Patient referral from nurses to doctors in a nurse-led HIV primary care clinic in South Africa: implications for training and support - Venkatesh, Kartik K.; Bruyn, Guy de; Lurie, Mark N.; Lentle, Kgotso; Tshabangu, Nkeko; Moshabela, Mosa; Martinson, Neil (AIDS Care, 2010)
Abstract Health services in sub-Saharan Africa are under great pressure to provide adequate clinical care due to the continued HIV epidemic, and nurse-driven models of care are one means to address physician shortages. This case–control study examines the reasons for and correlates of patient referral from nurses to physicians at HIV primary care clinics in South Africa prior to initiating antiretroviral treatment. Ninety-seven HIV-infected cases who required physician consolation and 160 controls who did not require physician consultation (matched on gender, age, and date of clinic visit) were consecutively enrolled at both an urban and rural HIV primary care clinic during a 12-month period beginning in March 2006. Univariate and multivariate logistic regression models were used to assess correlates of patient referral to a physician. Cases were more likely to have lower CD4 cell counts and have WHO Stages III and IV disease compared to controls (p<0.05). Predictors of patient referral were a CD4 cell count between 50 and 200 cells/µl (adj OR: 5.27, 95% CI: 2.16–12.88, p<0.0001), a CD4 cell count below 50 cells/µl (adj OR: 3.47, 95% CI: 1.12–10.78, p=0.032), and Stage IV disease (adj OR: 4.58, 95% CI: 1.35–15.60, p=0.015). Additionally, the following ICD-10 clinical diagnoses were associated with patient referral: tuberculosis, aplastic and other anemias, and lower respiratory tract infection (p<0.05). Nurses can provide adequate clinical and diagnostic management for certain clinical conditions to HIV-infected patients. Further studies are needed to examine specifically how HIV healthcare delivery can be scaled-up in resource-limited settings with a high burden of HIV, but with a minimal healthcare infrastructure. Keywords: HIVAIDSSouth Africaprimary carenurse practitioner
openalex: W2089707027 mag: 2089707027
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The perceptions and experiences of people with physical disabilities about HIV/AIDS in the urban university environment in Johannesburg South Africa. - Ashani, Dolu Johnson (2010)
openalex: W81657451 mag: 81657451
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Volcano Tourism in Ethiopia and the Danakil Rift Zone - Edelmann, J.; Roscoe, Richard (2010)
openalex: W3016744678 mag: 3016744678
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Classroom learning environment and motivation towards mathematics among secondary school students in Uganda - Opolot-Okurut, Charles (Learning Environments Research, 2010)
openalex: W2004536965 mag: 2004536965
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Sector-Wide Approaches to Educational Development in Lesotho: A Radical Technocratic Recommendatory View in the Education Sector Development Policy (ESDP) - Daemane, Mmm; Daemane, Moses M. M.; Shava, P.V. (Lwati: a journal of contemporary research, 2010)
This paper is an aid policy appraisal in the educational development system of Lesotho as a developing country, among other characteristics a usual development aid recipient. Foreign aid in development process is also one phenomenon with inherent limitations requiring integrated solutions in advance. The inbuilt precincts emanate from adopted development paradigms and/or set conditionalities or attached strings by the foreign donors or lending Bretton Woods’s institutions. Such development approaches' confines in particular 'sector-wide' approaches over traditional development project approach including Lesotho educational system situation, are in an assessment manner through an analytic framework elaborated upon in this paper. Drastic measures as incorporable remedies for effective sector-wide approaches as a way out are suggested to Lesotho education policy formulators not excluding others in the developing world, the donors and development practitioners. The whole effort here by the government of Lesotho (GOL) through ESDP was to sustain economy by local labour market supply and skilled population able to lead decent lives.
openalex: W2062972260 mag: 2062972260
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The Standard of Nomadic Education in Jigawa State Nigeria - Dikko, Suleiman (Lwati: a journal of contemporary research, 2010)
The paper discussed the standard of nomadic Education in Jigawa State of Nigeria, it further deliberated on the problems and prospects faced by these nomads in terms of education.This brought to the fore the difficult and pathetic situation of the Nomadic Fulanis in terms of Western Education.Recommendations were then made on what should be done to help salvage the situation.
openalex: W1982291473 mag: 1982291473
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Surgical and Gynaecological Abdominal Emergencies in Adults: The Experience of Lagos State University Teaching Hospital, Ikeja, Lagos State, Nigeria. - Ibrahim, NA; Oludara, MA; Omodele, FO; Oyedele, O.O. (Nigerian Hospital Practice, 2010)
The objective of this study is to highlight the clinical spectrum of surgical and gynaecological abdominal emergencies in an urban teaching hospital in Nigeria. All emergency abdominal operations carried out in LASUTH between July, 2004 and December, 2006 were retrospectively studied. Data extracted from case files of patients, theatre operation registers and ward registers were analyzed. A total of 803 patients were reviewed. There were 254(31.6%) males and 549(68.4%) females. Ectopic pregnancy accounted for 44% of the emergencies. Acute appendicitis and intestinal obstruction were the reasons for surgery in 22% and 17% of the patients respectively. Less common indications were trauma(5.4%), septic abortion(3.6%), typhoid ileal perforation(3%) and gastroduodenal perforation(2.6%). Obstructed external hernia was the leading cause of intestinal obstruction while complicated appendicitis was the major cause of generalized peritonitis. Mortality rate was 4.5%. Ectopic gestation is the commonest indication for emergency exploratory laparotomy in our centre and should be considered in the diagnosis of acute abdomen in females. Early elective surgery for external hernia and prompt surgical treatment of acute appendicitis may decrease the burden of intestinal obstruction and generalized peritonitis in our practice.Key words: abdominal emergencies, gynaecological emergencies, acute abdomen, surgical abdomen.
openalex: W1964663679 mag: 1964663679
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Physical Education Curriculum: A Panacea for the Attainment of Socio- Economic and Cultural Development of Primary School Pupils with Visual Impairment in Nigeria - Iheanacho, S; Nanjwan, Josephine Dasel; Ntukidem, EP; Ajibola, C. A.; Etta, E (Lwati: a journal of contemporary research, 2010)
The importance of adapted physical education in the socio-economic and cultural development of children with visual impairment cannot be over-emphasized.Pupils with visual impairment are not often considered in the current physical Education content.The paper advocates the need to adapt the existing physical education curriculum to suit the needs of pupils with visual impairment.Guidelines on the instructional adaptation are also presented and the benefits of having qualified teachers providing special methods and materials are presented.
openalex: W2054755623 mag: 2054755623
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A Study of the Extent to Which First Year Humanities Students at the University of Botswana Read for Leisure - Ketsitlile, L; Galegane, G (LWATI, 2010)
In this paper, we discuss the extent to which selected first year students from the Faculty of Humanities at the University of Botswana read for leisure.From the interviews, questionnaires and observations, students in the Faculty of Humanities do very little reading for leisure.Reading for leisure needs to be encouraged among university students in general as it encourages the acquisition of knowledge and it is also a form of relaxation.
openalex: W4231247410
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Performance of Secondary School Students in Maiduguri, Nigeria in the Community Screening Instrument for Dementia - Salawu, FK; Danburam, A; Beida, Omeiza; Olokoba, AB (Nigerian Hospital Practice, 2010)
Intellectual impairment is a devastating complication of many diseases, the consequences of which are far-reaching, particularly for young people in their most productive years. Limited data exists on the impact of cognitive impairment among young Nigerians; hence, this cross-sectional study set out to determine whether there are differences in the performance of normal Nigerian students on the Community Screening Instrument for Dementia (CSI-D) and whether such differences if any could be explained by age or educational attainment. The CSI-D was administered to a stratified simple random sample of one hundred and forty three normal students from a secondary school in Maiduguri, Nigeria to assess language, memory, registration, attention and calculation, recall, praxis and orientation. To estimate the degree of dysfunction in the study population, we choose a definition of neuropsychological impairment that was a function of each subject's cognitive test scores. Impairment was operationally defined by at least one score two standard deviations below the normative mean for a given test or two or more test scores at least one standard deviation below the mean. While a high prevalence (41.3%) of cognitive deficits was found using a generous criterion and obviously, the use of a more conservative definition of impairment lowered the number of cases identified as impaired to 16.1%. As expected, education as expressed in years of school attendance was positively correlated with higher scoring in total CSI-D. There was positive correlation between age in years and total CSI-D scores. Only one student (0.7%) scored 63 out of 63 total marks of the CSI-D. All the students obtained full scores with registration domain of the CSI-D. Abnormalities on the CSI-D in secondary school students should be interpreted with caution as the two criteria for abnormality scores yielded markedly different estimates of impairment.Keywords: Cognition, Community Screening Instrument for Dementia, Students, Nigeria
openalex: W2009672182 mag: 2009672182
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The Intervention of Adult Education in Surface Water Pollution in the Niger-Delta Region of Nigeria - Chaba, F (Lwati: a journal of contemporary research, 2010)
Surface water is undoubtedly one of the most precious natural resources that exist on our planet. The most unfortunate circumstances that man has found himself in, is the pollution of surface water bodies. In the past, the quest for wealth and to satisfy human wants and needs, man has hampered and greatly polluted the environment in which he lives in. The vulnerability of surface water in the Niger-Delta Region of Nigeria to frequent oil spills and has other pollutants have had negative effects on the fragile mangrove ecosystem, wildlife, aquatic resources and most importantly on man. It is in this regard that the intervention of adult education came into being to see that the problems of surface water pollution in the Niger Delta Region is being addressed through its various programmes such as literacy, vocational/functional literacy programmes, community education, continuing education.
openalex: W1984568884 mag: 1984568884
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Efficacy of Praziquantel in treating Schistosoma mansoni infected School children in Tumuga and Waja, north Ethiopia - Dejenie, Tadesse; Asmelash, Tsehaye; Abdelkadir, Mahmud (Momona Ethiopian journal of science, 2010)
Praziquantel (PZQ) is a drug of choice for treating schistosomiasis mansoni.Praziquantel was effectively used to treat schistosomiasis, but there are reports that indicate the appearance of Praziquantel resistance.The objective of this study was to determine the rate of S. mansoni infection before and after single treatment, thus to measure the efficacy of Praziquantel in treating Schistosoma mansoni infected individuals in the study area.The study utilized microscopic examination of two Kato-Katz slides for each individual sample before and after treatment.The cure rate of S. mansoni infection by Praziquantel in the two study areas remains high and with no significant difference.In Timuga cure rate was 93.44% and in Waja 88.99% (χ 2 = 3.644 and P= 0.16).Efficacy of Praziquantel in treating infections due to S. mansoni is still high and there is no evidence for resistance S. mansoni against Praziquantel in Tumuga and Waja.
openalex: W2081326772 mag: 2081326772
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Information Use for Staff Collegiality in Public Secondary Schools in Nigeria: Barriers and Enhancement Strategies - Egboka, Patience Ndidi; Anadi, C.C; Ofojebe, W.N. (Lwati: a journal of contemporary research, 2010)
Information use is vital for enhancing staff collegiality in this information age. The main purpose of this research was to investigate to what extent information use has enhanced staff collegiality in secondary schools in Anambra State. Based on three research questions, the study employed a descriptive survey designed with a questionnaire in collecting data. Six hundred teachers and sixty principals in Anambra State were selected using simple random sampling technique. Data collected were analysed using mean scores. Results indicate that secondary school staff in Anambra State has not been able to use information to enhance staff collegiality among their staff. Some barriers and strategies for enhancing information use for staff collegiality were identified. Among the recommendations was that staff should cultivate good information exchanges among themselves and reduce every barrier to information use for enhancing staff collegiality.
openalex: W2010298445 mag: 2010298445
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An Assessment of the Speed Reading Ability of Sandwich Students in the Faculty of Education at the University of Lagos, Nigeria: Implications for Teaching Rapid Reading Skills in Secondary Schools - Ikonta, NR (Lwati: a journal of contemporary research, 2010)
The paper discusses the concept and usefulness of rapid reading. It also reports a study in which the Faculty of Education, University of Lagos, Nigeria Sandwich students formed the subjects. Their pre-training reading speed and comprehension scores were determined through a pre-test, after which they were subjected to a series of practice sessions on speed reading and comprehension for six weeks. At the end of the study, their post-test scores on reading speed and comprehension showed a significant improvement over their pre-training scores. It was then suggested that all teachers in training should be exposed to such reading activities so that they will be able to develop the rapid reading skills of their students at the secondary school level and thereby build a strong foundation for reading, necessary in all subjects.
openalex: W2028410800 mag: 2028410800
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The Possibility of Implementing Inclusive Education in Nigeria - Isah, Maimuna Suleiman (Lwati: a journal of contemporary research, 2010)
This paper discusses the efforts for effective and successful implementation of inclusive education in Nigeria.It also looks at factors that make the implementation possible such as modified curriculum, barrier-free-learning environment, adequate trained personnel, adequate funding and the roles of other professionals.This can help the genuine implementation of the programme, and some recommendations were made as per steps to take in order to have a successful adoption of inclusive education in Nigeria.
openalex: W2044206431 mag: 2044206431
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Implementing Change by Continuous Learning: The Public Service Reform Programs in Tanzania - Issa, Faisal (International Journal of Public Administration, 2010)
The talk you hear … about adapting to change is not only stupid, it's … dangerous. The only way you can manage change is to create it. By the time you catch up to change, the competition is ahead of you. Peter Drucker This article proposes that implementation of public service reform programs in Tanzania has been a source of new ideas and innovations. It is proposed that the reform history and its management contribute to the learning achieved, associated with incremental changes. The incremental changes occur in the context of a series of reform efforts each formulated from and building on the experience of the other. In reforming the public service there have been some challenges from which remedies have emerged. In the new program for public service reform, PSRPII, a new approach to engaging public service entities has been developed to coax improved ownership and achieve increased level of commitment to reforms. This demand-led approach is explored, the implementation methodology examined, and challenges observed. The new approach to reform is considered an innovative outcome of both reflections from experiences arising from capacity enhancement and learning over time.
openalex: W2005429060 mag: 2005429060
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A Study of the Extent to Which First Year Humanities Students at the University of Botswana Read for Leisure - Ketsitlile, Lone Elizabeth; Galegane, Golebamang (Lwati: a journal of contemporary research, 2010)
In this paper, we discuss the extent to which selected first year students from the Faculty of Humanities at the University of Botswana read for leisure.From the interviews, questionnaires and observations, students in the Faculty of Humanities do very little reading for leisure.Reading for leisure needs to be encouraged among university students in general as it encourages the acquisition of knowledge and it is also a form of relaxation.
