International Office, the School of Nursing and Midwifery, the individual nurse tutor, and the local NHS placement settings. They also have implications for the future prospects of Zimbabwe after the Mugabe regime.
openalex: W87086681 mag: 87086681
Keywords: openalex:import

The African Virtual University: the limits and possibilities of distance education in Africa-the case of the African university - Dzvimbo, Kuzvinetsa Peter (2004)
openalex: W2612225408 mag: 2612225408
Keywords: openalex:import

Career Decision-making Self-efficacy of South African High School Boys and Girls' - Eaton, Mark C.; Foxcroft, C. D.; Patton, Wendy; Watson, Mark (Faculty of Education, 2004)
openalex: W2594709279 mag: 2594709279
Keywords: openalex:import

Virtual reality and museums: the development of a collaborative virtual environment for learning about ancient Egypt - Economou, Daphne (2004)
Contemporary museums face various challenges to the role they have traditionally performed. Virtual reality (VR), collaborative virtual environments (CVEs) and virtual actors provide the means of meeting these challenges. This paper analyses the special qualities of this technology and shows how it can provide a means of broadening the role of the museum by proposing the development of the “kahun” project. This is an Internet based resource for Manchester Museum Education Service using the Deva CVE system aiming to support primary school visitors to the Museum. The paper describes the development of one part of this project, a leisure activity using an ancient Egyptian board game for two players called senet. The user studies that took place are outlined and the paper concludes with discussion about the educational value of the resource and directions for future work.
openalex: W2250450858 mag: 2250450858
Keywords: openalex:import

Migration of human capital: some implications for higher education in Cameroon - Edokat, Tafah (2004)
openalex: W1580159890 mag: 1580159890
Keywords: openalex:import

Zemmouri, Algeria, M w 6.8 Earthquake of May 31, 2003 - Edwards, Curtis L. (2004)
Prepared by the Earthquake Investigations Committee of the Technical Council of Lifeline Earthquake Engineering ASCE. This TCLEE Monograph summarizes the damage done to various lifelines from the 6.8 M w earthquake that occurred in the coastal waters off the Boumerdes Department, east of Algiers, Algeria, on May 21, 2003. An estimated 2,266 people were killed, 10,260 injured, and more than 200,000 left homeless. Many of the three- to five-story reinforced concrete apartment buildings, less than three years old, were destroyed by either total or partial collapse. Topics include: geosciences and geotechnical engineering; general building damage; potable water systems; power systems; the highway system; ports and airports; railroads; communication systems; oil and liquid fuels; hospitals; and emergency response. Readers will benefit from the lessons learned sections, which analyze other lifeline systems and compare expected earthquake performance, thus helping to minimize damage, save money, and reduce recovery time.
openalex: W847609452 mag: 847609452
Keywords: openalex:import

Substance Abuse Among Female Senior Secondary School Students In Anambra State South Eastern Nigeria - Egbuonu, Ifeoma; Ezechukwu, CC; Chukwuka, JO; Uwakwe, Richard (Nigerian Journal of Clinical Practice, 2004)
Objective: To study the prevalence of substance abuse among female secondary school students in Anambra State. Design: This is a cross sectional study. Materials and Methods: A pre-tested structured questionnaire was used to obtain information on smoking, use of sedatives and alcohol drinking habits from 725 students of nine randomly selected female senior secondary schools, 3 each from the three senatorial zones of the state. Results: Out of a study population of 725, 34 or 4.7% of the girls smoked tobacco (cigarette) while 69 or 9.5% indulged in alcohol and 109 or 15% took sedatives as a means of inducing sleep. There was no statistical difference between the smokers in the three classes while significant statistical difference existed between the classes in terms of use of alcohol and sedatives (p Conclusions: Though the over all prevalence of use of tobacco and alcohol was low compared to American society, efforts should be made by guidance counselors and primary care physicians to provide information to female students on the dangers inherent in the use of these substances. Students should also be encouraged to establish drug free clubs at schools to disseminate information on the disadvantages of substance use and discourage their use. Key Words: Substance abuse, senior secondary students, females Nigerian Journal of Clinical Practice Vol. 7(2) 2004: 53-55
openalex: W1614430159 mag: 1614430159
Keywords: openalex:import

DETERMINANTS OF POST CAESAREAN WOUND INFECTION AT THE UNIVERSITY OF BENIN TEACHING HOSPITAL - Eirewele, Omomene (FACULTY of OBSTETRICS AND GYNAECOLOGY, 2004)
Wound infection following caesarean section is an important cause of morbidity. There is therefore the need to determine the bacteriological pattern and risk factors associated with it. The study was carried out in the University of Benin Teaching Hospital between July 2002 and June 2004. Eighty-eight (88) patients with wound infection were matched against one hundred and seventy six (176) patients without wound infection. The incidence of post caesarean section wound infection was 6.2%. Pseudomonas aeruginosa (29.4%), Klebsiella spp (17.6%) and Proteus spp (13.7%) were the most frequent organisms isolated. The organisms were more sensitive to the third generation Cephalosorins and the Quinolones. Sensitivity to Ampicillin, Tetracyclin and Cloxacillin were generally low. The risk factors for wound infection identified were teenage status, low educational status, obesity, emergency caesarean section, resident doctors as surgeons and prolonged surgery. Also important is the presence of intrauterine fetal death and postoperative anaemia. Most of the patients with infected wounds had a prolonged stay in hospital (greater than two weeks). Education of the girl child, prenatal care, utilization of antenatal services and proper supervision of residents by consultants will help ameliorate this problem. Proper use of prophylactic antibiotics is also advocated. Supervision of maternity homes and continuing medical education of all stakeholders in 7 obstetric care will go a long way to reducing the incidence and implications of wound infection.
openalex: W3204164370 mag: 3204164370
Keywords: openalex:import

The teaching of biochemistry in Nigerian Universities - Ekeke, Gabriel I (Journal of the Cameroon academy of sciences, 2004)
openalex: W1598691561 mag: 1598691561
Keywords: openalex:import

MICTI Education Plan 2004 and Forward, Mozambique Information and Communication Technology Institute - Ekenberg, Love; Sotomane, Constantino; Macanze, Jamo (2004)
MICTI Education Plan 2004 and Forward, Mozambique Information and Communication Technology Institute
openalex: W633426098 mag: 633426098
Keywords: openalex:import

Variation of biochemical oxygen demand (BOD) pollution rate within Hadous Drain catchment of Egypt. - El-Degwi, A. M. M.; Abdelsattar, A. M.; Gawad, S. M. (2004)
openalex: W319156275 mag: 319156275
Keywords: openalex:import

The Role Of Peace Education In The Promotion Of Peaceful Coexistence Among Refugees In Kenya. - Elatsia, J A (2004)
openalex: W2260833252 mag: 2260833252
Keywords: openalex:import

Pesticide Pollution Remains Severe after Cleanup of a Stockpile of Obsolete Pesticides at Vikuge, Tanzania - Elfvendahl, Sara; Mihale, Matobola Joel; Kishimba, Michael A.; Kylin, Henrik (AMBIO: A Journal of the Human Environment, 2004)
openalex: W4235643569
Keywords: openalex:import

Effect of interaction between parental treatment styles and peer relations in classroom on the feelings of loneliness among deaf children in Egyptian schools - Elhageen, Adel Abdelfatah M. (2004)
This research in an attempt to determine the effective role of both parental treatment styles and peer relations in the classroom and the interaction between them on deaf children's loneliness. The sample has consisted of 415 deaf children in the fourth, fifth, sixth, and seventh grades, and ranging in age from 8.5 to 13.2 years old in six elementary schools for the deaf children in Egyptian. The used instruments in this study were: The Sociometric Peer Nomination Rating Scale (developed by the researcher); The Parental Promotion of Peer Relations Inventory (Mounts, 2000, modification by the researcher); The Parental Acceptance, Neglection, Rejection questionnaire (PANRQ, developed by the researcher); The Parental Strictness, Indulgence Questionnaire (PSIQ, developed by the researcher); and The Deaf Children's Loneliness Scale (DCLS, developed by the researcher). The results indicated that: 1- There is no significant statistical difference in the mean scores of loneliness between the deaf boys and girls children (206, 172) = 0.27, P > 0.05. 2- The deaf children reported higher levels of loneliness than the hearing children [t (132, 179) = 3.04, p < 0.01].. 3- Loneliness is negatively correlated with parental promotion of peer relations (r = 0.64). 4- A one-way (peer relations) analysis of variance (ANOVA) indicated that there are statistical significant differences in deaf children’s loneliness mean scores according to the three types of peer relations in classroom [F (2, 285) = 17.20, p < 0.001]. 5- The deaf children with strict parents reported more lonely than deaf children with indulgent parents [t (80, 73) = 2.68, p < 0.01]. 6- A one way (parental acceptance, neglection, rejection) analysis of variance (ANOVA) indicated that that statistical significant differences ware found among the deaf children’s loneliness scores within the three groups, [F (2, 285) = 21.77, p < 0.001]. 7- There is statistical significant interaction between parental treatment styles, indulgence, strictness; and peer relations in classroom high, average, and low acceptance on the feelings of loneliness among deaf children [F (2, 132) = 3.29, p < 0.05]. 8- There is statistical significant interaction between parental treatment styles acceptance, neglection, rejection; and peer relations in classroom high, average, and low acceptance on the feelings of loneliness among deaf children [F (4, 279) = 2.92, p < 0.05].; Ziel diese Arbeit ist es, die Interaktion von elterlichem Stil und Beziehung zu Klassenkameraden auf das Gefuhl von Einsamkeit bei gehorlosen Kindern in agyptischen Schulen zu untersuchen. Die Stichprobe bestand aus 415 gehorlosen Kindern der vierten, funften, sechsten und siebten Klasse im Alter von 8,5 bis 13,2 Jahren an sechs agyptischen Schulen fur taube Kinder. Die in dieser Studie benutzten Instrumente waren: die soziometrische 'Peer Nomination' Skala; das Parental Promotion of Peer Relations Inventory; der Parental Acceptance-Neglection- Rejection- Fragebogen (PANRQ),der Parental…
openalex: W1434259500 mag: 1434259500
Keywords: openalex:import

An investigation into academic, professional and pedagogic aspects of the training programme for teachers of English as a foreign language at Al-Fateh University, Libya - Elhensheri, Nafisa (2004)
openalex: W751570414 mag: 751570414
Keywords: openalex:import

Impact of HIV/AIDS on African Educational System and the Role of the American Federation of Teachers (AFT) - Elhoweris, Hala (Dialectical Anthropology, 2004)
openalex: W2016189749 mag: 2016189749
Keywords: openalex:import