openalex: W2073032808 mag: 2073032808
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Modern Trends in the Teaching of African Religion (AFREL) in the 21st Century - Odey, Akputu (Lwati: a journal of contemporary research, 2010)
Many had argued that African religion would decline with the advent of secular development.Instead, African Religion has arguably surged in numbers as well as visibility in Africa, the Caribbean, the United States of America, Latin America, Britain and the entire world.How does a discourse on the complementary roles of science and African Religion in promoting social transformation begin?What are the concrete areas of human activity that can be most meaningfully affected?What should be the modern trends in the teaching of African Religion in the 21 st century?It is suggested that the discourse should focus on the process of capacity building in the areas of education, economic activity and organization, technological development, good governance, justice and to acknowledge that humanity is a single people with a common destiny and understand that development must cease to be something one does for others.The task of erecting a peaceful and just global society must involve all members of the human family.If the capacities of the world's Peoples are to reach the levels needed to address the complex requirements of the present hour, the resources of both reason and faith will have to be tapped.A vision is needed, and the proper vision will never take shape if the spiritual heritage of the human race continues to be regarded as tangential to development policy and programs.Therefore, the modern trends in the teaching of AFREL in the 21 st century must be holistic, comparative, dialogically coordinated and dynamic to meet the internet age.
openalex: W2074428981 mag: 2074428981
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Digital Empowerment of Students in Universities in the South-Eastern Zone of Nigeria - Olibie, Eyiuche Ifeoma; Akudolu, L-R; Ofojebe, W.N. (Lwati: a journal of contemporary research, 2010)
The digital empowerment of the information society is related to whether or not one has the capacity to use information technology and its contents, and whether or not one could maximize the possibilities of information technology to participate meaningfully in society.This paper investigated the extent of digital empowerment of university students in South East Zone of Nigeria.Four research questions were used.Simple random sampling technique was used to select 1,125 year two students for the study.A 60 -item questionnaire was used to collect data which was analyzed using mean and standard deviation.Findings indicate the students were aware of the empowering potentials of digital technologies and were motivated to be digitally empowered.However, technical access and competencies in digital technologies were lacking, implying that the prerequisites for digital empowerment of youths (awareness, motivation, technical access, and competence) were inadequate.Some recommendations for digital empowerment of university students were made.
openalex: W2085140566 mag: 2085140566
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The Impact of the Use of Pidgin on Students’ Use of English Language: A Case Study of Selected Secondary Schools in Three Districts in Kwahu Area of Ghana - Omari, Stephen Benjamin Kwaku (2010)
A Dissertation Presented to the Department of English Language, Faculty of Social Sciences of the Kwame Nkrumah University of Science and Technology (KNUST), In Partial Fulfillment of the Requirement for the Award of M. Phil. in English Degree, 2010
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Challenges faced by postgraduate French speaking students who are learning in English : a case study of Rwandan students in the School of Education at the University of the Witwatersrand. - Sibomana, Emmanuel (2010)
openalex: W1590868477 mag: 1590868477
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Infanticide in an Outpatient Psychiatric Unit of a University Teaching Hospital in Nigeria. A Case Report - Sulyman, D; Yussuf, AD; Ajiboye, P.O.; Saliu, RO; Adefalu, MO (Nigerian Journal of Psychiatry, 2010)
Infanticide is a rare complication of post partum psychiatric disorders most especially depression and psychoses. In this paper, a case of infanticide in a 17 year old girl with post partum schizophrenialike disorder is reported.Key Words: Post Partum Psychosis, Infanticide, Case Report, Nigeria.
openalex: W2059888159 mag: 2059888159
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Home Environment and Literacy Skills Development in Pupils in the Calabar Municipality, Cross River State, Nigeria - Uwatt, Louisa Etebom; Ndifon, Rita A.; Ukpepi, B.U.C (Lwati: a journal of contemporary research, 2010)
The study aimed at investigating home environment and literacy skills development in pupils in Calabar, Cross River State, Nigeria. To achieve this objective, three research questions were asked, one of which was answered and two hypotheses were formulated and tested. An instrument titled, Home Environment Questionnaire was developed faced validated and used in collecting data from a sample of 200 primary five pupils drawn from a population of 2,528 through the simple random sampling. The data obtained was analyzed using population t-test analysis at a 0.001 level of significance. The result of the analysis showed that availability of literacy materials in the home is significant. Parental involvement in pupils’ literacy skills development is significantly high. The study was concluded with some recommendations, urging parents to always provide literacy materials for their children’s literacy activities.
openalex: W2006062727 mag: 2006062727
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The Impact of Integration of Three Parts of CoRT Program for Teaching Thinking in Science Textbooks on Achievement, Scientific Skills & Decision Making Ability among 7th Graders in Palestine - Al-Muhtaseb, Sumayah; Swidan, Raja' (An-Najah University Journal for Research - Humanities, 2010)
The study aimed at investigating the Impact of integrating thinking skills in science textbooks on achievement in science, scientific skills & decision making ability among 7th graders in Palestine. The content of two units of seventh grade science textbook was integrated with thinking skills activities based on three parts of CoRT (Cognitive Research Trust) program: Extending the field of perception, organization, and problem solving. The following research instruments were developed: a pre-knowledge test, an achievement test in sciences, scientific skills' test and decision- making ability measurement. A purposeful sample consisting of (72) female students was selected and equally distributed into two groups, one was assigned as the experimental group, and the other as the control group. The results revealed that the integration of thinking skills in science content was effective in developing 7th female students' achievement in science, scientific skills and decision- making ability. Based on these results the researcher recommended developers of science curriculum to take the study results into consideration to enrich science teaching with thinking skills.
openalex: W354858371 mag: 354858371
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The Malawian view on Community Participation in School Development: a qualatitive program evaluation in the south of Malawi - Dekker, Marleen (2010)
openalex: W29677621 mag: 29677621
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Language Learning Strategies of Botswana Students - Magogwe, Joel M. (2010)
openalex: W2742009331 mag: 2742009331
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Field Epidemiology Training Programmes in Africa - Where are the Graduates? - Mukanga, David; Namusisi, Olivia; Gitta, Sheba; Pariyo, George; Tshimanga, Mufuta; Weaver, Angela; Trostle, Murray (Human Resources for Health, 2010)
The current shortage of human resources for health threatens the attainment of the Millennium Development Goals. There is currently limited published evidence of health-related training programmes in Africa that have produced graduates, who remain and work in their countries after graduation. However, anecdotal evidence suggests that the majority of graduates of field epidemiology training programmes (FETPs) in Africa stay on to work in their home countries–many as valuable resources to overstretched health systems.Alumni data from African FETPs were reviewed in order to establish graduate retention. Retention was defined as a graduate staying and working in their home country for at least 3 years after graduation. African FETPs are located in Burkina Faso, Ethiopia, Ghana, Kenya, Nigeria, Rwanda, South Africa, the United Republic of Tanzania, Uganda and Zimbabwe. However, this paper only includes the Uganda and Zimbabwe FETPs, as all the others are recent programmes.This review shows that enrolment increased over the years, and that there is high graduate retention, with 85.1% (223/261) of graduates working within country of training; most working with Ministries of Health (46.2%; 105/261) and non-governmental organizations (17.5%; 40/261). Retention of graduates with a medical undergraduate degree was higher (Zimbabwe 80% [36/83]; Uganda 90.6% [125/178]) than for those with other undergraduate qualifications (Zimbabwe 71.1% [27/83]; Uganda 87.5% [35/178]).African FETPs have unique features which may explain their high retention of graduates. These include: programme ownership by ministries of health and local universities; well defined career paths; competence-based training coupled with a focus on field practice during training; awarding degrees upon completion; extensive training and research opportunities made available to graduates; and the social capital acquired during training.
openalex: W2125416308 mag: 2125416308
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Teacher Professional Development: The Needs of TESOL Teachers in the Republic of Niger - Nabi, Mahamadou Ganda (2010)
Dissertation Chair Dr. Gian S. Pagnucci Dissertation Committee Members: Dr. Claude Mark Hurlbert and Dr. Gary Dean
openalex: W2156152269 mag: 2156152269
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DISTANCE EDUCATION AND THE ROLE OF THE LIBRARY: THE INITIAL DISTANCE PROGRAMMES AND LIBRARY SERVICES AT THE UNIVERSITY OF BOTSWANA - Oladokun, Olugbade (2010)
openalex: W598349200 mag: 598349200
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Effects of Schools Attuned on Special Education Referrals for African American Boys - Rodriguez, Andrea B. (2010)
Dissertation Chair: Mark Staszkiewicz Dissertation Committee Members: Dr. Joseph F. Kovaleski, Dr. Becky A. Knickelbein, and Dr. Lynanne Black
openalex: W1480167828 mag: 1480167828
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Awareness of STIs and Contraceptives Use among Out-of-School Youths in Nigeria - Atere, A. A.; Wahab, Elias Olukorede; Ajiboye, Olanrewaju Emmanuel; Shokoya, H. O.; Akinwale, Akeem Ayofe; Oyenuga, Adedeji (Studies on Ethno-Medicine, 2010)
Sixty at risk of coronary heart disease subjects in the age group of 40-60 years were selected from Punjab Agricultural University, Ludhiana.The subjects were equally divided into three groups i.e.E 1, E 2 and C respectively.Flaxseed in powdered form was supplemented at the levels of 5 and 10 g to E 1 and E 2 groups respectively for a period of two months, while C group was not supplemented.The effects of flaxseed powder were studied on nutrient and hematological profile of the subjects.After the supplementation, significant (p<0.05)decrease in the energy intake was reported in E 2 group while protein intake significantly (p<0.05)increased in E 2 group and total fat intake reduced significantly (p<0.05) in all three groups.Decrease in energy intake could be due to flaxseed supplementation which is good source of soluble fibre thus gives feeling of fullness and reduced the food intake which ultimately decreased the energy intake.The mean intake of vitamin B 2 , B 3 and vitamin C decreased in all the three groups, though it was nonsignificant.Further, an increase in haemoglobin was reported in experimental groups which could be due to presence of protein, copper, folic acid and vitamin B 6 in flaxseed which helped in hemopoesis and thus improved iron status.
openalex: W2186933955 mag: 2186933955
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Record of Cretaceous Gondwana break-up and Cenozoic plate reorganization by Madagascar volcanic provinces - Bardintzeff, Jacques-Marie; Liégeois, Jean-Paul; Bonin, Bernard; Bellón, Hervé; Rasamimanana, H.R. (HAL (Le Centre pour la Communication Scientifique Directe), 2010)
openalex: W2966781103 mag: 2966781103
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Education and Religious Beliefs: Supportive Determinants in the Understanding of Health Issues in Sub-Saharan Africa - Yongsi, H. Blaise Nguendo (Studies on Ethno-Medicine, 2010)
Sixty at risk of coronary heart disease subjects in the age group of 40-60 years were selected from Punjab Agricultural University, Ludhiana.The subjects were equally divided into three groups i.e.E 1, E 2 and C respectively.Flaxseed in powdered form was supplemented at the levels of 5 and 10 g to E 1 and E 2 groups respectively for a period of two months, while C group was not supplemented.The effects of flaxseed powder were studied on nutrient and hematological profile of the subjects.After the supplementation, significant (p<0.05)decrease in the energy intake was reported in E 2 group while protein intake significantly (p<0.05)increased in E 2 group and total fat intake reduced significantly (p<0.05) in all three groups.Decrease in energy intake could be due to flaxseed supplementation which is good source of soluble fibre thus gives feeling of fullness and reduced the food intake which ultimately decreased the energy intake.The mean intake of vitamin B 2 , B 3 and vitamin C decreased in all the three groups, though it was nonsignificant.Further, an increase in haemoglobin was reported in experimental groups which could be due to presence of protein, copper, folic acid and vitamin B 6 in flaxseed which helped in hemopoesis and thus improved iron status.
openalex: W2184494679 mag: 2184494679
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What would PCR assessment change in the management of fevers in a malaria endemic area? A school-based study in Benin in children with and without fever - Faucher, Jean‐François; Aubouy, Agnès; Béhéton, Todoégnon; Makoutodé, Patrick; Abiou, Grace; Doritchamou, Justin; Houzé, Pascal; Ouendo, Edgard-Marius; Deloron, Philippe; Cot, Michel (Malaria Journal, 2010)
A recent school-based study in Benin showed that applying a policy of anti-malarial prescriptions restricted to parasitologically-confirmed cases on the management of fever is safe and feasible. Additional PCR data were analysed in order to touch patho-physiological issues, such as the usefulness of PCR in the management of malaria in an endemic area or the triggering of a malaria attack in children with submicroscopic malaria.PCR data were prospectively collected in the setting of an exposed (with fever)/non exposed (without fever) study design. All children had a negative malaria rapid diagnostic test (RDT) at baseline, were followed up to day 14 and did not receive drugs with anti-malarial activity. The index group was defined by children with fever at baseline and the control group by children without fever at baseline. Children with submicroscopic malaria in these two groups were defined by a positive PCR at baseline.PCR was positive in 66 (27%) children of the index group and in 104 (44%) children of the control group respectively. The only significant factor positively related to PCR positivity at baseline was the clinical status (control group). When definition of malaria attacks included PCR results, no difference of malaria incidence was observed between the index and control groups, neither in the whole cohort, nor in children with submicroscopic malaria. The rate of undiagnosed malaria at baseline was estimated to 3.7% at baseline in the index group.Treating all children with fever and a positive PCR would have led to a significant increase of anti-malarial consumption, with few benefits in terms of clinical events. Non malarial fevers do not or do not frequently trigger malaria attacks in children with submicroscopic malaria.
openalex: W2020062449 mag: 2020062449
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Daily Behavior Report Cards with and without Home-Based Consequences: Improving Classroom Behavior in Low Income, African American Children with ADHD - Jurbergs, Nichole; Palcic, Jennette L.; Kelley, Mary Lou (Child & Family Behavior Therapy, 2010)
Daily Behavior Report Cards (DBRC), which typically require teachers to evaluate students' daily behavior and parents to provide contingent consequences, are an effective and acceptable method for improving children's classroom behavior. The current study evaluated whether parent involvement is an essential treatment component or whether teacher feedback alone would be sufficient to produce children's behavior changes. The effectiveness of DBRC with teacher feedback to students and parent delivered consequences (PC) was compared to teacher feedback to students only (no parent delivered consequences, NPC) for increasing appropriate classroom behavior and academic productivity in African American, low income, elementary school children with Attention-Deficit/Hyperactivity Disorder (ADHD). Both treatments led to increased on-task behavior, although PC was superior to NPC. Academic productivity outcomes are less clear. Treatment implications and future directions for research on teacher feedback interventions are discussed.