Making Space for Adult Education in Independent Namibia. - Ellis, Justin (Convergence, 2004)
openalex: W81870403 mag: 81870403
Keywords: openalex:import

Teaching biochemistry in Sudan - Eltahir, Hanan Babiker (Journal of the Cameroon academy of sciences, 2004)
openalex: W15058885 mag: 15058885
Keywords: openalex:import

Content Evaluation of Physics Textbooks used in Botswana Secondary Schools - Emereole, Rorisang; Hezekiah, U; Rammiki (Mosenodi, 2004)
The paper evaluates the content of four physics textbooks used in Botswana senior secondary schools. Emereole s extension of Nworgu S 'Quantitative Approach for the Content Evaluation of Science Textbooks' (QACEST), was used to evaluate the subject content. The Flesch Read Ease formula and the Cloze Test were used to evaluate the readability and comprehensibility of the books for the learners. A 10- point Likert-type questionnaire was used to estimate physics teachers' views on the books' ability to provide instructional support in various areas. Specific conclusions reached include: 1) Each of the four books adequately covered the content required by the BGCSE physics syllabus. 2) Overall, none of the books is confidently recommendable on the basis of encouraging learner participation. 3) In the views of the teachers, none of the books provide instructional support in all required areas. 4) None of the books showed gender balance. Teachers and textbook selection committees were encouraged to adopt this or other more objective and quantitative strategies in scoring different aspects of textbooks.
openalex: W2109579940 mag: 2109579940
Keywords: openalex:import

Transnational governance and the pacification of youth : the contribution of civic education to disempowerment in Malawi - Englund, Harri (2004)
openalex: W659584777 mag: 659584777
Keywords: openalex:import

Competency requirements for South African Business Management Undergraduate Students: a Higher Distance Education Perspective - Erasmus, B.J.; Loedolff, P.v.Z. (2004)
openalex: W2528072740 mag: 2528072740
Keywords: openalex:import

Understanding Satisfaction: The Effect of Black Greek-Letter Organization Membership on African American College Students at a Predominantly White Institution - Erwin, Erin; Jones, Camille A.; Kilian, Tom; Woodie, Lisa (Journal of the Student Personnel Association at Indiana University, 2004)
Understanding Satisfaction: The Effect of Black Greek-Letter Organization Membership on African American College Students at a Predominantly White Institution
openalex: W2798615898 mag: 2798615898
Keywords: openalex:import

A New Curriculum for Surveying Education in Nigeria - Fajemirokun, F. A.; Badejo, Olusegun T. (2004)
Surveying as a profession had many definitions applied to it over the years. Geoinformation Technology also known as Geoinformatics is a product of the marriage between the Geosciences and Information Technology. It is a more recent terminology, which has evolved within the past three decades. Many branches of the Geosciences such as surveying, geodesy, photogrammetry and remote sensing use various types of sensors to capture and measure spatial data, which in turn are computer processed with other data. These are then stored, analysed, manipulated, interpreted, displayed and made available to a wide range of applications, within the context of Geographic Information Systems (GIS).
openalex: W2310668903 mag: 2310668903
Keywords: openalex:import

On Outcomes-Based Education and Creativity in South Africa. - Fakier, Mursheed; Waghid, Yusef (International journal of special education, 2004)
This article questions the potential of Outcomes-based education (OBE) in South Africa to be rational and imaginative, that is, creative. Our contention is that the notions of outcomes seems to be trapped in a technicist orientation of deciding in advance what is good and worthwhile for learners to do in education. We argue that OBE is not a sufficient justification of what education means, thus impeding the very act of creative reconstructions of knowledge.
openalex: W2104612932 mag: 2104612932
Keywords: openalex:import

Factors associated with nurses involvement in postnatal health education in Botswana - Fako, Thabo T.; Forcheh, Ntonghanwah (Pula: Botswana Journal of African Studies, 2004)
openalex: W1602194925 mag: 1602194925
Keywords: openalex:import

Forum on Open Schooling for Secondary Education in Sub-Saharan Africa - Fentiman, Alicia (2004)
openalex: W2602140011 mag: 2602140011
Keywords: openalex:import

'I told them not to love one another!' Gender, Christianity and the role of adult education in the Ugandan response to HIV/AIDS - Fiedrich, Marc (Transformation: Critical Perspectives on Southern Africa, 2004)
'I told them not to love one another!' Gender, Christianity and the role of adult education in the Ugandan response to HIV/AIDS Marc Fiedrich1 (bio) Introduction: Acknowledging The Boundaries Of Adult Education The only vaccine to combat HIV/AIDS is education. (…) Unlike other contagious diseases, AIDS is easy to prevent and preventive education works. (proceedings of workshop, UNESCO 2001) The image of education as an injection drug is a popular and compelling one, particularly in the context of HIV/AIDS. But while it provides a welcome boost to health education activities, it also carries substantial risks. The most pertinent is perhaps that education here appears as an external force that penetrates societies and individuals and reforms them in a predefined way. Such an overestimation of the powers of education is not only bound to create disappointment, it also skews our interpretation of failure once it does occur. When education fails to produce the 'rational' behaviour changes it is believed to harness (condom use, abstinence, faithfulness), inflated expectations are rarely blamed, instead education's unfulfilled promise is explained by pointing to 'barriers' that allegedly stood in its way: tradition, ignorance or, simply, 'culture'. In this paper I argue that it is more useful to think of the moral boundaries within which education takes place than of the barriers to it. Crucially, the idea that education may push boundaries while at the same time proceeding within boundaries allows us to consider the educational process as an expression of the historical and political contexts within which it takes place. By contrast, a focus on barriers to education easily dehistoricises and depoliticises the endeavour, forgetting that education reproduces rather than invents societies. [End Page 17] I start out by looking at why facilitators in one adult education programme in Madudu, central Uganda either evaded the issue of HIV/AIDS or limited themselves to hastily disseminated, moralising reminders about the value of faithfulness and abstinence. This tendency is all the more surprising when considering that the same group of facilitators eagerly discussed questions about HIV/AIDS and sex during their own training to become adult educators. Why did they regard such a discussion as inappropriate or difficult in the context of an adult education class? A first line of explanation considers the long-standing link between adult education and Christian organisations and practices. Learning rituals in the classes resonated with those of Christian worship and this I argue has consequences for the moral boundaries of debate. In short, facilitators and participants were not comfortable for class discussions to contemplate without immediate condemnation those practices and beliefs they took to be 'un-Christian'. Some adult educators may consider this a barrier to 'open debate' and one that in this case may carry serious health risks. It is argued here that recognition of such boundaries is a helpful first step for exploring means of working within them as well as expanding them. This is not to say that adult education should avoid challenging the sometimes undoubtedly bigoted views of learners but it is to say that, for better or worse, the control programmes can exercise over actual debates in classes is far more limited than widely imagined. To recognise this puts into perspective some of the contradictions that have plagued adult education practitioners ever since Freirean conscientisation efforts were first criticised. The perception of gender relations is a second important aspect explaining why debates in the classes were more likely to stick with solemn pledges to marital faithfulness than to address safer sex practices. Far from being self-assured patriarchs, I argue that many Ugandan men, rightly or wrongly, perceive their male authority to be on the wane. HIV/AIDS may well be a contributing factor, since public debate on the issue tends to condemn what was previously widely considered a virtue - men's sexual prowess. Being the wife of a man with largely unfulfilled patriarchal aspirations can be a delicate role to assume and this may prove all the more true for women learners. That is so because schools in Uganda have long been regarded not only as a place of opportunity for women but also as a risk to their feminine integrity. Thus...
openalex: W2039106253 mag: 2039106253
Keywords: openalex:import

Student Journalism, Literature and Elites in Colonial Angola. O Estudante and the Liceu Salvador de Correia - Finley, Michael (2004)
openalex: W1588599217 mag: 1588599217
Keywords: openalex:import

To teach is to touch a life forever : A research about teacher's work motivation in Zambia - Fischer, Maria Grazia (2004)
openalex: W2219483282 mag: 2219483282
Keywords: openalex:import

Effects of Living on Campus on African American Students' Educational Gains in College - Flowers, Lamont A. (NASPA Journal, 2004)
The effects of living on campus on educational gains were estimated for a sample of African American college students. This study also examined the effects of specific residence hall experiences on African American students' educational gains in college. Controlling for an extensive array of demographic characteristics, institutional characteristics, and academic and nonacademic experiences in college, the results indicated that African American students who lived on campus reported significantly higher gains in personal and social development than African American students who did not live on campus.
openalex: W4236411865
Keywords: openalex:import

Higher education policy and foreign language teaching and learning in South Africa : Rahmenbedingungen - Fourie, Regine (Acta Germanica : German Studies in Africa, 2004)
As its title suggests, this article examines policy documents dealing with Higher Education in South Africa, particularly the policies that drove Higher Education transformation in the last few years of the previous century. At the centre of transformation policy is the White Paper for Higher Education Transformation (1997), and it is this document which is critically analysed and interpreted against the back-ground both of its origins, and of its position concerning the foreign language disciplines in a transformed Higher Education system.
openalex: W2266704390 mag: 2266704390
Keywords: openalex:import

Cultural capital and Black education : African American communities and the funding of Black schooling, 1865 to the present - Franklin, V. P.; Savage, Carter Julian (2004)
A discussion of the contributions made by African Americans to public and private black schools in the USA in the 19th and 20th centuries. It suggests that cultural capital from African American communities may be important for closing the gap in the funding of black schools in the 21st century.
openalex: W656966930 mag: 656966930
Keywords: openalex:import

Ariaal pastoralists of Kenya : studying pastoralism, drought, and development in Africa's arid lands - Fratkin, Elliot (2004)
Foreword. Preface. 1. Ariaal-Studying an East African Pastoralist Society. 2. Drought, Development, and Kenya's Pastoralists. 3. Ariaal Identity and Culture. 4. A Pastoral Life: Livestock Production and Human Nutrition. 5. The Clan Settlement Basis of Ariaal Social Organization. 6. Farms, Towns and the Future of the Ariaal. Recommended Reading.
openalex: W636080152 mag: 636080152
Keywords: openalex:import

THE SIGNIFICANCE OF MOTIVATIONAL CULTURE IN SCHOOLS SERVING AFRICAN AMERICAN ADOLESCENTS: A GOAL THEORY APPROACH - Freeman, Kimberley Edelin (2004)
openalex: W2486519642 mag: 2486519642
Keywords: openalex:import

Peer Effects and School Textbooks - Elementary School Education in Francophone Africa - Froelich, Markus (2004)
openalex: W2531527792 mag: 2531527792
Keywords: openalex:import