openalex: W2037840439 mag: 2037840439
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Tapping indigenous ethno-botanical knowledge to track and mitigate climate change: the case of a Kenyan tropical rainforest - Otieno, Nickson Erick; Analo, Caleb (F1000Research, 2010)
openalex: W2735352705 mag: 2735352705
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New approach in training in East Africa: vitreo-retinal surgery from 2000 to 2007 in Kenya - Schönfeld, Carl‐Ludwig; Kollmann, Martin; Nyaga, Patrick; Onyango, O; Klauß, Volker; Kampik, Anselm (British Journal of Ophthalmology, 2010)
From an estimated total of 37 million blinds worldwide, a vastly over-proportional share of seven million is living in Africa.1 2 Most causes of blindness in developing countries are relatively easy to cure, provided minimally adequate medical resources are available, resulting in an evident demand for ophthalmologic measures particularly in Sub-Saharan Africa.1 Therefore, the WHO has initiated a program in 1995 to reduce the number to 25 million instead of the predicted 75 million blinds in 2020.3 4 In the wake of the 1998 al-Qaida bomb assault on the US embassy in Nairobi, Kenya, the Ludwig-Maximilians-University (LMU) Munich provided devices and materials …
openalex: W2097758311 mag: 2097758311
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Nigerian Learners' English Sentences - Asiyanbola, A. A. (2010)
openalex: W2887242745 mag: 2887242745
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Processes And Prediction Of Climate Change In Northern Africa And The Central United States - Patricola, Christina M. (2010)
openalex: W1021649105 mag: 1021649105
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Impact of climate change on maize productivity and potential adaptation options for the Central Rift Valley of Ethiopia: A case of Adama district - Weldekidane, Ephrem Mamo (29th Conf. on Agricultural and Forest Meteorology/19th Symp. on Boundary Layers and Turbulence/Ninth Symp. on the Urban Environment (1-6 August 2010), 2010)
To estimate the level of impact of climate change on grain yield of Maize, climate change scenarios of precipitation and temperature were developed for future time period which spans from 2001 until 2099. The outputs of HadCM3 coupled atmosphereocean GCM model for the A2 and B2 SRES emission scenarios were used to produce the future scenarios. These outputs were downscaled to the production site scale through the application of the SDSM model.
openalex: W2787484361 mag: 2787484361
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The Attitude of Students, Parents and Teachers towards Examination Malpractice in Secondary Schools: A Challenge for Good Educational Standards in Nigeria - Anakwe, Augustine Izadi (Lwati: a journal of contemporary research, 2010)
The paper focuses on the role played by parents and Teachers in examination malpractice in Plateau Nigeria.400 secondary school students were randomly sampled for the study.Three null hypotheses were raised.A 15 item questionnaire titled "students Attitude towards Examination Malpractice (SATEMQ) was developed by the researcher and administered to the selected sample.The data generated were analyzed using the Chi Square.The result showed that there was no significant effect of parenting styles on student's attitude towards examination malpractice.Also there was no significant difference between Junior Secondary and their counter parts in the senior secondary school in their attitude and reasons for engaging in examination malpractice in the school.Based on these findings recommendations were made.
openalex: W2044225371 mag: 2044225371
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A study on affective work skills needs of engineering and technology education students of universities in North Central States of Nigeria - Atsumbe, B. N; Saba, T. M. (Bayero Journal of Pure and Applied Sciences, 2010)
The study is designed to investigate the affective work skills needs of Engineering and Technology Education students of universities in North Central States of Nigeria. A 18 items questionnaire was developed and used to collect data from 60 Engineers, 100 technicians and 150 lecturers. Purposive sampling techniques was used to get these respondents from industries and universities that offer Engineering and Technology Education programmes. Mean, standard deviation and one-way analysis of variance (ANOVA) at P< 0.05 level of significant was used to analyse the data. Some of the findings include observing safety precautions when performing specific task, development of self-confidence and emotional stability on the machine, respecting other peoples opinion and loyal authorities, and developing positive work habit. It was recommended among others, that affective work skill, industrial safety, and occupational health education be in incorporated into the existing curriculum of Engineering and Technology base programmes. Keywords: Affective work skills, Engineering, North Central, Technology
openalex: W2031334140 mag: 2031334140
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A Comparative Study: Of Pre- School and Lower Primary School Teachers' Computer Technology Usage in Teaching in Nairobi Province, Kenya - Begi, Nyakwara (2010)
openalex: W2224848488 mag: 2224848488
Keywords: openalex:import

Climate Change and Global Warming: Implications for Sub-Saharan Africa - Christian, EI (Lwati: a journal of contemporary research, 2010)
The study reviews the potential threats of climate change in sub-Sahara Africa. It paints a picture of how the major green house gases (GHGs)-CO2, CH4 will grow in the sub-continent before the year 2015. The study also highlights the potential causes of climate change in the sub-continent based on anthropogenic and physical factors. It further examined the impacts of climate change in the sub- region based on the sensitivity, vulnerability and adaptations opened to the sub –region. Observation shows that overall social and economic activities in sub-Sahara Africa will be substantially worse than in any other developing world. Consequently, mitigation and adaptation measures were suggested to alleviate the impacts of climate change in the sub-region.Key words: climate change, vulnerability, sensitivity, adaptations, mitigations, green house gases.
openalex: W1999072667 mag: 1999072667
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Diglossia and Code Switching in Nigeria: Implications for English Language Teaching and Learning - Chukueggu, C (LWATI, 2010)
This paper discusses a sociolinguistic phenomenon, 'diglossia' and how it relates to code-switching in bilingual and multilingual societies.It highlights the characteristic features of diglossia by discussing the functions and status of languages or varieties of languages that are involved in diglossic situations.The paper goes on to relate diglossia to the Nigerian situation by highlighting the diglossic situations that exist in Nigeria.Finally, it points out the implications of this sociolinguistic concept for English language teaching and learning in Nigeria.
openalex: W4236719616
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A Study of Politeness Strategies Used by the National University of Lesotho (NUL) Students - Ekanjume, B (Lwati: a journal of contemporary research, 2010)
This paper provides an analysis of politeness strategies used by Students of the National University of Lesotho. The study examines how NUL students respond to, communicate with and address their lecturers. The paper thus illustrates how and when NUL students make use of address forms such as titles, kinship terms, nicknames, personal names, and other strategies like “face principle” in their verbal interactions with their lecturers. The paper equally examines the various moods of greetings employed by NUL students. The paradigm of the study includes that politeness is a required linguistic communicative behavior in the linguistic and cultural ideology of the Basotho people, thus NUL students. As such, impoliteness is penalized with the essence of preserving relationships and being at peace with oneself and others. The analysis reveals that the choices of linguistic strategies by NUL students are guided by the politeness principles in Lesotho and the social relationship that exists in the University setting. This relationship is based on age, social status, and kinship. The paper, however, demonstrates that age is not the dominant feature for expressing politeness between people. Another common feature found as a strategy by NUL students to express politeness is the extension of kinship terms to all lecturers (even non - kins). I finally argue that with urbanization, caused by exodus from cities to rural areas and vice versa, modernization, and adoption of Western way of life, the polite linguistic and cultural behavior of NUL students is gradually drifting away from their cultural expectations.Key words: Politeness, Strategies, Behavior, Students, Basotho, Culture, Status, Lecturer
openalex: W2081831511 mag: 2081831511
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Education for Health: The Libyan Model - Elfituri, Abdulbaset A. (2010)
openalex: W2886450193 mag: 2886450193
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Socio-Cultural Competence in ESL Education: A Focus on Nigeria - Ezenwa–Ohaeto, Ngozi; Umera-Okeke, Nneka (LWATI, 2010)
Until recently, Foreign Language Teaching (FLT) failed to give sufficient emphasis to cultural specificity and its linguistic reflections.Emphasis was just on the mechanical learning of the traditional components of the language system without reference to their functional usefulness.This, at times, has led to abysmal performance of the students in the target language.For functional education in Nigeria, English as a Second language (ESL) pedagogy requires developing socio-cultural competence in the learners.This paper examined the components of socio-cultural competence in the English language which should form a significant part of ESL teaching with the aim of achieving effective communication.This is because full proficiency in English is critical for long-term personal, social and economic development of all students in Nigeria and the linguistic, cognitive, and socio-cultural competences that ESL students bring to school are solid base for building their future, in terms of educational and career success.
openalex: W2059470069 mag: 2059470069
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Learning about literacy : teachers' conceptualisations and enactments of early literacy pedagogy in South African grade one classrooms. - Gains, Paula (2010)
openalex: W2155724351 mag: 2155724351
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Vulnerability of the South African farming sector to climate change and variability: An indicator approach - Gbetibouo, Glwadys Aymone; Ringler, Claudia; Hassan, Rashid M. (Natural Resources Forum, 2010)
This paper analyses the vulnerability of South African agriculture to climate change and variability by developing a vulnerability index and comparing vulnerability indicators across the nine provinces of the country. Nineteen environmental and socio-economic indicators are identified to reflect the three components of vulnerability: exposure, sensitivity, and adaptive capacity. The results of the study show that the regions most exposed to climate change and variability do not always overlap with those experiencing high sensitivity or low adaptive capacity. Furthermore, vulnerability to climate change and variability is intrinsically linked with social and economic development. The Western Cape and Gauteng provinces, which have high levels of infrastructure development, high literacy rates, and low shares of agriculture in total GDP, are relatively low on the vulnerability index. In contrast, the highly vulnerable regions of Limpopo, Kwazulu-Natal and the Eastern Cape are characterised by densely populated rural areas, large numbers of small-scale farmers, high dependency on rain-fed agriculture and high land degradation. These large differences in the extent of vulnerability among provinces suggest that policymakers should develop region-specific policies and address climate change at the local level.
openalex: W2128958048 mag: 2128958048
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Vulnerability of the South African farming sector to climate change and variability: An indicator approach - Gbetibouo, Glwadys Aymone; Ringler, Claudia; Hassan, Rashid M. (Natural Resources Forum, 2010)
This paper analyses the vulnerability of South African agriculture to climate change and variability by developing a vulnerability index and comparing vulnerability indicators across the nine provinces of the country. Nineteen environmental and socio-economic indicators are identified to reflect the three components of vulnerability: exposure, sensitivity, and adaptive capacity. The results of the study show that the regions most exposed to climate change and variability do not always overlap with those experiencing high sensitivity or low adaptive capacity. Furthermore, vulnerability to climate change and variability is intrinsically linked with social and economic development. The Western Cape and Gauteng provinces, which have high levels of infrastructure development, high literacy rates, and low shares of agriculture in total GDP, are relatively low on the vulnerability index. In contrast, the highly vulnerable regions of Limpopo, Kwazulu-Natal and the Eastern Cape are characterised by densely populated rural areas, large numbers of small-scale farmers, high dependency on rain-fed agriculture and high land degradation. These large differences in the extent of vulnerability among provinces suggest that policymakers should develop region-specific policies and address climate change at the local level.
openalex: W2128958048 mag: 2128958048
Keywords: openalex:import; openalex:yes

Continuity and change in the development of moral education in Botswana - Matemba, Yonah Hisbon (Journal of Moral Education, 2010)
This article traces the development of moral education (ME) in Botswana from pre‐colonial times to the present day. It shows how during this time ME has undergone three distinct phases of development, each emphasising a particular ideology. In pre‐colonial times ME was offered as part of indigenous education in the home and community, both formally and informally, directly and indirectly. During the missionary/colonial period (1870s–1966) and in the first three decades of Botswana’s independence (1967–1998), ME was taught in the formal school curriculum as an aspect of religious education. During this period religious education was confessional, using Christian moral values as a yardstick in exploring the material content of the syllabus. Since the national educational reforms of the 1990s, ME has undergone a paradigm shift, whereby it has become disengaged from religious education and secularised as a stand‐alone subject in the junior secondary curriculum. This paper examines each of these three phases of development, and concludes by offering an assessment of the efficacy of the current phase, given the religiosity of Botswana as a country and the consequences of previous teacher training with ME having been located within religious education.
openalex: W2012045880 mag: 2012045880
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Demand and Supply of Teachers to Secondary Schools in Anambra State of Nigeria Due to School Type - Nwakonobi, E; Obiagwu, CO (LWATI, 2010)
This study investigated the demand and supply of teachers to secondary schools in Anambra State of Nigeria due to school type. The survey design approach was adopted for this study. The population of the study comprised of all the secondary school principals, numbering 259 in the six education zones of Anambra State. Through random sampling, 137 were selected from four education zones for the research work. A questionnaire was the instrument used for data collection. Two research questions and a null hypothesis were formulated for the research work. Cronbach alpha statistical analysis was employed with a positive result of 0.72. The research questions were answered using frequency tables and percentages and the null hypothesis was tested using chi-square (x2). The results showed that teachers supplied to secondary school in Anambra State were insufficient and were far below the number demanded. Some recommendations were made.
openalex: W2070652518 mag: 2070652518
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An Overview of the Physical Environment of Primary Schools in Nigeria - Obunadike, C.J (Lwati: a journal of contemporary research, 2010)
This study was an investigation into the status of facilities in the physical environment of primary schools in Nigeria. Empirical studies that covered several States in Nigeria were reviewed. Then the study went ahead to analyse the physical environment in primary schools in Anambra State. The study, which was based on five research questions, was a survey. Forty eight primary schools where randomly selected as sample while seven hundred and teachers were sampled from these schools as respondents. A 37-item researcher developed questionnaire was used to collect data. Mean scores were used in answering the research questions. Findings indicated inadequate provision of classrooms, toilets, recreation, learning facilities and furniture. Among the recommendations was that government should provide grants-in-aids to help the management of primary schools provide adequate physical facilities in the schools.
openalex: W2017119812 mag: 2017119812
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‘Deceptive’ cultural practices that sabotage HIV/AIDS education in Tanzania and Kenya - Oluga, Mary; Kiragu, Susan; Mohamed, Mussa; Walli, Shelina (Journal of Moral Education, 2010)
In spite of numerous HIV/AIDS‐prevention education efforts, the HIV infection rates in sub‐Saharan Africa remain high. Exploring and understanding the reasons behind these infection rates is imperative in a bid to offer life skills and moral education that address the root causes of the pandemic. In a recent study concerning effective HIV/AIDS‐prevention education, conducted in Tanzania and Kenya among teacher trainees and their tutors, the notion of mila potofu (defined by educators as ‘deceptive’ cultural practices) emerged as a key reason for educators’ difficulties in teaching HIV/AIDS prevention education in schools and for high HIV infection rates. Since these cultural practices cause harm, and in many cases lead to death, they are of moral concern. This paper outlines some of these cultural practices identified by educators, including ‘wife inheritance’, ‘sexual cleansing’ and the taboo against certain foods, and discusses how these practices contribute towards HIV/AIDS vulnerability. It then offers recommendations for classroom‐based life skills and moral education following Jean Piaget’s theory of cognitive development in understanding how ‘assimilation’, ‘accommodation’ and ‘adaptation’ can help people discard mila potofu in a culturally sensitive manner.