Experiential learning: bringing the geography of Africa to life - Frontani, Heidi Glaesel (Teaching geography, 2004)
openalex: W21194284 mag: 21194284
Keywords: openalex:import

Voices of South Africa - Internet-based education for communication and globalization - Frykheden, Louise (2004)
openalex: W1578070838 mag: 1578070838
Keywords: openalex:import

Towards Inclusive Education in Ghana - Gadagbui, Grace Yawo (2004)
openalex: W2309159246 mag: 2309159246
Keywords: openalex:import

TRAINING EDUCATORS OF SPECIAL NEEDS CHILDREN IN GHANA: CHALLENGES AND THE WAY FORWARD 25 TH ANNIVERSARY AND CONFERENCE OF HEADS OF SPECIAL SCHOOLS (COHESS) - Gadagbui, Grace Yawo (2004)
openalex: W2189328321 mag: 2189328321
Keywords: openalex:import

Psychometric properties of teacher-made science tests used in national examinations for middle-grade students in Benin (West Africa): A longitudinal study - Gado, Issaou (2004)
openalex: W3087858118 mag: 3087858118
Keywords: openalex:import

Enhancing efficiency, quality and relevance in an education system: a Kenya case study - Galabawa, J.C.J. (Papers in Education and Development, 2004)
openalex: W222076131 mag: 222076131
Keywords: openalex:import

From Apartheid to Democracy: Education in South Africa - Gallagher, Tony (2004)
The previous chapters focused on countries where education had been used as a means of integrating societies. Indeed, one of the critiques of the traditional assimilationist approaches had been precisely because they had refused to give due regard to the actual diversity that existed within society. Thus, one of the consequences of this critique was to shift educational policy in the US and Britain away from a homogenising role towards one where schools attempted to reflect diverse interests and identities within their respective societies. Broadly speaking the shift was towards a pluralist education approach in that it recognised the need to deal with the actual plural nature of society. However, the preferred approach in both places was to adopt a version of pluralism which sought variation within schools rather than between them. In other words, the intention was that each school should reflect the pluralism of the wider society. As can be seen in both contexts, however, the achievement of this goal is problematic and some have argued that it is, in fact, not achievable. From this perspective some have argued in favour of institutional pluralism, that is, in favour of a plurality of schools within which minorities of all kinds can operate their own schools in order to maintain some degree of cultural identity and continuity. This view of pluralism involves the establishment of variation between schools, rather than necessarily within them. It is to examples of this type of approach we now turn, as we look at school systems that are based on separate provision for different communities.
openalex: W2499307926 mag: 2499307926
Keywords: openalex:import

School-based HIV prevention programmes for African youth. - Gallant, Melanie D.; Maticka-Tyndale (Social Science & Medicine, 2004)
openalex: W3149308079 mag: 3149308079
Keywords: openalex:import

An analysis of factors that influence boy's and girls' choices of Design and Technology projects at secondary school level in Botswana. - Gaotlhobogwe, Michael (Mosenodi, 2004)
increased access to Design and Technology (D&1) by girls at secondary schools in Botswana has failed to address the under-representation of women in engineering fields. These 'would be' women in technology choose to deviate from the techllological line of career as they proceed with their educatio/l. A research study reported here shows that increasing enrolment of girls in areas mainly believed to be 'masculine' - such as D&T - does not translate into providing equal education opportunities to girls alld boys. An analysis of D&T projects for the 2004 Botswana General Certificate of Secondary l.ducation (BGCSl.). a .... · well as the candidates' responses to a questionnaire, revealed that girls enrolled in D&T complete the secondmy school curricula without if haviltg made any significant impact in their perception of D& T as a 'male' domain. As a result, the number of women in engineering dimillishe5 at higher institutions and ultimately in engineering-related careers.
openalex: W2182367103 mag: 2182367103
Keywords: openalex:import

Nonformal education in francophone West Africa : a case study of the Senegalese experience of community-based schools. - Gassama-Mbaye, Mbarou (2004)
openalex: W117944357 mag: 117944357
Keywords: openalex:import

Mentoring of early career academics in South African higher education : a transformation strategy - Geber, Hilary (2004)
Thesis submitted to the Faculty of Commerce, Law and Management, University of the Witwatersrand, Johannesburg, in fulfilment of the requirements for the degree of Doctor of Philosophy, 2004
openalex: W2751666583 mag: 2751666583
Keywords: openalex:import

"We're managing!" : climate change and livelihood vulnerability in Northwest Ghana - Geest, Kees van der (2004)
openalex: W2103768654 mag: 2103768654
Keywords: openalex:import

The representation of African American students in programs for the mild mentally retarded - Gennaro, Peter Laurance (2004)
openalex: W2806162959 mag: 2806162959
Keywords: openalex:import

Survey of Eritrean Education: Traditional and Modern - Ghebremuse, Tecle (2004)
openalex: W2286012443 mag: 2286012443
Keywords: openalex:import

Impact of cost-sharing on school inputs in primary schools: a comparative study of primary schools in Embu and Mbeere Districts, Kenya - Gichoni, Samuel Kithe (2004)
openalex: W2471764938 mag: 2471764938
Keywords: openalex:import

Community drought coping mechanisms, tactics and challenges to sustainable biodiversity management in dry lands with special reference to the Maasai and Turkana peoples of Kenya. - Gichuki, Nathan; Terer, Taita (2004)
openalex: W2224797920 mag: 2224797920
Keywords: openalex:import

Case-Based Teaching in Business Education in the Arab Middle East and North Africa - Gillespie, Kate; Riddle, Liesl (2004)
openalex: W49787577 mag: 49787577
Keywords: openalex:import

MTV, Technology, the Secular Trend, and HIV/AIDS: Why Kenyan Parents Need to Learn about Adolescent Development - Ginsberg, Pauline E.; Gekonge, Moraa (Dialectical Anthropology, 2004)
openalex: W1967720317 mag: 1967720317
Keywords: openalex:import

Gender differences in the preferences for instructional methods in secondary school mathematics classrooms in Kenya - Githua, Bernard Nyingi; Mbugua, Zachariah Kariuki (2004)
openalex: W1518291079 mag: 1518291079
Keywords: openalex:import

Nigerian Medical Students: An Underappreciated And Underutilized Research Resource - Glew, Robert H. (Highland Medical Research Journal, 2004)
Full Text Having taught biochemistry to medical students in the U.S. and Nigeria for three decades, I have been fascinated by the many contrasts that differentiate the education and training these students receive in the two countries. One of the most glaring and interesting distinctions between undergraduate medical education in the U.S. and Nigeria has to do with the extent or lack thereof to which Nigerian and American medical students become engaged in biomedical research while they are in medical school. The percentage of medical students in the U.S. who are involved to a significant degree in research certainly varies considerably across the 140 or so allopathic and osteopathic schools of medicine. Nevertheless, regardless of whether research is a required or voluntary activity, at most U.S. medical schools at least one-third and as many as one hundred percent of the student body participates significantly in research of one sort or another, be it epidemiology/population-based or laboratory-centered. At the University of New Mexico School of Medicine, for example, even before the requirement that students do a research project was put in place about 12 years ago, 30-40% of the medical students elected to engage in research under the tutelage of a faculty research mentor in one of the clinical or basic science departments. In contrast, however, based on what I have observed first-hand from having taught medical students and done research at a number of teaching hospitals in different regions of Nigeria over the past 30 years, I cannot recall a single instance in which a Nigerian medical student ever involved himself or herself in a collaborative research project with a faculty member in any serious manner during the six years they were in training. Certainly, every medical student in Nigeria is required to complete a 16-week research project in Community Medicine; however, hardly ever are the medical students\' research finding published in a peer-reviewed journal. Indeed, it is a rare event when a Nigerian medical student\'s research contributes to a published article that carries their name as a coauthor or which even acknowledges the student\'s contribution to the study. I was recently reminded of this stark contrast between U.S. and Nigerian medical students\' involvement in biomedical research during the visit of a Nigerian colleague to my laboratory at the University of New Mexico. This gentleman, who is an obstetrician/gynecologist at one of Nigeria\'s preeminent teaching hospitals, was spending a month with me mainly for the purposes of catching up on the literature in the medical school library and writing several manuscripts. One afternoon while I was in the laboratory discussing with two medical students some of the data they had just obtained in their study of growth factors in children with sickle cell disease, my Nigerian colleague happened to be working close-by and was listening in on our conversation. Later that afternoon, my friend related to me his reaction to the conversation he had overheard between me and the two medical students. “I am truly astonished” he said, “by the sophistication of your students and by the extent to which they have immersed themselves in their research work. So rich and thoughtful was their discussion with you about their research findings that had I not known otherwise, I would have assumed they were faculty members rather than second-year medical students.” He added, “The students appeared at ease and uninhibited as they presented their interpretation of the data to you. Even more surprising to me was the firmness and confidence with which they stood their ground and defended their reasoning and conclusions when you offered alternative interpretations of their data or views that were in opposition to theirs.” The next day, the Nigerian obstetrician interviewed the same two medical students about their attitudes towards research. One of them explained that his participation in a research project satisfied an intellectual need that didactic learning alone could not fulfill. He described how research gave him the opportunity to delve much more deeply into the complexities of a problem than was the case when he was sitting through a lecture in an auditorium or discussing a particular disease in a tutorial room. The other medical student said that what she most enjoyed about her research project was the opportunity it provided for her to exercise and develop her reasoning skills. She also appreciated how her research project stimulated her to draw upon the principles and factual knowledge she had acquired from textbooks in order to solve a unique problem that was practical and relevant to a particular human disease. My colleague returned to Nigeria having pledged himself to seeking out medical students at the teaching hospital back home and encouraging them to take part in his own research program as well as that of other members of the Department of Obstetrics and Gynaecology. This cross-cultural experience underscored something I had understood ever since I signed my first contract at a U.S. medical school , and that is the two-way benefit that medical research confers upon both the student trainee and the faculty member who mentors that student: the student learns how to carry out a focused study from the initial point of hypothesis formulation to the final stage of manuscript writing, while the faculty member has the pleasure of nurturing critical thinking skills in students at a formative stage in their education while at the same time enhancing their own research productivity. In closing, I urge the faculty and administrators of the Nigerian medical schools to integrate a substantial and meaningful research experience into the medical curriculum so as to enhance the educational experience of the students and the research productivity of their faculties. Highland Medical Research Journal Vol.2(2) 2004: 69-70
openalex: W1520524376 mag: 1520524376
Keywords: openalex:import

Decision points and dilemmas in girls’ schooling and occupational aspirations : female secondary students in Cameroon - Gobina, Euphrates Efosi Wose (2004)
openalex: W2303371905 mag: 2303371905
Keywords: openalex:import