openalex: W2056060762 mag: 2056060762
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Framework for Entrepreneurship Education in Nigerian Higher Institutions of Learning - Omoankhanlen, JA (Lwati: a journal of contemporary research, 2010)
It seems fair to argue that opinions from Nigeria’s government and its policy makers, and the management of various Nigerian higher institutions of learning concerning the mandatory introduction of entrepreneurship education in all disciplines so far have lacked a common framework. This lack of framework is responsible for the unending debates as to what way should the old curriculum be change to integrate entrepreneurship education? What should constitute the scheme of the entrepreneurship course if a change in curriculum is indeed needed? Whose responsibility the entrepreneurship course teaching should be? And many questions regarding the integration of entrepreneurial theoretical and vocational education still remain unanswered. Hence, this study seeks to give a clue to the aforementioned unending debates and unanswered questions; and advance the need for entrepreneurial education in Nigerian higher institutions of learning by reviewing and synthesizing available entrepreneurship education literature. The paper concludes that entrepreneurship education initiative is ideal for Nigeria, be a country that have been in economic stagnation since early 1980s; and that the right and competent teaching staff of various higher institutions that are knowledgeable in entrepreneurship studies should be saddled with the entrepreneurship theoretical teaching responsibility and the vocational aspect should be the responsibility of staff in those disciplines that have bearing to the vocational entrepreneurship education activities structured
openalex: W1980371282 mag: 1980371282
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Moral education in a post‐conflict context: the case of Burundi - Rwantabagu, Hermenegilde (Journal of Moral Education, 2010)
Burundi, like the rest of the Great Lakes region, has been shaken by widespread inter‐communal divisions and violent conflict. It is commonly believed that the troubled history of Burundian society has been due to the lack of a consistent moral dimension in school curricula. It is this obvious gap that the Catholic Church, through its Moral Education Programme initiated in 2005, sought to address. The new curriculum, implemented gradually in Burundian schools, takes inspiration from traditional human values. The programme is community‐ and situation‐based and places emphasis on an active‐participatory approach, in which learners try to appropriate and apply in their daily lives the moral precepts they learn in the classroom. In a post‐conflict context, it is incumbent upon parents, teachers and the churches (preferably in partnership) to erect the pillars of peace by teaching moral values to the younger generation which will prevent future conflict.
openalex: W2071083427 mag: 2071083427
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‘Moral ecology’ and ‘moral capital’: tools towards a sociology of moral education from a South African ethnography - Swartz, Sharlene (Journal of Moral Education, 2010)
Research and pedagogy in the field of morality and moral education has long been dominated by philosophical and psychological disciplines. Although sociological studies and theorising in the field have not been absent, it has been limited and non‐systematic. Drawing on a study that investigated the lived morality of a group of young South Africans growing up in the aftermath of Apartheid and in the townships of Cape Town, this paper surveys the historical contribution made by sociologists to the study of morality and introduces two sociological notions of importance to moral education research and practice: ‘moral ecology’ and ‘moral capital’. Employing Bronfenbrenner’s ecological systems theory it describes the moral life as an ecology of interconnecting systems, complex antinomies, diverse codes, multiple positionings, discordant processes and competing influences, over time and on multiple levels. Moral capital, draws on Bourdieu’s work on capitals and is described in two ways. First, as a dialectic, such that young people living in poverty identify how being ‘good’ can be translated into economic capital, which in turn enables them to remain ‘good’. Second, it asks, what are the necessary elements of moral capital that young people need in order to be good and so attain the economic future to which they aspire? The paper concludes by noting how a sociology of moral education contributes to understanding the relationship between poverty and morality, including the social reproduction of morality; and its relevance for moral education research and practice.
openalex: W2042047303 mag: 2042047303
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The pain and the promise of moral education in sub‐Saharan Africa - Swartz, Sharlene (Journal of Moral Education, 2010)
The term ‘moral’ has had a chequered history in sub‐Saharan Africa, mainly due to the legacy of colonialism in Africa and the history of Apartheid oppression in South Africa. When Apartheid’s racis...
openalex: W2073159714 mag: 2073159714
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Climbing up the Challenging Hill from Exclusion to Inclusion: Teachers and Administrators’ Attitudes towards Integration in Tanzanian Primary Schools - Tungaraza, FD (Lwati: a journal of contemporary research, 2010)
This study looked at the attitudes of regular and special education teachers towards school integration of children with special educational needs in Tanzanian primary schools. Specifically, the study aimed at finding out if length of service and teaching experience affected teachers’ attitudes. In addition, the study examined the differences in teachers’ attitudes when different disabilities are involved. A total of 288 respondents were involved in this study. The results showed that most respondents had positive attitudes, although the majority from every category did not support the idea of educating gifted, normal and mentally retarded children in the same class. Analysis of variance (ANOVA) was used to determine whether there were differences in attitudes towards integration among teachers according to their length of service and experience. The results revealed that number of years of service had no significant effect on respondents’ attitudes. In addition, Scheffe test was used to determine whether respondents’ attitudes differed towards children with different disabilities. Scheffe test results revealed that there was a statistically significant difference between general education teachers and special education teachers on attitudes towards deaf children being in regular classrooms. General education teachers were more positive than were the special education teachers. It was concluded that there is need for intervention strategies that are focused on changing teachers’ attitudes towards integration, if success is to be achieved.
openalex: W1975862253 mag: 1975862253
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Post‐conflict teacher development: facing the past in South Africa - Weldon, Gail (Journal of Moral Education, 2010)
One of the priorities of societies emerging from identity‐based conflict is to signal a new society, with new values that stand in stark contrast with the old. Education policy becomes a critical arena for highlighting these political values when schools, particularly teachers, are identified as key agents of social change. However, the legacy of the conflict, especially with regard to teacher identities shaped during conflict, is seldom taken into account. This paper argues that unless appropriate programmes of teacher professional development are put in place to open the space for teachers to engage with painful personal legacies of the past, the aim of transforming society through the education system has little chance of succeeding. Using South Africa as the case study, this article analyses the post‐Apartheid history curriculum and discusses a teacher development programme, Facing the Past, which, it is argued, provides the necessary conditions for teachers to engage with the past in a way that enables them to integrate issues of moral and ethical decision‐making into their teaching.
openalex: W2085528299 mag: 2085528299
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THE ROLE OF TEACHER CHARACTERISTICS AND PRACTICES ON UPPER SECONDARY SCHOOL STUDENTS’ MATHEMATICS SELF-EFFICACY IN NYANZA PROVINCE OF KENYA: A MULTILEVEL ANALYSIS - Bagaka’s, Joshua G. (International journal of science and mathematical education (Print), 2010)
openalex: W1997634481 mag: 1997634481
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Infrared retrievals of dust using AIRS: Comparisons of optical depths and heights derived for a North African dust storm to other collocated EOS A‐Train and surface observations - DeSouza‐Machado, Sergio; Strow, L. L.; Imbiriba, Breno; McCann, K.; Hoff, R. M.; Hannon, S.; Martins, J. V.; Tanré, D.; Deuzé, J. L.; Ducos, Fabrice; Torres, Omar (Journal of Geophysical Research, 2010)
AIRS thermal infrared radiance data are used with a fast infrared scattering radiative transfer model to physically retrieve the dust column amount and dust height over both ocean and land. The retrieved optical depths are compared against those retrieved using visible and ultraviolet instruments on the A‐Train, while dust layer heights are evaluated against lidar data. The synergistic use of AIRS data is explored by using dust layer heights constrained by CALIPSO retrievals and coarse mode particle sizes over ocean from PARASOL. Optical depths from AIRS correlate well with those from other instruments over ocean (R ≥ 0.9) and are lower over land when compared to MODIS Deep Blue and OMI retrievals (R ≤ 0.8). AIRS‐derived dust top heights compare favorably with CALIPSO data and can be used to improve OMI optical depth retrievals over a much larger area than CALIPSO can provide. AIRS data can also provide estimates of dust longwave radiative forcing. For the examples examined here, the forcings are estimated to be about +1.5 and +4.5 W/m 2 per unit visible optical depth over ocean and land, respectively, compared to a shortwave forcing estimate of −50 W/m 2 over ocean. AIRS dust retrievals are possible day or night, can provide dust column amount information over land or ocean, and are unaffected by areas of the oceans covered by sun glint.
openalex: W2090989407 mag: 2090989407
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Policing Views From Around the Globe: An Exploratory Study of the Views of College Students From Bangladesh, Canada, Nigeria, and the United States - Lambert, Eric G.; Jiang, Shanhe; Khondaker, Mahfuzul I.; Elechi, O. Oko; Baker, David; Tucker, Kasey A. (International Criminal Justice Review, 2010)
Although many forces influence how the police operate and how the public views them, cross-national studies on attitudes of the police are rare; therefore, this exploratory study, which examined the views of trust in police and police civility among a convenience sample of 1,425 students from five universities in four different nations, was conducted. U.S. respondents had the highest views of trust in police and police civility, whereas Bangladeshi and Nigerian college students had the lowest levels; Canadian views were in between the other nations. Social perspectives, history of policing, and sociopolitical structure are salient factors that may contribute to differing views in different countries.
openalex: W2000047276 mag: 2000047276
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Climate change in the Middle East and North Africa (MENA) region and implications for water resources project planning and management - Wasimi, Saleh A. (International Journal of Climate Change Strategies and Management, 2010)
Purpose – The purpose of this paper is to assess the extent of climate change likely to be manifested in the MENA region using statistical tools as well as outputs from physics‐based General Circulation Models (GCMs).
openalex: W2044653760 mag: 2044653760
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Prevalence of anti-retroviral treatment failure and salvage therapy in university of Benin Teaching Hospital Edo state, Nigeria - Eze, Emeka; Uyagu, Oliseneku Damien (Annals of Biomedical Sciences, 2010)
Background: Human immunodeficiency virus (HIV) infection caused by HIV-1 and HIV-2 has reached pandemic proportion with sub Saharan Africa having the highest incidence and prevalence. With the advent of anti-retroviral drugs (ARV), the morbidity and mortality of people living with HIV/AIDS (PLWHA) has improved. With long term therapy with ARVs however, problems arise due to poor adherence. The concept of “salvage therapy” was conceived subsequent to experiencing multiple treatment failures to ARV combinations. It implies a final attempt, in the battle against HIV/AIDS. Objective: To determine the prevalence of treatment failure and use of salvage therapy amongst patients receiving Highly Active Anti-retroviral therapy in the University of Benin Teaching Hospital. Methodology: This study was a cross sectional evaluation of the care and treatment programme. All patients receiving HAART in the treatment programme of the University of Benin Teaching Hospital with a confirmed diagnosis of HIV/AIDS aged 15 years and above were admitted in the study. Data analysis was done using frequency tables, means and proportions.Results: A total of 9449 patients have received anti-retroviral drugs. 3345 were males while 6095 were females giving a male to female ratio of 1:2 The total number of treatment failures to first line ART was 112 out of 9449 giving a prevalence of 1st line ART failure of 1.19% .The male to female ratio of treatment failure to 1st line drugs was 1:1.5. Most of the first line treatment failures occurred in the 30-40 age group and was more frequent amongst the males (1.3%) compared to females (1.1%) (relative risk =1.18). The total number of patients on salvage therapy was 4. The prevalence of second line failure in this programme was 3.58% while the prevalence of use of salvage regimes was 0.04%. The prevalence of second line treatment failure among the males was 2.3% and amongst the females it was 4.41%.Salvage therapy occured more in the 30-40 age salvage group (50%) and in the female sex (75%).The male to female ratio of the use of regime was 1:3. Treatment failure and salvage therapy though low in prevalence in this study, requires a high index of suspicion for its early detection and management which will improve the quality of life of the patients.Key words: Treatment failure, salvage therapy, HIV/AIDS
openalex: W1971468960 mag: 1971468960
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Childhood orofacial malignancies in Nigerians: a 19 year review in a Teaching Hospital - Omoregie, OF; Igbe, AP; Ojo, MA (Annals of Biomedical Sciences, 2010)
Malignant lesions occurring in the orofacial region are of great concern because of the associated high mortality occasioned by late presentation for treatment. This article aimed to determine the incidence and histopathologic patterns of childhood malignant tumours in various orofacial sites in a Nigerian population. A 19-year retrospective review of records and histopathology slides of orofacial malignant lesions in children aged 0 to 14 years was carried out in the Departments of Oral Pathology/Oral Medicine and Morbid Anatomy, University of Benin Teaching Hospital, Benin City, Nigeria. A total of 202 malignant tumours occurred in children under 15 years in the period under review. Among them were 45 (22.5%) cases of malignant orofacial tumours, with a male to female ratio of 1.5:1. Majority of the children were within 5 to 9 years of age (n=21, 46.7%) and the jaw was the commonest site of the lesions (n=34, 75.6%). The tumour types were mostly lymphomas (n=35, 77.8%), with the Burkitt’s type accounting for 26 (57.8%) cases of the lymphomas; followed by sarcomas (n=5, 11.1%) and carcinomas (n=8.9%). Orofacial malignancies constitute about a fifth of the childhood malignant lesions studied, with Burkitt’s lymphoma accounting for more than half of the lesions. There was predilection of the lesions for males and the jaw was the commonest orofacial site. A heightened campaign against poverty, ignorance and infection will have a far reaching impact on the control of these malignant diseases.
openalex: W1968742305 mag: 1968742305
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Trends in maternal mortality at the University of Calabar Teaching Hospital, Nigeria, 1999–2009 - Agan, TU; Archibong, Eric I.; Ekabua, JE; Ekanem, Ekpenyong E.; Abeshi, S E; Edentekhe, TA; Bassey, EE (International Journal of Women's Health, 2010)
Background: Maternal mortality remains a major public health challenge, not only at the University of Calabar Teaching Hospital, but in the developing world in general. Objective: The objective of this study was to assess trends in maternal mortality in a tertiary health facility, the maternal mortality ratio, the impact of sociodemographic factors in the deaths, and common medical and social causes of these deaths at the hospital. Methodology: This was a retrospective review of obstetric service delivery records of all maternal deaths over an 11-year period (01 January 1999 to 31 December 2009). All pregnancy-related deaths of patients managed at the hospital were included in the study. Results: A total of 15,264 live births and 231 maternal deaths were recorded during the period under review, giving a maternal mortality ratio of 1513.4 per 100,000 live births. In the last two years, there was a downward trend in maternal deaths of about 69.0% from the 1999 value. Most (63.3%) of the deaths were in women aged 20–34 years, 33.33% had completed at least primary education, and about 55.41% were unemployed. Eight had tertiary education. Two-thirds of the women were married. Obstetric hemorrhage was the leading cause of death (32.23%), followed by hypertensive disorders of pregnancy. Type III delay accounted for 48.48% of the deaths, followed by Type I delay (35.5%). About 69.26% of these women had no antenatal care. The majority (61.04%) died within the first 48 hours of admission. Conclusion: Although there was a downward trend in maternal mortality over the study period, the extent of the reduction is deemed inadequate. The medical and social causes of maternal deaths identified in this study are preventable, especially Type III delay. Efforts must be put in place by government, hospital management, and society to reduce these figures further. Above all, there must be an attitudinal change towards obstetric emergencies by health care providers. Keywords: trends, maternal mortality, Nigeria
openalex: W2153387971 mag: 2153387971
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The Impact of (V) Diagram and Experiment Demonstration Strategies on Practical Performance for the 8th Grade Students and their Acquisition of Cognitive Skills which implemented in the International (TIMSS) Tests in Gaza Strip - Al-Zaanen, Jamal (An-Najah University Journal for Research - B (Humanities), 2010)
The Impact of (V) diagram and experiment demonstration strategies on practical performance for the 8th grade students and their acquisition of cognitive skills which implemented in the international (TIMSS) tests in Gaza Strip. The main purpose of the study was to investigate the impact of (V) diagram and demonstration strategies on practical performance and (TIMSS) skills. The experimental approach with three groups was undertaken with (134) students in UNRWA schools; the first experimental group was taught the light and optics unit by (Vee) diagram, while the second experimental group was taught by demonstration strategy, and the control group was taught by the traditional method. Observation list for the students' practical performance and equivalent (TIMSS) test with three (TIMSS) skills which are factual knowledge, concepts understanding, and reasoning and analysis were used. After data collection and analysis, the results indicated that there was a significant differences between the means of students in both practical performance and (TIMSS) skills in favor of the students who were taught by (v) diagram. The study introduces some suggestions to use this strategy in different situations in science lessons. هدفت هذه الدراسة إلى تقصي فعالية استراتيجية الخارطة المخروطية (الشكل V) والعروض العملية في الأداء العملي والمهارات المتضمنة في اختبارات TIMSS الدولية لطلبة الصف الثامن الأساسي، استخدم المنهج التجريبي بثلاث مجموعات عدد أفرادها (134) طالباً، اختيروا عشوائيٍا من إحدى مدارس وكالة الغوث الدولية التي اختيرت قصديٍا، حيث درست المجموعة التجريبية الأولى وحدة الضوء والبصريات باستراتيجية الخارطة المخروطية، والتجريبية الثانية باستراتيجية العروض العملية، والمجموعة الثالثة (الضابطة) درست الوحدة نفسها بالطريقة الاعتيادية، واستخدمت بطاقة ملاحظة لرصد الأداء العملي للطلبة، واختبار مكافئ لاختبارات TIMSS الدولية يتضمن المهارات الأساسية لهذه الاختبارات وهي: معرفة الحقائق، واستيعاب المفاهيم، الاستدلال والتحليل. وبعد جمع البيانات وتحليلها احصائياً كشفت الدراسة عن وجود فروق دالة إحصائياً (0.05≥ α) بين متوسطات درجات الطلبة في الأداء العملي، والاختبار المكافئ لاختبارات TIMMS لصالح الطلبة الذين تعلموا باستراتيجية الخارطة المخروطية. وقدمت الدراسة بعض التوصيات لتوظيف هذه الاستراتيجية في المواقف التعليمية المختلفة في دروس العلوم.
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Outcomes in South African Higher Education: Imagine that! - Alexander, Gregory; November, Ivan (Journal of Social Sciences, 2010)
Constructivism reasserts the importance of ‘meaning making’ in the sense that it assists students to internalise, reshape or transform new information .From this teaching perspective, students should be able to construct knowledge for themselves through goal- orientated activity. In other words, they need to engage with content in such a manner that it becomes meaningful and useful to them within their own context. Furthermore, it is only when students can apply what they have learned, that knowledge becomes meaningful. The fundamental principle informing constructivist learning is not what students learn, but how they learn, whilst the skills they learn are more critical than the given content. With the acquisition of effective learning skills, such as found within project work, excursions, interviewing, group- work, fieldwork, simulations, role play, research and debates, learners place themselves in a position to learn whatever they wish to learn. The South African education system, including Higher Education (for consistency this term, Higher Education, is preferred throughout the article), is based on outcomes. Outcomes-Based Education (OBE) seems to be embedded within constructivist theory. However, the outcomes of OBE are predetermined and therefore seem to be behaviourist. Our contention is that predetermined outcomes that are seemingly behaviourist in nature, stunt critical and creative thinking and learning. The contention is that the critical outcomes should be re-conceptualised in terms of imagination. In this paper, we will explore outcomes reconceptualized in terms of imagination that can possibly break from behaviourist tendencies and thus open alternative possibilities to teaching and learning.
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HIV-related knowledge and AIDS stigma among college students in Yemen - Am, Badahdah; Sayem, Najat (Eastern Mediterranean Health Journal, 2010)
The present study analysed data from 501 Yemeni university students to examine their knowledge about HIV and their attitudes towards people with HIV/AIDS.The findings indicate that participants had several serious misunderstandings about HIV/AIDS and held negative attitudes toward people living with HIV/ AIDS.Although female students were less knowledgeable about HIV/AIDS than were male students, they held more positive attitudes toward people with HIV/AIDS.An overwhelming number of students expressed their willingness to get tested for HIV and recognized that AIDS is a serious issue facing their country.The study provides suggestions for HIV prevention efforts and ideas for future studies in Yemen.
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The Evolution and Implementation Strategies of the University of Ghana Bachelor of Arts Distance Education Programme - Amponsah, Samuel (2010)
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Labor Markets and School-to-Work Transition in Egypt: Diagnostics, Constraints, and Policy Framework - Angel‐Urdinola, Diego F.; Semlali, Amina (RePEc: Research Papers in Economics, 2010)
Analysis in this policy note indicates a rapid deterioration in employment opportunities for young individuals transitioning from school to work in Egypt. Despite substantial improvements in labor market outcomes in recent years (in raising employment and participation and in lowering unemployment), unemployment rates in Egypt remain exceedingly high among youth entering the labor market for the first time. A slow school-to-work transition remains the main reason behind high unemployment rates. Young entrants to the labor market have become more educated than ever before: the share of the working-age-population with university education in Egypt has increased significantly between the years 1998 and 2006 (from 14% to 19% among men and from 9% to 14% among women). However, youth are unable to capitalize the time and resources invested in their education as the labor market is not providing enough good-quality jobs for them. To cope with scarce formal jobs, young-educated workers are opting to work in the informal sector and/or withdraw from the labor force, which is contributing to a deadweight loss of recent investments in education. There are three key factors that seem to explain why school-to-job transition remains low in Egypt: investments in the private sector remain low and capital intensive, new graduates are not equipped with the skills demanded by the private sector, and the public sector still provides incentives for educated individuals (mainly women) to queue for private sector jobs. There are several policy options used in the international context to further enhance the performance of the labor market; such as removing obstacles in regulation, enhancing employability of new entrants, reforming the civil service, and designing targeted programs aiming to boost labor demand.
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EDUCATIONAL SERVICES, TEACHER QUALITY AND STUDENTS' ACADEMIC PERFORMANCE IN PUBLIC SENIOR SECONDARY SCHOOLS, NORTH CENTRAL ZONE, NIGERIA - Arinde, Mary Ronke (2010)
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Awareness of STIs and Contraceptives Use among Out-of-School Youths in Nigeria - Atere, A. A.; Wahab, Elias Olukorede; Ajiboye, Olanrewaju Emmanuel; Shokoya, H. O.; Akinwale, Akeem Ayofe; Oyenuga, Adedeji (Studies on Ethno-Medicine, 2010)
AbstractThe educational system in Nigeria is characterised by high incidence of dropping out of schools with adverse implications for the youths, who are sexually hyperactive without adequate knowledge about reproductive health decision making. What are the factors influencing contraceptive practices among out of school youths? These and other questions are what the study is set out to address. Triangulation of both quantitative and qualitative techniques was employed for data collection. Specifically, 200 individual based questionnaires were employed for collecting quantitative data from the youths, while 4 in-depth interviews (2 each-1 male and 1 female on youths and adults) and 4 focus group discussions (2 each- 1 male and 1 female on youths and adults) were employed for collecting qualitative data. In terms of data analysis, frequency distribution and chisquare (at 0.05 alpha level of significance) were employed for quantitative data, while content analysis and ethnographic summary were used for qualitative data. The results showed high awareness about STIs and HIV/AIDS but low level of contraceptive practices among the majority of out-of-school youths in the study area. It was found that many out-of school youths engaged in risky sexual behaviour with prevalence of unprotected sexual intercourse. However, the results of cross tabulation showed that the level of awareness about STIs and HIV/AIDS and contraceptive practices were significantly influenced by socio-demographic characteristics (education, sex, income and marital status). Considering the adverse implications of STIs and HIV/AIDS on sustainable human development, contraceptive use should be promoted among out of school youths in motor parks.Key Words: Economic EmpowermentSustainable Human DevelopmentVocational TrainingPoverty
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Major natural hazards in a tropical volcanic island: A review for Mayotte Island, Comoros archipelago, Indian Ocean - Audru, J.; Bitri, Adnand; Desprats, Jean‐François; Dominique, Pascal; Eucher, Guillaume; Hachim, Said; Jossot, Olivier; Mathon, Christian; Nédellec, Jean-Louis; Sabourault, Philippe; Sedan, Olivier; Stollsteiner, Philippe; et al. (Engineering Geology, 2010)
Mayotte is a French Overseas Territory of the Comoros archipelago. Since the 1980, Mayotte has developed quickly: its population has multiplied by four in less than 30 years, infrastructure expanded rapidly in lowlands and slums developed in steep areas (through deforestation) or close to riverbeds. This development urgently required steps to ensure the safety of urban areas. From 2002 to 2006, a major programme of natural hazards evaluation and zonation was conducted by the French Geological Survey in the 17 districts of Mayotte. The programme resulted in the publication of the first single-hazard zonation maps for Mayotte, at 1:25 000-scale in rural areas and at 1:10 000-scale in urban areas. Hazard maps regarding landslides and rock falls, stream floods, seismic lithological and topographical amplification potential, liquefaction potential and cyclonic marine submersion were produced for mayors and land planners. These atlases also included prevention guidelines to minimize risks associated with land-use or urbanization within hazard-prone areas. This article presents the main achievements of the programme whose main problems were the absence of archives, of previous studies and the original volcanic geology of the island of Mayotte. The atlases highlight areas with numerous landslides, zones susceptible to flash floods, sectors likely to be submerged by storm surges and areas subject to seismic site effects due to thick volcanic weathered formations. This programme emphasizes the fundamental role in such tropical volcanic islands, of a good knowledge of the weathered formations, for the assessment of most natural hazards. This initial hazard mapping represented the first step to achieve specific regulatory Risk Prevention Plans for an efficient land use risk mitigation and reduction policy in Mayotte.
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Privatisation of higher education in Uganda and the global gender justice ideal: uneasy bedfellows? - Baine, Euzobia Mugisha (Educational review, 2010)
This paper examines ways in which privatisation of education is affecting the search for gender justice through education focusing on Uganda’s higher education institutions (HEIs). Since 1988 when the first private university was opened, the winds of change have swept Uganda’s higher education sector to change how it is financed and managed. The shift has been from the state as the sole player to fully private HEIs operated as commercial enterprises alongside state‐owned ones. Even institutions that are still owned by the state are being run on the basis of free market principles. How then is the process of privatisation/liberalisation of higher education affecting establishment and/or sustainability of programmes that promote social justice, particularly gender justice in higher education and ultimately the education system? What are the implications for future efforts to promote and sustain gender justice in higher education? This paper, based on gender‐focused semi‐ethnographic research in Uganda’s HEIs, is an attempt to answer these questions within the context of current political, economic and social changes.
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FROM HEADPHONES TO HIJABS: CULTURAL AND RELIGIOUS EXPERIENCES OF SOMALI YOUTH IN U.S. SCHOOLS - Basford, Letitia (2010)
Using data from a two year qualitative study, this paper examines how East African Muslim immigrant youth experience and become shaped by the environments of U.S. mainstream schools as compared to a culturally specific charter high school. Results from this study reveal that East African Muslim immigrant youth are affected by religious and cultural discrimination in mainstream schools, and that attending a culturally specific charter school actually promotes positive intercultural competence where students are able to build a good self-concept and find comfort in who they are as East African immigrants, as Muslims, and as American citizens.
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Looking for journalism education scholarship in some unusual places: The case of Africa - Beer, Arnold S. de (Communicatio, 2010)
Abstract It is argued in this article that due to the ‘knowledge colonialism’ that exists in the world today, Northern (especially American and British) academic publishing houses have become so prevailing that generations of journalism students in English-speaking African countries have become entrapped in the Northern ‘way of doing things’. In the field of communication studies, this is perhaps best exemplified by the way in which introductory American textbooks on journalism have become not only the major, but more often than not, the sole published source for journalism students in Africa, as well as in the way journals tend to consist of Northern editorial board members, even though the research area is Africa. This situation is discussed against the background of the curtailment on the free flow of information in Africa on the one hand, and the Northern knowledge hegemony on the other. A North–South and South–South publishing model is suggested.