Erosion control for volcanic ash-covered slopes in Rabaul, Papua New Guinea. - Goldsmith, Richard; Barker, David H.; Watson, A. J.; Sombatpanit, S.; Northcutt, B.; Maglinao, A. R. (2004)
openalex: W867183051 mag: 867183051
Keywords: openalex:import

Social investment in education a South African case study - Goliath, Craig Alan (2004)
openalex: W3163914842 mag: 3163914842
Keywords: openalex:import

Ghana, the family and education - Goody, Jack (2004)
openalex: W2277375474 mag: 2277375474
Keywords: openalex:import

Pedagogical Issues in the Literate Use of Vernacular Languages in Elementary Education in Papua New Guinea - Gould, Sandy (2004)
openalex: W174654145 mag: 174654145
Keywords: openalex:import

Petrology of two continental alkaline intraplate series at Emi Koussi volcano, Tibesti, Chad - Gourgaud, Alain; Vincent, Pierre (Journal of volcanology and geothermal research, 2004)
Tibesti volcanoes (Chad) are poorly documented, as much for volcanological evolution as for mineralogy and geochemistry. Emi Koussi volcano is a wide ignimbritic shield-like volcano that results from the succession of three eruptive sequences, each one related to a caldera collapse. Activity occurred from 2.4 Ma to the recent Quaternary. The continental alkaline volcanics of Emi Koussi exhibit two bimodal lava series, silica-saturated (up to 11% normative quartz) and silica-undersaturated (up to 29% normative nepheline). Basanite and tephrite, trachyte and phonolite are dominant while trachyandesite is very scarce. The basanites and tephrites contain olivine, diopside, plagioclase, nepheline, kaersutite and titanomagnetite. The trachytes contain alkali feldspar, plagioclase, Na–Ca amphibole (kataphorite, richterite), mica, augite, aegirine augite, titanomagnetite and ilmenite. In phonolites, alkali feldspar, andesine, nepheline or sodalite, hedenbergite, aegirine augite, amphibole (ferropargasite and kaersutite), titanite and titanomagnetite occur. Trachyandesite contains olivine, augite, edenite, phlogopite, andesine, alkali feldspar, titanomagnetite and ilmenite. The two suites exhibit a wide compositional gap of about 10% SiO2. Trachytes are peralkaline and comenditic. Major and trace element data are compatible with differentiation dominated by fractional crystallisation. The fractional crystallisation has been modelled using major-element least-squares mass balance models. Crystal fractionation involving olivine, clinopyroxene, amphibole and plagioclase is the best way to explain the petrogenesis of the undersaturated suite. The silica-saturated suite recorded removal of olivine, pyroxene, amphibole, mica, plagioclase, alkali feldspar, magnetite and apatite. Trace element data, including rare earth elements, calculated using the Rayleigh equation, confirm the models for the undersaturated suite, because there is a close agreement between the observed and calculated data. But the petrogenesis of the silica-saturated suite is probably related to other processes, such as crustal contamination.
openalex: W2068132275 mag: 2068132275
Keywords: openalex:import

Back to the blackboard: Looking beyond universal primary education in Africa - Govender, Peroshni; Gruzd, Steven (2004)
openalex: W2767198211 mag: 2767198211
Keywords: openalex:import

(South) African(a) philosophy of education: a reply to Higgs and Parker - Grange, Lesley Le (Journal of Education, 2004)
There is a growing interest in African philosophy in South Africa following the dismantling of legal apartheid. In recently published works we also witnessed arguments presented for/against African philosophy’s centrality in a new vision for philosophy of education in South Africa. In this paper I respond to these debates by raising some of the difficulties with the term African philosophy and the potential danger of a single philosophy dominating education theory and practice in South Africa.
openalex: W2186213875 mag: 2186213875
Keywords: openalex:import

Teaching legal writing at South African law faculties : a review of the current position and suggestions for the incorporation of a model based on new theoretical perspectives - Greenbaum, Lesley (Stellenbosch Law Review = Stellenbosch Regstydskrif, 2004)
Hierdie artikel ondersoek die probleme wat ondervind word tydens die onderrig van skryfwerk aan regstudente in die Suid-Afrikaanse konteks. Kwessies soos 'n opvoedingsagterstand, 'n 4-jaar voorgraadse LLB-kursus en 'n toename in tweedetaalleerders bemoeilik die onderrig van skryfwerk vir die regspraktyk. Regsfakulteite het tradisioneel probeer om hierdie tipe onderrig aan die taaldepartemente oor te laat, sonder om enigsins kennis te neem van onlangse teoretiese perspektiewe betreffende die pedagogiek van skryfwerk vir die regspraktyk. Die huidige / tradisionele paradigma van die onderrig van skryfwerk vir die regspraktyk beskou skryf as 'n vaardigheid wat nie deur regsdosente onderrig kan word nie, maar as 'n vaardigheid wat studente erens anders moet aanleer. Dit is gebaseer op die opvatting dat studente oordraagbare generiese taalvaardighede geleer kan word, wat dan vir die regsomgewing aangepas kan word. 'n ''Nuwe retoriese benadering'' tot die onderrig van skryfwerk vir regsstudente het in die tagtigerjare in die VSA ontwikkel. Hierdie metodiek pas 'n ''prosesbenadering'' toe en hiervolgens leer studente die gespesialiseerde taal van die diskoers van kenners binne die dissipline self aan. Leerders ontwikkel hul denke deur herhaalde skryfpogings, om sodoende 'n eie, professionele stem deur intensiewe skryfpraktyk te ontwikkel, en waarvoor hulle voortdurend terugvoer ontvang. 'n Verdere ontwikkeling is die ontstaan van die sogenaamde ''sosiale perspektief'' op skryfwerk vir die regspraktyk, waarvolgens dit as 'n konteksgebaseerde sosiale handeling beskou word. Die implikasies van hierdie teoretiese opvattinge is dat die onderrig van skryfwerk vir die regspraktyk 'n arbeidsintensiewe taak is wat deur opvoeders in die dissipline onderneem moet word. Verskeie modelle uit die VSA het aangedui dat die opleiding van senior studente om met hierdie taak te help, beskou kan word as 'n manier om die vermoe ns en die skryfvaardighede van beide dosent en junior studente te verbeter. Aan die Universiteit van Natal is hierdie model suksesvol aangepas en oor die afgelope drie jaar verfyn. Die toepassing van streng keuringsprosedures, deeglike monitering, opleiding en deeglike studieleiding is pogings om die sukses van die model te verseker en studentetutors is 'n belangrike bron om die probleem van skryfonderrig in regsfakulteite aan te spreek.
openalex: W1525770268 mag: 1525770268
Keywords: openalex:import

Recommendations to Public Speaking Instructors for the Negotiation of Code-Switching Practices among Black English-Speaking African American Students - Greene, Deric M.; Walker, Felicia R. (Journal of Negro Education, 2004)
This article offers six recommendations that instructors can employ encourage effective classroom code-switching practices among Black English-speaking students in basic communication course: (a) reconsider attitudes, (b) communicate expectations, (c) demonstrate model behavior, (d) affirm students' language, (e) create culturally reflective assignments, and (f) develop assessment methods. The development of communication skills is recognized as an integral component of across-the-curriculum initiative of many American colleges and universities. While incorporation of basic communication course such as introductory class public speaking is an important advance in curriculum development, it is often challenge for speech instructors broaden speaking proficiencies of students whose system is rooted in Black and who display difficulties in code-switching practices in academic settings. Black speakers, who develop an understanding of social complexities associated with ability code-switch, become astute in recognizing context cues and managing bi-dialectical behavior. Consequently, development of these skills influences academic performance as well as communication in other arenas. This article synthesizes data from various researchers on both Black and dialect shifting, and then it moves beyond theoretical aspects of framing difficulties associated with Black English-speaking students and suggests practical methods for instructors employ in an effort encourage effective code-switching practices in classroom. CODE-SWITCHING DEFINED Code-switching is defined as the use of two or more linguistic varieties in same conversation or interaction (Myers-Scotton & Ury, 1977, p. 7). It can involve alternation between two different languages, two tonal registers, or dialectical shift within same language, such as Standard and Black (Flowers, 2000). Code-switching is not random or meaningless. It has role, function, facets and characteristics. It is linguistic tool and sign of participants' awareness of alternative communicative conventions. Historically, Black has been deemed inferior, one of language patterns which deviate from Mainstream American English (Toliver-Weddington, 1973, p. 108). Black and speakers of Black have experienced brunt of this rejection. In response, African Americans, for most part, engage in almost unconscious and reflexive (Toliver-Weddington, 1973, p. 108) practice of code-switching as means of adapting or negotiating various communication contexts. Used convey social information and for stylistic purposes, code-switching allows African Americans to identify what is acceptable in different situations and modify their speech appropriate style (Hecht, Collier, & Ribeau, 1993, p. 89). Even though use of Black for individuals develops naturally as part of having been reared in African American cultural environments, African Americans develop ability code-switch in order manage in society in which they are racial minority. In country where standard (so defined because dominant group speaks it) is spoken by those in power, another or dialect spoken by those not in power will be ranked lower than that standard within dominant culture context. Although dominant group in United States does not have learn non-standard English, most members of subordinate groups are obliged leam standard dominant get along in school, at work, or in any mixed group settings. (Flowers, 2000, p. 2) Black (often used interchangeably with Ebonics) is defined as a set of communication patterns and practices resulting from Africans' appropriation and transformation of foreign tongue during African holocaust (Smitherman, 2000, p. …
openalex: W2088500438 mag: 2088500438
Keywords: openalex:import

The Medium- and Long-term Effects of an Expansion of Education on Poverty in Côte d'Ivoire : A Dynamic Microsimulation Study - Grimm, Michael (Economics Papers from University Paris Dauphine, 2004)
I use a dynamic microsimulation model to analyse the distributional effects of an expansion of education in Cote dÂ´Ivoire in the medium and long term. The simulations are performed in order to replicate several policies in force or subject to debate in t
openalex: W3122748143 mag: 3122748143
Keywords: openalex:import

How responsive are South African higher education institutions to regional needs? The case of the Free State - Grimsley, Elrita; Hay, Driekie (Interim : Interdisciplinary Journal, 2004)
South Africa higher education institutions are faced with a dual imperative: they are expected to become globally competitive and to deliver programmes, research outputs and community services that are accepted by the global higher education community. On the other hand, they experience increasing demands from government and local communities to become responsive to the social, economical and political needs of mostly under-developed domestic societies. While the imperatives for transformation in higher education derive in large measure from South Africa's apartheid history, they also form part of a global quest for change as throughout the world higher education systems are being challenged to become more responsive to society's needs (Perold 1998:28-29). Obviously, this is even more so in developing countries where the nature of society, social, economic and educational needs are extensive. The main purpose of this research was to establish whether and how higher institutions are responding to regional needs. For this purpose two higher education institutions in the Free State province were targeted and an analysis was done of their three year rolling plans as these plans indicates, amongst others, how institutions are positionising themselves in their regions.
openalex: W86688926 mag: 86688926
Keywords: openalex:import