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Recruitment of African Americans and Asian Americans With Late-Life Depression and Mild Cognitive Impairment - Bistricky, Steven L.; Mackin, R. Scott; Chu, Joyce; Areán, Patricia A. (The American Journal of Geriatric Psychiatry, 2010)
Objective The purpose of this study was to compare the relative effectiveness of several different strategies for recruiting elderly Asians, African Americans, and whites to participate in mental health research. Participants A total of 35 African American, 24 Asian American, and 215 white participants were phone screened for potential enrollment into a University of California, San Francisco, Department of Psychiatry treatment outcome study for older adults (aged 60 years and older) with major depression and mild cognitive impairment. Design The methods by which participants were recruited were recorded, coded into composite categories, and statistically analyzed to determine whether certain recruitment strategies were disproportionately effective for recruiting participants from the three racial groups. Results Fisher's exact test analyses revealed that Asians and African Americans were significantly less likely than whites to be recruited through mental health-based methods, and African Americans were significantly more likely than whites and Asians to be recruited through referrals rather than solicitations. Logistic regression, which controlled for potential confounds, largely supported these findings. Conclusions Findings suggest that the recruitment of elderly African or Asian Americans into mental health treatment outcome research can be facilitated by a flexible consumer-oriented strategy that integrates multiple recruitment methods. Establishing study credibility through nonmental health media and professional referral sources may be especially effective in engaging the participation of elderly Asian Americans; and cultivating ongoing relationships with key gatekeepers, who can observe benefits to the community, may be particularly effective in recruiting elderly African Americans. The purpose of this study was to compare the relative effectiveness of several different strategies for recruiting elderly Asians, African Americans, and whites to participate in mental health research. A total of 35 African American, 24 Asian American, and 215 white participants were phone screened for potential enrollment into a University of California, San Francisco, Department of Psychiatry treatment outcome study for older adults (aged 60 years and older) with major depression and mild cognitive impairment. The methods by which participants were recruited were recorded, coded into composite categories, and statistically analyzed to determine whether certain recruitment strategies were disproportionately effective for recruiting participants from the three racial groups. Fisher's exact test analyses revealed that Asians and African Americans were significantly less likely than whites to be recruited through mental health-based methods, and African Americans were significantly more likely than whites and Asians to be recruited through referrals rather than solicitations. Logistic regression, which controlled for potential confounds, largely supported these findings. Findings suggest that the recruitment of elderly African or Asian Americans into mental health treatment outcome research can be facilitated by a flexible consumer-oriented strategy that integrates multiple recruitment methods. Establishing study credibility through nonmental health media and professional referral sources may be especially effective in engaging the participation of elderly Asian Americans; and cultivating ongoing relationships with key gatekeepers, who can observe benefits to the community, may be particularly effective in recruiting elderly African Americans.
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Dissertation: Remarkable disruptions: Dialogues on teaching and learning through drama in Northern Uganda - Cordileone, Amy (2010)
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Seroprevalence of Helicobacter pylori infection among students of a Nigerian University - Dávid, I.; Ihiabe, Hope A (Asian Pacific Journal of Tropical Medicine, 2010)
To investigate the seroprevalence of Helicobacter pylori (H. pylori) infection among the undergraduate students of Nasarawa state University, Keffi, Nigeria. A total of 200 serum samples were collected from undergraduate students of Nasarawa State University, Keffi, and 100 μL of each serum was aseptically transferred to the specimen well of an H. pylori antigen kit (Clinotech USA). The 2 distinctive red lines apearing in the control and test regions of the kit after 10 minufes indicated positive reaction. Of the 200 students sampled, 108 (54%) were seropositive. Analysis of seroprevalence of H. pylori revealed the correlation between infection prevalence and age. The infection prevalence was 45.5% among students aged 18-20, rose to the peak of 85.7% adults aged 31-40, dropped to 66.7% among those 41-50 years old, and continuously went down to 28.6% in the 51-year-old and above populaion. There was a statistically significant difference (using Chi-square) with respects to gender, age and type of infection (symptomatic or asymptomatic seropositive infection)(P<0.05). Community Health Personnel should be aware of this microorganism as a potential cause of illness in children. Furthermore, the mode of transmission and possible means of controlling the bacterial infection among students or a community is of public health concern and requires further study.
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Entrepreneurship Training Programmes Of Opportunities Industrialisation Centre - Ghana, Accra Centre - Djietror, B.B.K. (2010)
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Advocating Service Learning for Developing Citizenship in University Students in South Africa - Dorasamy, Nirmala; Pillay, Soma (Industry and Higher Education, 2010)
An effective and efficient public sector is largely dependent on employees who accept the responsibility for providing high-quality public services. It can be argued that public management students, as future employees in the public sector, need to be educated for responsible citizenship. Higher education institutions in South Africa are expected to promote social and economic development, and service learning can serve as a catalyst for developing responsible citizenship among public management students. This article investigates how service learning, as an experiential form of learning which has its roots in community service, meets community needs, enhances teaching and learning and contributes towards responsible citizenship. The extent to which service learning in public management as a discipline has been adopted by universities of technology in South Africa is also explored. It is argued that while public management students are expected to engage in experiential learning in the public sector, community-based learning should be included as a compulsory component of experiential learning. The authors suggest that service learning can make a significant contribution to socially responsible citizenship, an important value underpinning any public servant.
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Noise-induced hearing loss prevention in the South African mining industry - Edwards, Anita (2010)
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Measuring efficiency of Tunisian schools in the presence of quasi-fixed inputs: A bootstrap data envelopment analysis approach - Essid, Hédi; Ouellette, Pierre; Vigeant, Stéphane (Economics of Education Review, 2010)
The objective of this paper is to measure the efficiency of high schools in Tunisia. We use a statistical data envelopment analysis (DEA)-bootstrap approach with quasi-fixed inputs to estimate the precision of our measure. To do so, we developed a statistical model serving as the foundation of the data generation process (DGP). The DGP is constructed such that we can implement both smooth homogeneous and heterogeneous bootstrap methods. Bootstrap simulations were used to estimate and correct the bias, and to construct confidence intervals for the efficiency measures. The simulation results show that the efficiency measures are subject to sampling variations. The adjusted measure reveals that high schools with residence services would have to give up less than 12.1% of their resources on average to be efficient.
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Understanding developing country stances on post-2012 climate change negotiations: Comparative analysis of Brazil, China, India, Mexico, and South Africa - Fang, Rong (Energy Policy, 2010)
An essential issue in future climate negotiations is how to bring developing countries on board. This paper proposes and applies the two-level interest-based model to analyze the factors that affect the likely stances of the “Plus Five” countries (Brazil, China, India, Mexico, and South Africa) on international climate negotiations. This study finds mitigation capability to be a crucial factor which consists of at least such sub-factors as per capita income, energy endowment, and economic structure, while ecological vulnerability does not seem to play an important role which includes reductions in agricultural outputs, sea-level rise, climate-related natural disasters, and others. The paper proposes six options in an ascending order of stringency that the Plus Five are likely to adopt. The paper suggests that the “Basic Four” (the Plus Five excluding Mexico), particularly China and India, are less likely to adopt a voluntary commitment to an emissions cap on the national economy in the near future than Mexico, which has the highest mitigation capability among all five. The Basic Four are likely to adopt more stringent climate polices with increasing mitigation capabilities, suggesting the importance of effective international financial and technology transfer mechanisms and further tighten emission reduction targets from developed countries.
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An Application of Multivariate Analysis in Modeling Students Placement in Nigerian Higher Institutions - Gambo (Journal of mathematics and statistics, 2010)
Problem statement: Students' placement into courses of study in most (if not all) tertiary institutions in Nigeria had long been a problematic exercise.Most students get placed into courses of study they are ill suited to and then for which they are ill prepared.Approach: This research focused on the polytechnic, taking the newest federal polytechnic as a case study, that is, Federal Polytechnic Damaturu.The research tries to design a predictive model for the purpose of placing incoming students from the Pre-National Diploma (Pre-ND) programme, into courses of study based on the students' performance at the Pre-ND level.The classification model sought to assign a student into a course of study, through the analysis of subjects scores at the Pre-ND level.Results: Discriminate analysis technique was applied and results obtained indicated different subjects in the different courses as the strongest contributors for the placement of students into different courses of study.The science courses have similar subjects as strong contributors, while the management courses share the same subjects mix as contributors to a student's placement into a course.Conclusion: The natures of the models constitute discriminate factors and the potential for its improvement in future are also discussed in the research.
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Governing Chronic Poverty under Inclusive Liberalism: The Case of the Northern Uganda Social Action Fund - Golooba-Mutebi, Frederick; Hickey, Sam (Journal of development studies, 2010)
The paradigm of 'inclusive neoliberalism' that currently characterises international development places a particular emphasis on community-based responses to the often structural problems of poverty and exclusion. Such approaches have become increasingly controversial: celebrated by optimists as the most empowering way forward for marginal citizens on the one hand, and derided as an abrogation of responsibility by development trustees by sceptics on the other. Uganda provides a particularly interesting context to explore these debates, not least because it has become a standard bearer for inclusive neoliberalism at the same time that regional inequalities within it have become increasingly apparent. Our investigation of the flagship response to deep impoverishment in its northern region, the World Bank-funded Northern Uganda Social Action Fund, offers greater support to the sceptics, not least because of the ways in which the more pernicious tendencies within inclusive neoliberalism have converged with the contemporary politics of development in Uganda.
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How African American pastors learn the role of ministry - Harrison, William Timothy (2010)
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Interjournalistic discourse about African Americans in television news coverage of Hurricane Katrina - Johnson, Kirk A.; Sonnett, John; Dolan, Mark K.; Reppen, Randi; Johnson, Laura R. (Discourse & Communication, 2010)
This article examines how on-air conversations between journalists indicate how US television coverage of a race-related crisis can reflect racial ideology. Using critical discourse analysis, we examined interjournalistic discourse about African Americans in national network and cable news programs that aired after Hurricane Katrina reached New Orleans. While we expected conversational semantic items from conservative Fox News to reflect racial ideology, we also found such discursive elements from politically moderate and progressive news organizations such as CBS, CNN, and MSNBC. These findings are consistent with Anxiety Uncertainty Management theory, which predicts that exposure to stressors in unfamiliar settings causes individuals to think in ethnocentric, dichotomous, stereotypical ways. Our research underscores the impact of white privilege on language, communication, and news production, and the need for cultural competence training to enhance journalists’ ability to discuss racial matters with ease.
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Antimicrobial susceptibility profile of community acquired and nosocomial isolates of Escherichia coli from clinical blood culture specimens at a Nigerian university teaching hospital - Jombo, Gta; Akpan, S. S.; Epoke, J; Akaa, P. Denen; Eyong, Komomo; An, Gyuse (Asian Pacific Journal of Tropical Medicine, 2010)
To ascertain the antibiotic susceptibility patterns of Escherichia coli recovered from blood culture specimens in Calabar, Nigeria. The study was retrospective in nature and was carried out at University of Calabar Teaching Hospital (UCTH) Calabar. Data generated from blood culture specimens over a five year period (Feb. 2004-Feb. 2009) was compiled, relevant information such as age, sex, organism recovered and antibiotic susceptibility patterns were obtained from patients records. Samples were collected, transported, stored and processed using standard laboratory procedures. Data obtained was analysed using Epi Info 6 statistical software. Escherichia coli was responsible for 15.3% (31/203) of the blood infections being the third most common microorganism encountered. The community acquired (CA) isolates of the organism were significantly less resistant (P<0.05), compared to the nosocomial (NC) isolates against ampicillin, cloxacillin, amoxicillin, tetracycline, co-trimoxazole, chloramphenicol and erythromycin. The sensitivity of both the NC and CA isolates of Escherichia coli to amikacin, augmentin, ofloxacin, ciprofloxacin, ceftazidime, cefuroxime, ceftriaxone and rifampicin was generally high (80-100%) with no significant difference (P>0.05). Majority (>95.0%) of the NC isolates of Escherichia coli were resistant to six of the antibiotics tested. Control mechanisms for hospital acquired infections should be stepped up so as to limit the spread of the highly resistant bacterial strains. Also the sale and consumption of antibiotics by the public need to be regulated.
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A qualitative study exploring the experience of moving out of the family home for African Caribbean people with learning disabilities - Jones, Holly Luisa (2010)
The way in which people with learning disabilities experience the move out of the family home has not been extensively researched. This is surprising given the fact that Clinical Psychologists who work with people with learning disabilities are often asked to support service users, families and staff around the time of residential transition. The paucity of research is especially evident among people with learning disabilities from minority ethnic communities. The aim of this study was to explore the experience of moving out of the family home for African Caribbean people with learning disabilities. This ethnic group appear to be overrepresented in residential services and are at greater risk of being diagnosed with mental health problems than other ethnic groups. Six African Caribbean people with learning disabilities who had moved out of the family home were interviewed about their experiences of residential transition. The data collected from these semi-structured interviews were then analysed using Interpretative Phenomenological Analysis (Smith, 2004). Both an individual and group analysis was carried out in order to ensure that individual voices were heard. The group analysis produced three superordinate themes. The first, ‘struggle’, described participants striving for empowerment and autonomy whilst feeling frustrated by their dependency and powerlessness. The second, ‘connectedness’, described participants’ repeated experiences of loss and rejection and their desire to form close relationships and belong to a wider community. Finally the third, ‘appraisal with emotion’, described participants’ anxieties regarding residential transitions in terms of their perceived vulnerability and limited resources as well as a sense of hope about the future. Despite its small sample size, this study offers an insight into the experiences of a hugely under researched population. The findings can also be used to inform the clinical practice of professionals who work with such service users.
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Democratic school leadership reforms in Kenya: cultural and historical challenges - Jwan, Julius O.; Anderson, Lesley; Bennett, Nigel (Journal of Educational Administration and History, 2010)
In this article we discuss students’, teachers’ and school principals’ perceptions of democratic school leadership reforms in Kenya. The article is based on a study that was conducted in two phases. In phase one (conducted between September and December 2007), interviews were undertaken with 12 school principals in which understandings of democratic school leadership were explored. These data were then used to develop a rationale for selecting the case schools. The second phase (conducted between January and April 2008) was an in‐depth case study of two schools. The findings reveal that school principals have made efforts to inculcate democratic school leadership by involving teachers in decision making on school matters. The principals also allow students to participate in matters such as election of prefects and holding class and house meetings. However, most teachers and principals do not support what they referred to as ‘full democracy’ for students and instead prefer what they called ‘partial democracy’ based on historical and cultural factors.
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Influences on the academic capability of the mentally retarded in inclusive primary schools. a case of Mathira east zone, Mathira east district, Kenya - Kahuthu, Annah Nyaruai (2010)
A research report submitted to the Institute of Open and Distance Learning in partial fulfillment of the requirements for the award of Bachelor of Education in Special Needs of Kampala International University
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Universal Primary Education at Crossroads in Developing Countries : Evidence from Uganda - Kemeza, Imelda; Kazooba, Charles Tushabomwe; Ikiriza, Fredah (Asian Journal of African Studies, 2010)
Drastic enrolment, a product of accessing and promoting equity education poses challenges to achieving the Millennium Development Goal of achieving universal primary education. Generally, literature on high enrolment and its impact on headteachers’ efficiency to plan school activities appear scanty in sub-Saharan African countries. The aim of this study therefore was to assess the impact of Universal Primary Education enrolment and how it affects headteachers’ efficiency in planning school activities. Using knowledge, opinions and views from 120 respondents on planning for enrolment from 20 primary schools the results show effects of enrolment for school activities. The respondents, however, had divergent opinions and views on headteachers’ efficiency to plan school activities. On the overall high enrolment has to a greater extent affected planning of school activities. The study recommends that headteachers should make evaluation reports on planning challenges for joint discussion and designing of appropriate strategies to deal with increased enrolment.