Higher education in South Africa : state reform initiatives during the first decade of democracy - Grobbelaar, Jos (Journal for new generation sciences, 2004)
This article starts off with a brief overview of the institutional higher education landscape up to the end of 2003. The article outlines the way in which national higher education policies impacted on the institutional landscapes. The role of the National Commission on Higher Education, the White Paper on Higher Education, the Higher Education Act 1997, the Size and Shape Report, the National Plan for Higher Education and the National Working Group are briefly overviewed. The author concludes with a brief overview of the anticipated higher education landscape as from 2004.
openalex: W1904856800 mag: 1904856800
Keywords: openalex:import

A Critical Assessment of Quality Education in Community Day Schools in Malawi: A Case Study of Mulanje District - Gwede, Benstone; English, Henry (2004)
openalex: W1278805566 mag: 1278805566
Keywords: openalex:import

The reading problems faced by the learners of english as a second_foreign language: a case study of students of the department of english in the college of education_shabwa, Aden university, Yemen - Habtoor, Hussein Ali (2004)
openalex: W2418625764 mag: 2418625764
Keywords: openalex:import

The Earthquake of 26 May 1994, AI Hoceima, Morocco: Intensity Distribution and Macroseismic Epicenter - Hahou, Youssef; Jabour, Nacer; Oukemeni, D.; Wartiti, M. El; Nakhcha, C. (Seismological Research Letters, 2004)
On Thursday, 26 May 1994 at 08:26:55 local time, a damaging earthquake took place in the AI Hoceima region in the northern part of Morocco. Its high intensity, the great number of aftershocks (1,000 a year), and the consequences of the mainshock and the strongest aftershocks have attracted the attention of many seismologists (Hahou et al. , 1995; Jabour et al. , 1995a, 1995b; Vidal et al. , 1995; Calvert et al. , 1997; El Alami et al. , 1998). It also attracted the attention of the Geophysics Laboratory researchers, who have managed to record the consequences of the aftershocks from this earthquake for almost a whole year, thus providing a rich source of data. From instrumental data (Ben Sari, 1978, 1987; Cherkaoui, 1990, 1991; Jabour et al. , 2001), it appears that throughout the years before the mainshock of 26 May 1994 at 08:26:55, many events occurred which passed unnoticed by local residents because of their low intensities. The strongest event, Md 3.0, occurred early on 26 May, at 06:17:36. The main event was Md 5.5, causing many injuries and even two deaths among the population, as well as great property damage, not only in the city itself but also in the surrounding villages. The relatively heavy toll of the earthquake was due to the prevalence of weak materials and the old style of building rather than to the intensity of the earthquake. Additionally, however, significant damage was caused by big boulders and rocks falling from the mountains near neighborhoods. The poor quality of the buildings—walls built of stones and having roofs covered with heavy mud—was apparent; good buildings suffered no damage. Another important factor was the competence of structure foundations. This earthquake caused two deaths and injured a …
openalex: W2023844012 mag: 2023844012
Keywords: openalex:import

His eye is on the sparrow: Teaching and learning in an African-American community: Learning with Peers, Siblings, Grandparents and in - Haight, Wendy; Carter-Black, Janet (2004)
openalex: W2742430218 mag: 2742430218
Keywords: openalex:import

"Somewhere under the rainbow": the interplay of race and gender African-American military students' experiences in Hawaii public schools - Hairston, Kimetta R. (2004)
openalex: W175638599 mag: 175638599
Keywords: openalex:import

Challenges and prospects of disseminating technologies through farmer field schools: lessons learnt based on experience from Uganda - Hakiza, J. J.; Odogola, R.W.; Mugisha, J.; Semana, A.R.; Nalukwago, J.; Okoth, J.; Ekwamu, A. (Uganda Journal of Agricultural Sciences, 2004)
openalex: W230638645 mag: 230638645
Keywords: openalex:import

The Measure of a Man: Conceptualizations of Masculinity among High- Achieving African American Male College Students - Harper, Shaun R. (Berkeley journal of sociology: a critical review, 2004)
This study examines within-group alternative conceptualizations of masculinity among African American men on university campuses. Individual interviews were conducted with 32 high-achieving African American male undergraduates at six predominantly White research universities in the Midwest. Findings indicate that unconventional definitions of masculinity, when coupled with active campus involvement and leadership in minority student organizations, are deemed acceptable by uninvolved undergraduate men and help promote healthy masculine identities for African American male student leaders. Implications and recommendations for university administrators are offered at the end of the article.
openalex: W2061276466 mag: 2061276466
Keywords: openalex:import

Egypt and Turkey: music education in two predominantly muslim countries - Harris, Diana (Bulletin of the Council for Research in Music Education, 2004)
Since teaching in a girls' high school in UK with nearly 90% Muslims, I have become interested in issues concerning teaching music to Muslims. In an attempt to understand the concerns that many Muslims have with music in school in the UK, I have visited various Muslim countries looking at their music education (Harris, 2003.) Egypt and Turkey present two interesting cases because although they both have a predominantly Muslim population, Egypt is ruled according to Islamic principles, whilst Turkey has a secular constitution. In looking at the music educating in each country I aim to understand something of the culture of origin of some of the Muslim- ;»: Britain. This is part of a research project, the aim of which is to find a way in which music : - -at the same time fulfilling the requirements of the National Curriculum.
openalex: W2222178427 mag: 2222178427
Keywords: openalex:import

The feasibility of partnering with African-American barbershops to provide prostate cancer education. - Hart, Alton; Bowen, Deborah J. (PubMed, 2004)
The purpose of this study was to determine the feasibility of partnering with barbershops to implement a community-based prostate cancer preparatory educational decision aid for African-American men. We used African-American newspapers to compile a list of barbershops in King County, Washington, that predominantly serve African-American men. Trained research interviewers conducted proprietor surveys and client surveys. Ninety-six percent of the proprietors surveyed reported they would allow their clients to learn about prostate cancer. Seventy-five percent reported they would consider allowing a computer to be installed to provide information about prostate cancer. Ninety-seven percent of clients reported that they would be willing to look at information about prostate cancer in their barbershops. It will be feasible to work with barbershops and their clients for a community-based prostate cancer screening decision-aid intervention for African-American men.
openalex: W2474339306 mag: 2474339306
Keywords: openalex:import

A community based intervention targeting children with communication disabilities in Kenya - Hartley, SD (2004)
openalex: W1028788426 mag: 1028788426
Keywords: openalex:import

Community-based Rehabilitation and Inclusive education in Uganda - Hartley, SD (2004)
openalex: W1858735565 mag: 1858735565
Keywords: openalex:import

Managing knowledge, time and learning in African organizations - Harvey, Michael; Kamoche, Ken (2004)
openalex: W2540722538 mag: 2540722538
Keywords: openalex:import

The Impact of the Brown v. Board of Education Decision on Postsecondary Participation of African Americans - Harvey, William B.; Harvey, Adia M.; King, Michael G. (Journal of Negro Education, 2004)
Although specifically directed toward the nation's K-12 Brown v. Board also opened wider the doors of postsecondary education for African Americans. The landmark decision has led to increased enrollment of African American students in predominantly White colleges and universities. Still, 50 years after the Supreme Court's ruling, African Americans are still proportionately underrepresented in these institutions, which are frequently unwelcoming and sometimes even hostile settings. Many Americans, especially those of African descent, thought that a new era was dawning when on May 17, 1954 the United States Supreme Court issued a unanimous decision declaring that racial segregation in the nation's public schools was unconstitutional. The court's pronouncement, along its subsequent declaration that the decision be implemented with all deliberate speed, offered the impression that school desegregation would be swift and certain. The reality has been quite the opposite. Although some progress toward integration has occurred since the Brown v. Board of Education decision, particularly in the South, across the nation, K-12 schools are still significantly segregated by race. More than 70% of the nation's Black students now attend predominantly minority schools, according to a recent report from the Civil Rights Project at Harvard (Orfield, 2001). In the last decade of the 20th century, the percentage of White students attending public schools Black students actually decreased since 1988, and the figure was lower in 2000 than in 1970. At the start of the 21st century, the top 27 largest school systems were overwhelmingly non-White and segregated (Williams, 2003). While the text of the Brown decision was about segregation at the elementary and secondary school level, the subtext was about justice and equality throughout the educational arena and the entire social system. So, as the Court decision began to be applied at the postsecondary level, the doors of colleges and universities that had been closed to African Americans were also flung open. As we examine the result of the Court's ruling 50 years later, aggregate enrollment patterns in the nation's colleges and universities appear to show quite a different outcome than in the K-12 schools. At the time of the Brown decision, segregation was as pervasive in the nation's colleges and universities as it was in the K-12 systems, and nearly all African American students received their undergraduate education in the nation's Historically Black Colleges and Universities (HBCUs). However, by the end of the 20th century, the great majority of these students were enrolled in postsecondary institutions that are predominantly White. On that basis, one could argue that the student enrollment figures suggest that racial integration has been more extensive, and, thus, ostensibly more effective at the collegiate level than at the K-12 level. A dramatic increase in the enrollment of African American students in colleges and universities took place during the second half of the 20th century, and a similar situation occurred for other groups of color, whereas enrollment peaked for Whites in the early 1991. For African Americans, the figures vacillated somewhat in the mid 1980s from the level that had been reached at the beginning of the decade, but, by 1987, their numbers and those of other students of color enrolled in the nation's colleges and universities were moving upward in a steady and consistent fashion, and they have continued to do so. Fifty percent more African Americans were matriculated in postsecondary institutions in 2001, compared to twenty years earlier. Over the last two decades of the 20th century, the rate of growth for African American enrollment was more than double the growth rate of White students, and, specifically, during the last decade of the century, the rate of increase accelerated to a level that was three times higher than that of Whites. …
openalex: W2081601993 mag: 2081601993
Keywords: openalex:import

Islamic Revival and Education in Somalia - Hasan, Mohd.; Robleh, Salada M (2004)
openalex: W2295337536 mag: 2295337536
Keywords: openalex:import

An examination of the graduation rates of the Division I African -American male basketball student-athlete - Hatcher, Kevin L (2004)
openalex: W4837311 mag: 4837311
Keywords: openalex:import

Evidence for a clustered spatial distribution of clupeid fish schools in the Norwegian Sea and off the coast of southwest Africa - Haugland, Eli Kyrkjebø; Misund, Ole Arve (Ices Journal of Marine Science, 2004)
Abstract To quantify and characterize the spatial distribution of clupeid fish schools, sonar data were collected during surveys off the coast of Namibia in 1994 (pilchard (Sardinops sagax), anchovy (Engraulis capensis), and round herring (Etrumeus whiteheadi)), off Angola in 1995 (sardinella (Sardinella sp.)) and in the Norwegian Sea in 1997 and 1998 (Norwegian spring-spawning herring (Clupea harengus L.)). The two-dimensional distances between clupeid schools were calculated in the order that the different schools were observed along the survey vessels transect lines. In all four surveys, two different modes (frequency distribution maximums) were observed. The first mode, representing the most usual interschool distance, was about 60 m. The second mode, around 1600 m, probably represented the distances between different clusters. The distances between clupeid schools and between different clusters were found to be about the same for separate pelagic clupeid species, locations, and years of observation. The mean diameters of the school clusters were estimated to vary between 450 and 1450 m.
openalex: W2152925729 mag: 2152925729
Keywords: openalex:import

Dramatic Learning Spaces: A South African Research Conference - Hauptfleisch, Temple (South African Theatre Journal, 2004)
openalex: W1993517872 mag: 1993517872
Keywords: openalex:import

Dramatic learning spaces : a South African Research Conference : report - Hauptfleisch, Temple (SATJ : South African Theatre Journal, 2004)
The aim of this well-attended three-day conference was to get the practising theatre researchers in the country together to consider the current state of theatre research in the country and the way forward, and was organised by the Department of Drama Studies at the University of KwaZulu-Natal, supported by a grant from the National Research Foundation (NRF) in the focus area Indigenous Knowledge Systems. Veronica Baxter was both and the organiser of the conference and the programme leader of the NRF research programme of which this conference was a part. A large number of researchers and postgraduate students attended (a total of about 70 people) to participate in 30 papers, 4 workshops and 5 parallel Working Group sessions, 4 productions and 2 receptions. A full and extremely varied programme, most efficiently devised and implemented by the organising committee.
openalex: W2279552192 mag: 2279552192
Keywords: openalex:import

Quality considerations in South African higher education - Hay, Driekie (Journal for new generation sciences, 2004)
The implementation of quality assurance systems in higher education have never been accepted without debate nor severe critique. This can partially be ascribed to academics' strong views on academic freedom and autonomy. In this paper an admissible distinction between quality assurance and quality enhancement as two entries on a continuum is made. A plea is made that Southern African higher education institutions should invest in establishing self-reflective practices rather than a culture of compliances. The author concludes that quality enhancement embedded in a self-evaluation approach has the potential to make a contribution towards transforming the South African higher education system in more than one way.
openalex: W2263973802 mag: 2263973802
Keywords: openalex:import

Magmatic evolution of the Shira Volcanics, Mt Kilimanjaro, Tanzania - Hayes, Stephen John (2004)
Mt Kilimanjaro, Africa's highest mountain (5895m), is a large, young (<1.6Ma) stratovolcano at the southern end of the East African Rift, in northern Tanzania. Consisting of three distinct volcanic centres, Shira, Mawenzi and Kibo, Shira contains the highest proportion of mafic rocks. Shira samples are strongly silica under-saturated rocks, ranging from picro-basalt, to nephelinite and hawaiite (Mg numbers (Mg #) ranging from 77.2-35.5). Phenocrysts constitute up to 55% of some samples, and include aluminous augite (often containing abundant fluid and/or melt inclusions), olivine (Fo92-Fo49), plagioclase (An75-An42), nepheline (Ne77-Ne68), magnesiochromite and ulvospinel. Groups identified on the basis of phenocryst assemblages and textures correlate with location. East Shira Hill samples contain olivine and clinopyroxene phenocrysts + microphenocrysts of plagioclase (Group 1), or plagioclase and clinopyroxene phenocrysts + microphenocrysts of olivine (Group 2). Samples with high Mg #'s contain abundant cumulate clinopyroxene and olivine (Fo92-Fo85). Group 3 samples (Shira Ridge) contain nepheline phenocrysts and Group 4 samples (Platzkegel) have distinct intergranular textures. Chondrite normalised REE patterns are steep, with light REE-enrichment up to 400x chondrite. Spider diagrams, normalised to OIB for primitive Shira samples have strong K depletions and Pb enrichments. The source of the Shira volcanic rocks is most likely an amphibole-bearing spinel lherzolite, in which amphibole remains residual. Similarities in spider diagram patterns and trace element ratios suggest a source similar to average OIB. The Shira volcanic centre is a polygenetic volcano, in which multiple small volume, low degree (4-10%) partial melts from a metasomatised subcontinental lithospheric mantle follow pre-existing structural weaknesses, before ponding in the lithosphere. Evolution of these small volume melts is dominated by shallow fractional crystallisation of clinopyroxene, olivine±spinel, with plagioclase also fractionating from Group 4 (Platzkegel) samples. A magma mixing origin is suggested for some samples and supported by complex zonation patterns in major and trace element chemistry of clinopyroxene phenocrysts as well as linear mixing arrays. The Shira volcanic centre has since ceased activity, and collapsed to form the present day Shira Ridge and caldera before being overlain by various Kibo and parasitic lavas to the east and northwest of the Shira region.
openalex: W2630489488 mag: 2630489488
Keywords: openalex:import

Modern teaching and learning aids under development aspects: GTZ's promotion of instructional media development initiative in Egypt: a case study - Hegazy, Farid (2004)
During the past two decades, the Arab world has experienced major transformations in the volume and quality of information technology diffusion in the various institutions of education. A series of conferences on [information and communications technology] ICT realities and prospects in the Arab world show that a growing number of educational activities are drawing on multimedia-based practices in the fields of engineering, medicine, management, communication and other disciplines, amongst them technical and vocational education and training (TVET). The purpose of this paper is to examine the use of appropriate technology and methodology in introducing ICT to the field of TVET, using the Promotion of Instructional Media Development Initiative (PIMDI) as a case study. To examine this theme, the paper will report on the experience of the Arab Republic of Egypt as a case. The paper concludes that e-learning is possible in Egypt even in those sectors currently lagging behind such as TVET, if the concept of appropriate technology is applied. However, emphasis must also be put on the need for the development of a national e-learning strategy for Egypt.
openalex: W3088676421 mag: 3088676421
Keywords: openalex:import

The role of physical education in South African primary schools - Hendricks, Paul Charles (2004)
openalex: W327555432 mag: 327555432
Keywords: openalex:import

From social exclusion to lifelong learning in Southern Africa - Hensbroek, Pieter Boele van; Schoenmakers, H. (2004)
openalex: W1514945688 mag: 1514945688
Keywords: openalex:import

From social exclusion to lifelong learning in Southern Africa - Hensbroek, Pieter Boele van; Schoenmakers, H. (RePEc: Research Papers in Economics, 2004)
openalex: W3124556158 mag: 3124556158
Keywords: openalex:import

A study of how primary and combined school principals in Ogongo circuit in Namibia motivate teaching staff - Herman, Susanna Namutenya. (2004)
openalex: W1860235383 mag: 1860235383
Keywords: openalex:import

Implementing the Online Learning Communities in Africa: A Unisa Case Study - Heydenrych, J.F.; Higgs, P.; Niekerk, L.J. Van (2004)
openalex: W4250485734
Keywords: openalex:import

Globalization, "Marketization," and the Mission of Pentecostal Higher Education in Africa - Hittenberger, Jeffrey S. (Pneuma, 2004)
openalex: W2094968740 mag: 2094968740
Keywords: openalex:import

Investigating teaching strategies used by teachers to foster environmental learning in the Namibian Life Science curriculum - Hoabes, Rosina (2004)
openalex: W2793583753 mag: 2793583753
Keywords: openalex:import

Land degradation, drought and food security in a less-favoured area in the Ethiopian highlands: a bio-economic model with market imperfections - Holden, Stein T. (Agricultural Economics, 2004)
This paper presents a bio-economic model of Andit Tid, a severely degraded crop-livestock farming system with high population density and good market access in the highlands of Ethiopia. Land degradation, population growth, stagnant technology, and drought threaten food security in the area. Drought or weather risk appears to have increased in recent years. The bio-economic model is used to analyse the combined effects of land degradation, population growth, market imperfections and increased risk of drought on household production, welfare and food security. We find that the indirect effects of drought on household welfare through the impact on crop and livestock prices are larger than the direct production effects of drought. Provision and adoption of credit for fertiliser, although risky in itself, may lead to increased grain production and improved household welfare and food security. Provision of credit may have a negative effect on conservation incentives but this effect may be mitigated by linking a conservation requirement to the provision of credit for fertiliser.
openalex: W4253392127
Keywords: openalex:import

Land degradation, drought and food security in a less‐favoured area in the Ethiopian highlands: a bio‐economic model with market imperfections - Holden, Stein T.; Shiferaw, Bekele (Agricultural Economics, 2004)
Abstract This paper presents a bio‐economic model of Andit Tid, a severely degraded crop‐livestock farming system with high population density and good market access in the highlands of Ethiopia. Land degradation, population growth, stagnant technology, and drought threaten food security in the area. Drought or weather risk appears to have increased in recent years. The bio‐economic model is used to analyse the combined effects of land degradation, population growth, market imperfections and increased risk of drought on household production, welfare and food security. We find that the indirect effects of drought on household welfare through the impact on crop and livestock prices are larger than the direct production effects of drought. Provision and adoption of credit for fertiliser, although risky in itself, may lead to increased grain production and improved household welfare and food security. Provision of credit may have a negative effect on conservation incentives but this effect may be mitigated by linking a conservation requirement to the provision of credit for fertiliser.
openalex: W2040256412 mag: 2040256412
Keywords: openalex:import

Educational policies, reforms and the role of teachers unions in Mauritius - Hollup, Oddvar (2004)
openalex: W2108968803 mag: 2108968803
Keywords: openalex:import

Measuring welfare for small but vulnerable groups : poverty and disability in Uganda - Hoogeveen, Johannes G. (RePEc: Research Papers in Economics, 2004)
When vulnerable population groups are numerically small -as is often the case, obtaining representative welfare estimates from non-purposive sample surveys becomes an issue. Building on a method developed by Elbers, Lanjouw and Lanjouw (2003) it is shown how, for census years, estimates of income poverty for small vulnerable populations can be derived by combining sample survey and population census information. The approach is illustrated for Uganda, for which poverty amongst households with disabled heads is determined. This is possibly the first time that, for a developing country, statistically representative information on income poverty amongst disabled people is generated.
openalex: W3167162945 mag: 3167162945
Keywords: openalex:import