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Environment and academic performance of physically handicapped learners in regular schools of Ololmasani dvision, Transmara east district Kenya. - Koech, Paul Kipkiruy (2010)
A Research Report Submitted To The Institute Of Open And Distance Learning In Partial Fulfillment The Requirements For The Award Of The Bachelor Of Degree In Primary Education (SNE) Of Kampala International University.
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Pharmacological Activation ofI_KrImpairs Conduction in Guinea Pig Hearts - Larsen, Allan; Olesen, Søren‐Peter; Grunnet, Morten; Poelzing, Steven (Journal of Cardiovascular Electrophysiology, 2010)
Activation of I Kr Impairs Conduction. Introduction : The hERG (Kv11.1) potassium channel underlies cardiac I Kr and is important for cardiac repolarization. Recently, hERG agonists have emerged as potential antiarrhythmic drugs. As modulation of outward potassium currents has been suggested to modulate cardiac conduction, we tested the hypothesis that pharmacological activation of I Kr results in impaired cardiac conduction. Methods and Results: Cardiac conduction was assessed in Langendorff‐perfused guinea pig hearts. Application of the hERG agonist NS3623 (10 μM) prolonged the QRS rate dependently. A significant prolongation (16 ± 6%) was observed at short basic cycle length (BCL 90 ms) but not at longer cycle lengths (BCL 250 ms). The effect could be reversed by the I Kr blocker E4031 (1 μM). While partial I Na inhibition with flecainide (1 μM) alone prolonged the QRS (34 ± 3%, BCL 250 ms), the QRS was further prolonged by 19 ± 2% when NS3623 was added in the presence of flecainide. These data suggest that the effect of NS3623 was dependent on sodium channel availability. Surprisingly, in the presence of the voltage sensitive dye di‐4‐ANEPPS a similar potentiation of the effect of NS3623 was observed. With di‐4‐ANEPPS, NS3623 prolonged the QRS significantly (26 ± 4%, BCL 250 ms) compared to control with a corresponding decrease in conduction velocity. Conclusion : Pharmacological activation of I Kr by the hERG agonist NS3623 impairs cardiac conduction. The effect is dependent on sodium channel availability. These findings suggest a role for I Kr in modulating cardiac conduction and may have implications for the use of hERG agonists as antiarrhythmic drugs. (J Cardiovasc Electrophysiol, Vol. 21, pp. 923‐929, August 2010)
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Access to basic education in Ghana: politics, policies and progress - Little, Angela W. (2010)
This monograph examines the history and politics of educational reform in Ghana, focusing on the issue of access to basic education in the post-colonial period. The monograph employs data from a series of interviews conducted with senior policy-makers, implementers and researchers, as well as drawing on documentary sources, to explore the drivers and inhibitors of change at the political, bureaucratic and grass-roots levels. It describes the patterns of change in relation to enrolment and outlines the key policies adopted through from the British colonial administration to the various independent regimes, authoritarian and democratic. Progress in universalising access has been substantial and basic education indicators in Ghana, both in early post-colonial times and today, stand out positively when compared to most countries in sub-Saharan Africa. The study explores the nature of the domestic political and administrative machinery which has enabled comparative success in enrolment growth in Ghana, attending also to the importance of political will as well as to shifting patterns of international and donor influence. The study draws out key tensions in education policy making, including tensions between the goals of access, equity, quality and relevance; those between academic and vocational orientations; those between elite and popular interests and those between political and technical imperatives. The processes of reform begun by the Kwapong and Dzobo committees and continued through to the fCUBE policy are examined in detail and the underlying aims and objectives of these processes are shown to share a number of common although sometimes mutually conflicting features. Interview data allow a nuanced interpretation of both impetus and resistance to policy formulation and implementation. The reforms of 1987 are shown to be critical in the development of the universal basic education policies that emerged subsequently and those later policies are considered partly as responses to unrealised objectives from 1987. Following the restoration of democratic government in Ghana, the establishment of a constitutional commitment to universal basic education in 1992 provided a lasting and binding responsibility for the state, which was followed by a comprehensive policy in fCUBE. Subsequently education policy has played an important role in political manifesto pledges. The monograph concludes by considering the election pledges of the 2008 Ghana Government, their provenance and initial indications of their implementation and finally summarises its findings on progress and on the importance of policy, regime, political will, and the drivers and inhibitors of reform implementation in relation to the pursuit of basic education for all in historical perspective.
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Access to Basic Education in Ghana: Politics, Policies and Progress. CREATE Pathways to Access. Research Monograph No. 42. - Little, Angela W. (2010)
openalex: W228960054 mag: 228960054
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Effects of untrained teachers on the academic performance of learners in ECDE centers within Uasin Gishu district, Kenya - Lwalaman, Kennedy (2010)
A research report submitted to the Institute of Open and Distance Learning in partial fulfillment of the requirement for the Award of the Bachelor of education in early childhood and primary education of Kampala International University
openalex: W3083282048 mag: 3083282048
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Adapting urban areas in Africa to climate change: the case of Kampala - Lwasa, Shuaib (Current Opinion in Environmental Sustainability, 2010)
Climate change has added a new layer to the existing challenges in Africa that adaptation is high on the development agenda. Adaptation is necessary to build resilience of cities’ response to climate change. Inland, coastal and mountainous cities face different climate risks ranging from storm surges, droughts, excessive rainfall, heat waves and cold waves. The impacts also range from flooding, storm surges, water scarcity and landslides. The urgency of climate change adaptation promises to revitalize practice in urban development around which innovations in planning, institutional readiness and community resilience are crucial to successful adaptation. Being an inland city, Kampala experiences increased frequency of floods with associated impacts on health, infrastructure and human settlements. Building on early and scalable adaptation measures is paramount to enable communities, institutions, urban authorities and different actors become climate ready while addressing the inherent challenges. In Kampala, community adaptation offers lessons but the requirement for scaling up needs urgent attention by city authorities and government for widespread adaptation.
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Big Gaps, Small Gaps: Some Colleges and Universities Do Better than Others in Graduating African-American Students. College Results Online. - Lynch, Mamie; Engle, Jennifer (2010)
openalex: W1488280524 mag: 1488280524
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Brighter Smiles Africa–translation of a Canadian community-based health-promoting school program to Uganda. - Macnab, A. J.; Radziminski, N; Budden, H.; Kasangaki, Arabat; Zavuga, Robert; Gagnon, FA; Mbabali, Muhammad (PubMed, 2010)
PROJECT GOAL: To adapt a successful Canadian health-promoting school initiative to a Ugandan context through international partnership.Rural children face many health challenges worldwide; health professionals in training understand these better through community-based learning. Aboriginal leaders in a Canadian First-Nations community identified poor oral health as a child health issue with major long-term societal impact and intervened successfully with university partners through a school-based program called "Brighter Smiles". Makerere University, Kampala, Uganda (MUK) sought to implement this delivery model for both the benefit of communities and the dental students.MUK identified rural communities where hospitals could provide dental students with community-based learning and recruited four local schools. A joint Ugandan and Canadian team of both trainees and faculty planned the program, obtained ethics consent and baseline data, initiated the Brighter Smiles intervention model (daily at-school tooth-brushing; in-class education), and recruited a cohort to receive additional bi-annual topical fluoride. Hurdles included: challenging international communication and planning due to inconsistent internet connections; discrepancies between Canadian and developing world concepts of research ethics and informed consent; complex dynamics for community engagement and steep learning curve for accurate data collection; an itinerant population at one school; and difficulties coordinating Canadian and Ugandan university schedules.Four health-promoting schools were established; teachers, children, and families were engaged in the initiative; community-based learning was adopted for the university students; quarterly team education/evaluation/service delivery visits to schools were initiated; oral health improved, and new knowledge and practices were evident; an effective international partnership was formed providing global health education, research and health care delivery.
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Principals' literacy in information and communication technology (ICT) : towards improving secondary school performance in Kenya - Makhanu, Evelyn Sikhoya (2010)
openalex: W128372658 mag: 128372658
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Challenges of implementation of open space office layout strategy by Teachers Service Commission of Kenya - Makokha, Catherine N (2010)
openalex: W2276295914 mag: 2276295914
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Dental caries in adolescents from public schools in Maputo, Mozambique - Mapengo, Marta Artemisa Abel; Marsicano, Juliane Avansini; Moura, Patrícia Garcia de; Sales-Peres, Arsênio; Hobdell, Martin; Sales-Peres, Sílvia Helena de Carvalho (International Dental Journal, 2010)
Aim: To assess dental caries prevalence in adolescents at urban and sub-urban areas of Maputo-City, Mozambique and to identify its relationship with dental fluorosis, dental plaque, nutritional status, frequency of sugar consumption and the concentration of fluoride in public water supply. Methods: Subjects (n=601) were randomly selected from five urban schools and five sub-urban schools. Clinical examinations were performed under standardised conditions by a trained examiner using DMFT index, SiC index, fluorosis index, PHP, BMI, a sugar consumption questionnaire and water supply analysis. The bivariate analysis and Pearson correlation was used (p<0,05). Results: The mean (DMFT) was 0.9 (±1.65 SD). Children in urban schools showed less dental caries (0.8±1.49SD) than children in sub-urban schools (1.1±1.80SD, p=0.03). Only 8.15% had very mild to moderate fluorosis but most presented poor oral hygiene. Cases of malnutrition were found in more sub-urban schools (n = 109; 36.22%) than in urban schools (n = 66; 22.00%) (p=0.03). The frequency of sugar consumption was higher among urban children compared to suburban schools (p <0.00). The level of fluoride in water consumption in urban schools was 0.4 ppmF, above the level of fluoride in sub-urban schools, 0.2 ppmF. Conclusion: Dental caries should not be considered a major oral health problem in Maputo at the moment. However the data suggest the implementation of a population strategy to reduce dental caries rates, in children of both urban and sub-urban areas, in Maputo.
openalex: W1941395969 mag: 1941395969
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A multi-level model of condom use among male and female upper primary school students in Nyanza, Kenya - Maticka‐Tyndale, Eleanor; Tenkorang, Eric Y. (Social Science & Medicine, 2010)
Although several studies have emphasized the relevance of community level variables to AIDS prevention among young people in sub-Saharan Africa, few have tested the empirical connections between such variables and sexual behaviors. Using data from 3645 sexually experienced grade 6 and 7 students from 160 schools, modeled on Fisher and Fisher's information-motivation-behavioral skills (IMB) model (2000, 1993) and Campbell's identification of community influences (2003), this study applies hierarchical linear models to estimate the effects of individual and community level variables on condom use among youth in Nyanza Province, Kenya. Four separate models were fit for both males and females. Results show significant differences across schools and communities regarding condom use. The predictors of reported condom use at last intercourse for both males and females were ethnicity, pressure to engage in sexual intercourse, and condom self efficacy. While age, religion, rejecting myths about the spread of HIV, and talking to male relatives about HIV/AIDS were all positively related to condom use for males, risk perception, socio-economic status of the school and school sponsorship by a religious group were negatively related to the outcome variable. For females, abstinence self efficacy and HIV prevention programming in community festivals were additional significant predictors, both increasing the odds of condom use. Our results suggest that there are marked differences in factors influencing reported condom use among males and females in Nyanza, Kenya. While some of these factors exist at the individual level, others exist at the school/community level. Based on our findings, we recommend that AIDS prevention interventions take account not only of individual-level factors, but also school/community influences on the sexual behaviors of youth.
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Association of the ENPP1 rs997509 polymorphism with obesity in South African mixed ancestry learners. - Matsha, Tandi E.; Fanampe, Biotumelo L; Yako, Yandiswa Y; Hassan, Shafick M; Hoffmann, Monika; Merwe, Lize van der; Erasmus, R T (PubMed, 2010)
The Ectonucleotide Pyrophosphatase Phosphodiesterasel (ENPP1) polymorphisms have been associated with metabolic traits. There is no data on the effect of ENPP1 in South African children or adults.To investigate the role of K121Q (rs1044498), rs997509 and rs9402349 in obesity and other components of the metabolic syndrome.A case-control study.Sixty four obese and 64 lean mixed ancestry learners.Western Cape, South Africa.The ENPP1 rs997509T allele is independently associated with obesity in children of mixed ancestry from South Africa.The T allele frequency of the rs997509 differed significantly between obese and controls, p=0.0100 and increased the risk of being obese, p = 0.0238. Furthermore, the estimated effect of the T allele was an increase of 8.6 cm in waist circumference, 10.2 kg in weight and a corresponding 4.9 kg/m2 in BMI. Individuals carrying both the 121Q and the T allele of rs997509 were more associated with obesity (odds ratio = 3.85, 95% CI: 1.13 to 13.09) whilst those carrying the C allele of rs997509 in the presence of 121Q were likely to be lean with odds ratio of obesity 0.41 (95% CI: 0.19 to 0.87).Our findings suggest that ENPP1 polymorphisms may contribute to different metabolic characteristics, all of which are associated with insulin resistance in mixed ancestry children of South Africa. However, a larger study is required to confirm findings of this study.
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African Americans and boys: Understanding the literacy gap, tracing academic trajectories, and evaluating the role of learning-related skills. - Matthews, Jamaal S.; Kizzie, Karmen; Rowley, Stephanie J.; Cortina, Kai S. (Journal of Educational Psychology, 2010)
In this study, the authors examined the racial and gender gap in the academic development of African American and White children from kindergarten to 5th grade. Their main goal was to determine the extent to which social and behavioral factors, including learning-related skills, problem behaviors, and interpersonal skills, explain these gaps and shed light on the academic difficulties specifically experienced by African American boys. The authors utilized the Early Childhood Longitudinal Study-Kindergarten Cohort (ECLS-K) sample and applied growth curve modeling. Learning-related skills explained the literacy development of African American boys over and above the effects of problem behaviors, socioeconomic status, and home literacy environment. Results suggest that emphasis placed on the behavior problems and the social risk factors associated with African American boys needs to be refocused and should be accompanied by increased efforts to improve learning-related skills in the classroom context and beyond.