Late Quaternary marine palynology in the NW African setting: biome migrations, trade wind history, and climate change - Hooghiemstra, H. (2004)
openalex: W2165217594 mag: 2165217594
Keywords: openalex:import

Special Education in Botswana: Social Inclusion or Exclusion - Hopkin, A.G. (Pula: Botswana Journal of African Studies, 2004)
openalex: W136437733 mag: 136437733
Keywords: openalex:import

The Effects of Gender, Major, and a New Socioeconomic Context on the Motivational Orientations of Chadian University EFL Students - Houroumtcho, Dogossou (2004)
openalex: W1770601426 mag: 1770601426
Keywords: openalex:import

The importance of national options in IEA international comparative studies: Exploring the effects of language proficiencey upon secondary students' performance in TIMSS'99 mathematics in South Africa - Howie, Sarah J.; Plomp, Tjeerd (2004)
openalex: W2737175517 mag: 2737175517
Keywords: openalex:import

The Development and Change of African Chinese Education - Huang, Xiaoyong (Journal of Shaoyang University, 2004)
African Chinese education originated from Chinese traditional education and developed fast. Because it adapted to the need of the time,it brought great success and promoted the African Chinese society.
openalex: W2386196583 mag: 2386196583
Keywords: openalex:import

Hitching a wagon to a star: an oral history study exploring African American adult education in Cincinnati, Ohio, 1930-1949 - Hunn, Merriweather; Renee, Lisa (2004)
African Americans have a long and varied history in Cincinnati, Ohio and in adult education. These histories were subjugated for the most part to the historical narratives of the dominant European American population especially within adult education. Some writers of history from within and outside of the field of education explicated the history of African American adult education and these contributions enriched our knowledge of the various institutions, leaders, programs, and philosophies of African American adult education. Few studies included the learners’ voices in the historical narratives. By employing an Africentric theoretical framework and using oral history, this study created a historical narrative that was inclusive of the adult learners’ voices and provided a local history of African American adult education in Cincinnati during the 1930s and 1940s. This oral history study named racism as a pivotal factor in the delivery, structure and curricular emphasis of adult education at both the national and local levels. It detailed some of the learning opportunities that were available to African American adults in Cincinnati and outlined three themes with respect to those opportunities. First, most planned organizational learning opportunities under European American control were circumscribed by a system of racism that resulted in educational opportunities being separate, inferior, and disempowering for African American adults. Second, educational and occupational opportunities and their subsequent outcomes existed in a state of paradoxical tension. That is, those opportunities were designed to maintain a racial caste system that held African Americans in subservience. By design those opportunities were not structured to have the enormous benefit that they did on the lives of African American adults. Finally, the learning experiences of African American adults can be understood as part of a broader resistance effort to racism in Cincinnati. This study showed that African Americans displayed resistance to that racism by developing culturally relevant programs, by maintaining strong social networks, and by exhibiting self-determination. They turned “lemons into lemonade” thus undermining the effects of Jim Crow in adult education and in the society at large.
openalex: W2890587855 mag: 2890587855
Keywords: openalex:import

The best from two Schools … An Assessment of the Partnership between an International/North-American and a Norwegian School in Kenya - Hunnes, Odd Ragnar (82, 2004)
openalex: W2887818311 mag: 2887818311
Keywords: openalex:import

Different perceptions of peace and war among school children in South Africa - Huth, Linda (2004)
How black school children at a secondary school in South Africa perceive issues of peace and war is examined. Are the basics in the United Nations Convention of the Rights of the Child still an imp ...
openalex: W2974959049 mag: 2974959049
Keywords: openalex:import

Gender Differences in Computer Literacy Among Nigeria Undergraduate Students: A Case Study of Obafemi Awolowo University Students, Nigeria - Idowu, Bayo; Adagunodo, Rotimi; Idowu, Bimbo (African Symposium: An On-Line African Educational Research Journal, 2004)
openalex: W1519941637 mag: 1519941637
Keywords: openalex:import

Reconstructing the religious knowledge curriculum in Nigeria : a study of inclusive education and pedagogical reform - Ihedinma, Augustine Uzoma (2004)
This thesis examines the religious knowledge curriculum for junior secondary schools in order to contribute to and reinforce the implementation of the national curriculum as recommended by the national policy on education which favours a more inclusive curriculum. Literature review on the national policy on education, the national curriculum and a brief empirical study on the views of some stakeholders in Nigerian education point to the need for appropriate implementation of Nigeria's educational policies into a curriculum that will help pupils discover that religion can and does contribute to their national life, school life and individual life. The introductory chapter gives an overview of the religious knowledge curriculum within the Nigerian context. Chapter two reviews relevant literature on the religious knowledge curriculum and the national policy on education. It was revealed that the exclusive and confessional approach of the present curriculum has not been consistent with the goals of the national policy. It highlights traditional religion as significant to Nigeria's religious culture. It recommends the learning from and about approach in studying Nigeria's main religions as significant to the process of mutual respect, coexistence and understanding among the various groups. Chapter three examines the principles for curriculum development. It adopts the CESAC process model of curriculum development as the most recommended model by the Government of Nigeria. It attempts to construct a religious knowledge curriculum based on the relevant criteria discovered during the course of the research. Chapter four explores the significance of stakeholders in Nigerian education. Specifically, it reports on an empirical study which investigates the views of stakeholders regarding the adoption of the new religious knowledge curriculum. Chapter five examines the viability of the new curriculum within the national policy guidelines. It argues that the teaching of the new religious knowledge curriculum is consistent with the human development pedagogical approach for teaching an inclusive religious knowledge curriculum.
openalex: W293601961 mag: 293601961
Keywords: openalex:import

Factors influencing implementation of free primary education in Kenya: a case study of Teso District - Ikapel, William I (2004)
openalex: W1502728231 mag: 1502728231
Keywords: openalex:import

Providing Urological Training in Africa - Im, Khalaf (African Journal of Urology, 2004)
openalex: W1922379406 mag: 1922379406
Keywords: openalex:import

SOURCES OF CADAVER USED FOR DISSECTION AT THE IBADAN MEDICAL SCHOOL, NIGERIA – Analysis of a three-year data - Imosemi (2004)
Our experience with cadaver collection at the Department of Anatomy, University of Ibadan, Nigeria between 9 of February 1998 and 11 of October 2001 is presented. A total of twenty-eight bodies were collected from the State Hospital, Ring Road during this period viz: twenty-six were males (92.9%) and two females (7.1%). Twenty-two (78.6%) were suspected bandits who died during gun duel with law enforcement agents while six (21.4%) were bodies that were accident victims and unclaimed bodies. Four of the unclaimed bodies were males (66.7%) while females were two (33.3%). The majority of bodies that were those of suspected bandits were males and they were twenty-two (100%) while no female (0%) was recorded. No record of voluntary donation of cadavers for anatomy dissection was documented. Adequate documentation is advocated for the giving hospital and the receiving medical school. It is suggested that anatomists embark on a more aggressive enlightenment campaign to the society to encourage those that might be willing to voluntarily will their body after dying to further the quest of knowledge to do so.
openalex: W3147529745 mag: 3147529745
Keywords: openalex:import

On Some Socio-Cultural Determinants of Girls' Involvement in Education in Nigeria - Indabawa, Sabo A. (African Symposium: An On-Line African Educational Research Journal, 2004)
openalex: W1523042896 mag: 1523042896
Keywords: openalex:import

Cost-Sharing in Higher Education in Tanzania: Fact or Fiction? - Ishengoma, M. Johnson (Journal of Higher Education in Africa, 2004)
In the early 1990s, Tanzania reintroduced a policy of higher educational cost-sharing, designed to slowly move some of the costs of higher education, which in recent years had been borne almost exclusively by the government, toward parents and students as well as toward other nongovernmental parties. This article reports research into the difference this policy seems to have made at Tanzania’s major public university, the University of Dar es Salaam (UDSM), with particular attention to the enrollment of privately sponsored (i.e., fee-paying) students and other changes discernable in university finances during the early years of this policy implementation. The report concludes that cost sharing in higher education in Tanzania is justified on the grounds of the sheer need for nongovernmental revenue for public higher education institutions because of the declining government appropriations to these institutions, along with the dire need to expand access to higher education; however, its implementation has been lackadaisical.
openalex: W2139222260 mag: 2139222260
Keywords: openalex:import

An ethnomathematical study of Tchadji: about a Mancala type boardgame played in Mozambique and possibilities for its use in mathematics education - Ismael, Abdulcarim (2004)
openalex: W2271852670 mag: 2271852670
Keywords: openalex:import

Appropriate policy education in the South African context: a study of the Public Policy Partnership. - Jackson-Plaatjies, Madeleine Chantal. (2004)
openalex: W1592589613 mag: 1592589613
Keywords: openalex:import

Introduction: Engaging, Retaining, and Advancing African Americans in Executive-Level Positions: A Descriptive and Trend Analysis of Academic Administrators in Higher and Postsecondary Education - Jackson, Jerlando F. L. (Journal of Negro Education, 2004)
The higher and postsecondary education research literature is replete with considerations of affirmative action and diversity initiatives for African Americans at colleges and universities. However, there have been few statistical analyses with regard to the gains made by African Americans in executive-level administrative positions. To address the void, this study examined two data collection cycles of the National Study of Postsecondary Faculty (1993 and 1999) to perform descriptive and trend analysis of African Americans holding academic administrative positions that traditionally lead to the college presidency. The study of African Americans in college and university administration has traditionally focused on lower to mid-level positions (Ball, 1995; Bower, 1996; Mosley, 1980). There is, for example, a rich literature examining the distribution of African Americans in diversity-related positions (Abney & Richey, 1991; Marcus, 2000; Smith, 1993). More specifically, this literature-base is especially situated within student affairs and student personnel research (Brown & Globetti, 1991; Holmes, 2003; Flowers, 2003; Reason, 2003; Watson, 2001). For the most part, this research has been motivated out of long standing concerns about equity and, more recently, by concerns about the representation of African Americans in executive-level administrative positions that traditionally lead to the college presidency (Harvey, 1999; Slater, 1995). There is a growing interest, both among scholars and practitioners, in the implications for diversity within the ranks of academic administration (Crase, 1994; Drummond, 1995). Recent internal and external pressures have focused not only on the diversity of academic administrators, but specifically with top-level administration, such as Kellogg Leadership Fellows Program sponsored by National Association for Equal Opportunity (Chenoweth, 1998; Harvey, 2001; Hollis, 1999; Wilson, 1996). From an empirical perspective, little is known about what happens to African American administrators once they reach executive-level administrative positions.1 Yet, these position allocation decisions can be as important to the pursuit of equity and administrative diversity as the more thoroughly studied positions at the lower to mid-level (Davis, 1994; Harvey, 1999; Wilson, 1989). In part, this gap in the research base stems from data limitations (Jackson, 2001), and in part, the gap is due to the nascent nature and presence of African Americans in executive-level administrative positions in higher and postsecondary education (Harvey, 2001). Needless to say, this gap in the research literature is a significant challenge for the field of higher and postsecondary education, not the least since diversity at all levels of the educational system is needed in order to meet the needs of the multicultural student population served (Watson et al., 2002; Wilson, 1989). Fortunately, data based reports are available to monitor to some degree the progress of African Americans in executive-level administrative positions. The American Council on Education (ACE) has conducted a college president study series since 1986 that describes the backgrounds, career paths, and experiences at colleges and universities. Moreover, the Office of Minorities in Higher Education within ACE produces an annual status report on minorities in higher education that provides a descriptive analysis of American college presidents by race. Eikewise, the College and University Personnel Association for Human Resources (CUPA-HR) administer annually an administrative compensation survey that provides insights into the distribution by race of executive-level administrative positions. In addition, researchers have made important contributions to conceptual or empirical aspects of this evolving program of research (Lindsay, 1999; Ramey, 1995; Rolle, Davies, & Banning, 2000; Williams, 1989; Wilson, 1989). How can we ensure that the nation's colleges and universities are staffed by high quality, well-trained African American academic administrators? …
openalex: W2041410555 mag: 2041410555
Keywords: openalex:import

Improving Schools through Teacher Development: Case Studies of the Aga Khan Foundation Projects in East Africa - Jacob, W. James (Teachers College Record, 2004)
openalex: W3126125134 mag: 3126125134
Keywords: openalex:import

Teacher support teams in primary schools, of the West Coast Winelands Education Management and Development Centre, Western Cape Education Department, South Africa - Jafthas, Joan Agnes Ann (2004)
openalex: W2198369856 mag: 2198369856
Keywords: openalex:import

Leadership and inclusivity at the Papua New Guinea - James, AJ (2004)
openalex: W2253801542 mag: 2253801542
Keywords: openalex:import

Factors that hinder women's participation in theological education in Kenya - James, Ruth Muthei (2004)
Thesis submitted to the school of humanities and social sciences in fulfilment for the requirements of the degree of doctor of philosophy (Ph.D.) of Kenyatta University, BV 4140.K4J3
openalex: W2516523146 mag: 2516523146
Keywords: openalex:import

Linking FM radio "spots" with local level training - Promoting group marketing in Uganda. - Janowski, Monica (2004)
openalex: W281408627 mag: 281408627
Keywords: openalex:import

Teaching science to large classes in South Africa - Johnson, Sharon Fogelquist (The School science review, 2004)
L'article reproduit les conditions d'exercice des enseignants en science en Afrique du Sud dans des classes accueillant une population d'eleves tres importante et ne disposant pas ou presque pas d'un equipement adapte...
openalex: W82268462 mag: 82268462
Keywords: openalex:import

Communicating the sounds of Africa to Australian teacher education students - Joseph, Dawn (2004)
openalex: W2241835498 mag: 2241835498
Keywords: openalex:import

Orff to an African Beat: an Australian experience in teacher education - Joseph, Dawn (2004)
openalex: W51576535 mag: 51576535
Keywords: openalex:import

The African Difference: Results and Implications of Using African Music in Teacher Education - Joseph, Dawn (2004)
This paper describes the findings of a music education research project undertaken at Deakin University during 2002 and which was introduced as research in progress in a paper presented at the XXIVth Annual AARME conference (2002). The contention underlying the research is that a study of African music meets the challenges presented to both lecturer and students to adequately prepare primary teacher education students with knowledge and skills in specific music content and music pedagogy. By focussing specifically on rhythm and movement, my program incorporated African action songs and drumming with traditional Euro-centric repertoire. The use of African music facilitated effective rhythmic learning and, at the same time, motivated students' interest and promoted their intercultural engagement. Findings presented are drawn from both questionnaire and interview data, and this paper reports on the use of Orff, Kodaly and Dalcroze principles in combination with African music repertoire, performance genres (particularly African drumming) and a study of African culture. I contextualise the success of the music course in terms of student motivation, which contributed to enhanced confidence and enjoyment resulting from the use of African music. Findings from the project have given clear direction for an agenda of future research to be undertaken at Deakin University as well as in school settings through the Australian 'Musical Arts Education Action Team' (MAT) Cell, recently approved by the Pan-African Society for Musical Arts Education (PASMAE).
openalex: W2105824047 mag: 2105824047
Keywords: openalex:import

African American Language Styles in Afrocentric Schools - Josephs, Keisha M. (2004)
openalex: W780000720 mag: 780000720
Keywords: openalex:import

Conclusions: The Future of Family Involvement in Schools in African-American Communities. - Juhasz, Anne McCreary (The Negro educational review, 2004)
The time is right for us to present new voices and new views of family involvement in schools. Four decades have passed since Martin Luther King's landmark speech. We can use it as a beacon for our vision of the future of African-American children and families. This is our opportunity to build on his field of dreams, and we must seize the moment. As educational architects, it is our task to draft a plan reflecting our vision and to spell out the basic principles and the sound theoretical framework supporting our design. An open model leaves room for future expansion, change, revision, and progress. Research and lessons from the past can guide us as we begin our dream work and assemble our team. This dream work - the game plan, and the game itself- is exciting and challenging. This project is more worthwhile than any we have attempted previously. The stakes are high. The future of our children and our nation hang in the balance. This is serious business; but, we are ready, and there is hope. The lights have been turned on, and the future looks bright. We now have resources that were not available when King delivered his speech. Today, African Americans are more visible and more successful in education, business, and professional arenas. Publicity and promotion of Takes a Village to Raise a and the Let No Child Be Left Behind projects raised awareness, interest, and support from communities and governments. Theory and research in the social sciences and education provide developmental and philosophical foundations and recommendations for methodology and program design. Benefits, barriers, and problems related to family involvement in schools have been identified, and relevant government publications are readily available. It is our responsibility and our mission to make the dream become a reality. Moreover, it is time to expand the field of dreams and to replace the dark glasses clouding our view with multi-focal lenses (which clarify our vision of a positive future for all children and all families). King's dream can become a reality. To believe is to achieve, and this is do-able. It will make a difference because what impacts on the least of us affects all of us. A Plan for the Future The future of family involvement in the schools rests with today's teachers and parents who will take what they have learned from the past, establish the philosophical foundations to guide their interactions, incorporate child and family development theory and research into their plans, and use educational, psychological, and sociological constructs and methodologies in their applications (see Sternberg, 1998). What are the primary components of this plan? * The major dynamic in the action plan for teachers and parents is change. Those with whom they interact, the settings in which they function, and the world they live in all are constantly changing. * Teachers and parents will develop a guiding philosophy and use it to plan and implement change. * Teachers and parents will clarify their picture of those involved in the partnership and define the partnership for today's world. * Teachers and parents will direct their work-to teach, to research, to serve - toward the goals of family/school involvement. * Teachers and parents will live in the present and dream of the future. Our Philosophy The guiding philosophy of Livingstone College's family involvement initiative rests on the principles of equality, respect, and inclusion. Equal is not same. Respect knows no boundaries - color, gender, race, and religion do not determine who should be valued. Inclusion in the sense of belonging, acceptance, and cooperating in collaborative teams is the key to involvement. From this foundation come rules directing and governing our actions: (1) dos and don'ts, (2) similarities - not differences, (3) positives not negatives, (4) strengths not weaknesses, (5) successes not failures, (6) equal but not the same, (7) flexibility and change not status. …
openalex: W187353822 mag: 187353822
Keywords: openalex:import

In Focus...Can the Ideal of the Development of Democratic Competence Be Realized Within Realistic Mathematics Education? The Case of South Africa - Julie, Cyril (The Mathematics Educator, 2004)
As is the case in any country there is a constant search to improve the mathematics offerings presented to school-goers in South Africa. The activity surrounding this search was intensified after the attainment of democracy. The primary aim of this search was to establish a mathematics curriculum that would result in productive learning and the mastery of the goals set for the curriculum. These goals are predetermined and are embedded within the country’s ideological intent of its school educational endeavors. Explicitly it is stated that school education should be a mechanism to contribute towards the development of “a participating citizen in a developing democracy [who has] a critical stance with regard to mathematical arguments presented in the media and other platforms” (South African Department of Education, 2003, p. 9). This goal was already proffered during the struggle for liberation against apartheid and encapsulated in the alternative school mathematics program during the latter periods of that struggle. The alternative mathematics curricular movement found expression in People’s Mathematics (PM). People’s Mathematics was an independent development in South Africa during a particular historical moment but shared commonalities with the varieties of Critical Mathematics Education (Skovsmose, 1994; Frankenstein, 1989). It differed from other varieties in that it adopted the stance of critique but also emphasized action against those practices which inhibit human possibility
openalex: W2124648162 mag: 2124648162
Keywords: openalex:import

Control of legal education: challenges facing the Council for Legal Education of Tanzania - Juma, Ibrahim (2004)
openalex: W2248094205 mag: 2248094205
Keywords: openalex:import

English for Life? – Teaching English as a second language in Sub-Saharan with Special reference to Uganda (Book) - Jupp, T. C. (2004)
openalex: W963727463 mag: 963727463
Keywords: openalex:import

Bilingual Education for Street Children in Kenya: Evidence from Language Mixing - Jwan, Julius O.; Ogechi, Nathan Oyori (2004)
This article argues a case for bilingual education in the rehabilitation of street children in Kenya. These children are drawn from a variety of linguistic backgrounds. Too few of them are monolinguals when they are placed in rehabilitation centres where a four years nonformal education programme is run. The children mainly speak a mixture of Kiswahili, English and an urban youth variety called Sheng. Basing our study on the experience of Eldoret Children's Rescue Centre, we show that it is possible to achieve literacy through using the children's language. The home language is the mixture of Kiswahili and English. The paper also highlights the challenges of adapting the approach.
openalex: W2185213768 mag: 2185213768
Keywords: openalex:import

Competence and capacity for agricultural development in Malawi : an overview of institutions involved in knowledge generation, training and extension in agriculture and natural resource management - Kaarhus, Randi (56, 2004)
openalex: W2953129441 mag: 2953129441
Keywords: openalex:import

The effect of pigeon pea intercropping and inorganic fertilizer management on drought and low nitrogen tolerant maize varieties in Malawi. - Kabambe, V. H.; Mkandawire, R.; Sakala, W. D. (2004)
openalex: W253211083 mag: 253211083
Keywords: openalex:import