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CLAPPING WITH ONE HAND: AFFIRMATIVE ACTION and HIGHER EDUCATION: AN INTERSECTIONAL ANALYSIS: A Case form Ethiopia - Mersha, Azeb Assefa (2010)
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Site-Response Characteristics Evaluated from Strong Motion Records of the 2003 Boumerdes, Algeria, Earthquake - Meslem, Abdelghani; Yamazaki, Fumio; Maruyama, Yoshihiro; Benouar, Djillali; Laouami, Nasser; Benkaci, Nassima (Earthquake Spectra, 2010)
Site response characteristics at seismic stations were investigated using horizontal-to-vertical (H/V) spectral ratios calculated from a seismic-motion dataset of the 2003 Boumerdes earthquake, and transfer functions were evaluated from soil profile data. Although high peak ground acceleration (PGA) values were recorded at some sites, the nonlinear effect at these stations was not clear. The H/V spectral ratios calculated from weak and strong motion events did not show a clear difference in the predominant period and amplitudes, and the shapes of the H/V ratios were flat for some stations. These observations are characteristic of the presence of firm to hard layers under the stations; however, one station was located on Quaternary deposits showed a remarkable amplification at the predominant period and a high PGA value.
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The Gregory Rift Valley and Neogene-Recent Volcanoes of Northern Tanzania - Mitchell, Ross N. (Mineralogical Magazine, 2010)
This book is concerned essentially with the volcanoes of the Gregory Rift valley, the southern-most extension of the East Africa Rift system where rifting impinges onto the Tanzanian craton. The volcanism in this region has a distinctly different flavour to that occurring along the more northern parts of this rift, and is characterized by some extremely peralkaline rocks, and includes the unique natrocarbonatite lavas of Oldoinyo Lengai. The book provides some interesting historical notes regarding the geological investigation of the area and the initial recognition of the rift system by Suess. Although the bulk of the memoir consists of descriptions of individual volcanic centres and their petrogenesis, Dawson provides useful reviews of the structure and tectonics of the area including the rift-related sedimentary basins; the latter include the well-known Olduvai Basin and the Laetoli Beds. Barry Dawson has been involved in geological and petrological studies of the Gregory Rift valley for fifty years and this volume …
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Widening access to lifelong learning for adults in Ethiopia: opportunities with recognition of prior learning - Molla, Tebeje (Widening participation and lifelong learning, 2010)
Socio-economic implication of the lifelong learning for all agenda is enormous. The very idea of lifelong learning frees learning from time and space constraints. It advocates learning to be an activity of a lifetime both within and without the formal education system. The assumption is that lifelong and life-wide learning will promote competitiveness, creativity, employability and social cohesion. Taking it in the context of developing countries such as Ethiopia, lifelong learning as an educational organising principle may play a vital role in supporting efforts to eradicate illiteracy and reduce poverty. Recently, Ethiopia has introduced the third phase of their education sector development programme, which underscores the importance of adult education, and a national strategy for adult education. This paper analyses the two documents to understand the extent to which non-formal and formal education are linked, and thereby to highlight the significance of institutionalising the recognition of prior learning (RPL) to promote lifelong learning for adults and working population.
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A Model for Teaching Qur'anic Texts in Nigerian Post-Primary Schools - Musa, Indri; Adegoke, K.A. (2010)
openalex: W3006477500 mag: 3006477500
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The All-Inclusive Holiday Concept at the Kenyan coast - Mutisya, Mary M. (2010)
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Impact of land cover changes on the South African climate - Ngwana, T. I.; Demory, Marie‐Estelle; Vidale, Pier Luigi; Plant, Raymond; Mbedzi, M. P. (IOP Conference Series: Earth and Environmental Science, 2010)
The Joint UK Land Environmental Simulator (JULES) was run offline to investigate the sensitivity of land surface type changes over South Africa. Sensitivity tests were made in idealised experiments where the actual land surface cover is replaced by a single homogeneous surface type. The vegetation surface types on which some of the experiments were made are static. Experimental tests were evaluated against the control. The model results show among others that the change of the surface cover results in changes of other variables such as soil moisture, albedo, net radiation and etc. These changes are also visible in the spin up process. The model shows different surfaces spinning up at different cycles. Because JULES is the land surface model of Unified Model, the results could be more physically meaningful if it is coupled to the Unified Model.
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Delaying sexual debut amongst out-of-school youth in rural southwest Uganda - Nobelius, Ann-Maree; Kalina, Bessie; Pool, Robert; Whitworth, James; Chesters, Janice Evelyn; Power, Robert (Culture, Health & Sexuality, 2010)
Abstract This paper focuses on ‘sexual debut’ among out-of-school youth in Masaka District, Uganda, factors influencing its timing and assistance young people feel they need to delay sexual initiation. Data were drawn from a sexual health needs assessment using applied anthropological techniques with young people aged 13–19 years. Parents, guardians and community leaders were also consulted. All participants felt that young people begin their sexual lives too early. Young men feel under pressure from friends and older men to prove their masculinity. Most delay further activity after debut and want assistance to resist the pressure. Young women's debut after physical maturation prompts ‘pestering’ for sex from boys and men who offer gifts. After debut, young women remain sexually active but believe younger women need assistance to resist pressure. Programmes are needed to help young people achieve these goals. Structurally, the community needs to develop means of preventing men from pestering young women for sex and of redeveloping both the social role and pathway to marriage for young women who are marrying later than is traditional. Cet article a pour centre d'intérêt les ‘débuts sexuels' chez les jeunes non scolarisés dans le District de Masaka, en Ouganda, les facteurs qui influencent le moment de leurs premières manifestations, et l'aide dont les jeunes disent avoir besoin pour retarder leur initiation sexuelle. Les données proviennent d'une évaluation des besoins en santé sexuelle, conduite à l'aide de techniques anthropologiques appliquées avec des jeunes âgés de 13 à 19 ans. Des parents, des tuteurs et des leaders communautaires ont également été consultés. Tous les participants ont déclaré que les jeunes commencent leur vie sexuelle trop précocement. Les jeunes hommes disent subir la pression de leurs amis et des hommes plus âgés pour prouver leur masculinité. Après leurs «débuts», la plupart d'entre eux repoussent leurs activités sexuelles à plus tard, et veulent de l'aide pour pouvoir résister à cette pression. Les «débuts» des jeunes femmes, après leur maturation physique, suscitent un «harcèlement sexuel» de la part des garçons et des hommes qui offrent des cadeaux. Après leurs «débuts», les jeunes femmes restent sexuellement actives mais elles sont convaincues que les femmes plus jeunes qu'elles ont besoin d'aide pour résister à la pression. Il est nécessaire de développer des programmes pour aider les jeunes à atteindre ces objectifs. Au plan structurel, la communauté doit développer des moyens pour prévenir le harcèlement sexuel des jeunes femmes et redéfinir à la fois le rôle social du mariage et la voie qui y conduit, pour les jeunes femmes qui se marient plus tard que traditionnellement. Este artículo trata sobre el ‘debut sexual' de jóvenes que han terminado el colegio en el distrito de Masaka en Uganda, los diferentes factores que influyen en el momento, y la ayuda que los jóvenes dicen que necesitan para retrasar la iniciación sexual. Se recogieron datos de una valoración de las necesidades en materia sexual usando técnicas antropológicas aplicadas con jóvenes con edades comprendidas entre los 13 y los 19 años. También se consultó a padres, tutores y líderes de la comunidad. Todos los participantes opinaban que los jóvenes comienzan a tener relaciones sexuales demasiado pronto. Los hombres jóvenes se sentían presionados por amigos y hombres más mayores por demostrar su masculinidad. Después de su primera relación, la mayoría retrasan las actividades sexuales adicionales y dicen que necesitan ayuda para resistirse a la presión de otros. Las mujeres jóvenes que habían madurado físicamente eran molestadas tras su debut sexual por chicos y hombres que les ofrecían regalos. Tras el debut, las mujeres continuaban sexualmente activas pero pensaban que las chicas jóvenes necesitaban ayuda para resistirse a la presión social. Es necesario crear programas para ayudar a los jóvenes a lograr estos objetivos. Desde una perspectiva estructural, la comunidad debería desarrollar medios para evitar que los hombres molesten a las jóvenes por razones de sexo y se deberían volver a analizar el papel social y las vías hacia el matrimonio para mujeres jóvenes que se casan más tarde de lo que es tradicional. Keywords: young peoplesexual behavioursexual debutUganda Acknowledgements Jack Caldwell and Bob Douglas of the Australian National University assisted in funding the fieldwork. Stella Nyanzi and Catherine Kibirige assisted in translation. Notes 1. The term sexual debut, also know as first sex, first intercourse, sexual initiation, first intercourse and coitarche in the literature, is the term used by the collaborating epidemiological programme in this study and will therefore be used here for consistency. 2. Though not always defined, in most cited studies, ‘early’ debut is defined as having taken place ‘under 16 years’. This study allows participants to define ‘early’ debut for themselves. 3. As a member of the Bantu language-group, ganda is the stem to which prefixes denoting the qualities of the noun are added, kiganda refers to cultural things, luganda is the language, muganda means one ‘ganda’ person and baganda is its plural meaning ‘ganda’ people. 4. Ssenga are paternal aunts responsible for children's, particularly girls, sex education and preparation for marriage. 5. In-school female youth from the study area liken getting male suitors to part with money to ‘pulling teeth’ or ‘de-toothing’. The objective is to get as much money as possible from the potential partner as possible without having to reciprocate by allowing him to have sex.
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History education in the primary schools of Lesotho - Ntabeni, Mary Nombulelo (Education 3-13, 2010)
This study is an overview of the chequered nature of history education in Lesotho primary schools. It highlights the nineteenth century missionary-led, humble beginnings and goals of formal education, which did not change much during almost a century of British colonial rule. The thrust of the study is that Lesotho primary schools currently teach history as a concentrated component of Social Studies at Standard 6, which is illustrated with a few examples and a brief analysis of learners' work.
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Universalizing Access to Primary Education in Kenya: Myths and Realities - Nungu, Musembi (DOAJ (DOAJ: Directory of Open Access Journals), 2010)
Kenya is among the African countries that have made notable advances in the quest for Universal Primary Education (UPE). Major landmarks in this regard include free primary education, increased enrolments, and an attempt to democratize education governance through decentralized management. However, the road towards full attainment of UPE has also been marked by increasingly complex internal inefficiencies in the form of increased dropout rates, congested classrooms, shortage of teachers and basic facilities, and a policy framework that favours centralism over inclusivity. Equity concerns, with regard to gender, region, ethnicity, and socio-economic background also abound. Furthermore, overemphasis on primary education may have locked out other sectors of education from their due policy and fiscal attention. Such shortcomings compromise the ideal of UPE, namely the provision of an education that is equitable and meaningful to all—including underserved populations.
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The quality of governance and education spending in Africa - NYAMONGO, MARTIN; Schoeman, N.J. (Southern African Business Review, 2010)
1This study investigates the eff ects of the quality of governance, namely corruption, political instability and democracy, on the public budget allocation to education by using data for a panel of 28 African countries over the period 1995–2004. The estimation results show that education expenditure is aff ected by the level of corruption, with highly corrupt countries devoting a smaller share of their budgets to this vote. Political instability impacts negatively on education, but the level of democracy does not seem to have a prominent eff ect in this regard. However, International Monetary Fund programmes favour expenditure on education as part of its intended capacity-building eff ort.
openalex: W2135465610 mag: 2135465610
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Parents’ attributes and students’ academic performance in selected secondary schools in Nyamira North District. Kenya - Onkangi, Changamu Charles (2010)
A thesis presented to the School of Postgraduate Studies and Research Kampala International University Kampala, Uganda in partial fulfillment of the requirements for the Degree Master of Educational Management and Administration
openalex: W3209995239 mag: 3209995239
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Assessing Hand Hygiene Resources and Practices at a Large African Teaching Hospital - Owusu-Ofori, Alex; Jennings, Rebecca; Burgess, Jennifer; Prasad, Priya; Acheampong, Faustina; Coffin, Susan (Infection Control and Hospital Epidemiology, 2010)
Objective. To gather baseline data on hand hygiene (HH) practices in an African hospital with a newly established infection prevention and control team. Design. Cross-sectional, observational study. Setting. Komfo Anokye Teaching Hospital, a large teaching hospital in Ghana with approximately 1,000 beds. Participants. All hospital staff with patient contact were eligible for assessment of HH practices. Interventions. HH observations were conducted using a standardized data collection tool and method based on the World Health Organization's “5 Moments of Hand Hygiene.” Small-group interviews were conducted to gather additional information on perceptions of HH and barriers to its use. HH resource needs were also assessed using a standardized tool. Results. HH was attempted in 12% of the opportunities and was performed appropriately in 4% of the opportunities. Most main wards (89%) had at least 1 functional HH station. The most commonly identified barriers to HH were limited resources and lack of knowledge on appropriate times to perform HH. Conclusion. We developed and applied tools to evaluate HH resources and practices in a large African hospital. These assessments were undertaken to guide future efforts to improve HH at this hospital but can also serve as a model of the way to perform a systematic assessment at acute care hospitals in developing countries.
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Effects of poverty on the academic performance of learners in the selected primary schools of Lwebitakuli Division Sembabule District of Uganda - Pauson, Turinawe (2010)
Research report submitted to the Institute of Open and Distance Learning in partial fulfillment of the requirements for the a ward of Diploma in Education of Kampala International University
openalex: W3013264565 mag: 3013264565
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Low Emissions Development as instrument against poverty and climate change : A case study on the electricity sector of Ghana - Poederooijen, Matthijs van (2010)
openalex: W2611664767 mag: 2611664767
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Journalism education in South Africa: Shifts and dilemmas - Prinsloo, Jeanne (Communicatio, 2010)
Abstract In this article the focus falls on journalism education in relation to an agenda of social equality and justice. Its intention is to consider journalism education in relation to this purpose, and to do this it looks both at past and present journalism education programmes in South Africa. While discussing other programmes, it maintains a particular focus on Journalism and Media Studies (JMS) at Rhodes University in the Eastern Cape, as the teaching programme has stood apart from others. The intention is to be both descriptive and to pose questions about journalism education in the future – hopefully in a way that is relevant to South Africa, Brazil and other southern countries. The teaching programmes and curriculum choices are discussed in relation to the current context of higher education and the history of journalism and media studies nationally, which responded to debates emanating from northern/industrialised countries.
openalex: W2072145098 mag: 2072145098
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Pedagogical Approaches to Cooperative Education in South Africa - Rampersad, Renitha (Industry and Higher Education, 2010)
The pedagogy relevant to work-integrated learning (WIL) has formed a significant component of most educational processes and has become a necessity for the public relations industry in South Africa. Properly planned, designed and monitored programmes expose students to professional culture and workplace practice. This paper outlines the pedagogy underpinning WIL and uses a qualitative approach to reveal communication challenges experienced by students in the workplace. In addition, the paper highlights the ability of the students to reflect on their work experiences and to integrate those experiences with their academic lessons. The author concludes that students thrive on challenges in the public relations industry and that the capabilities they develop as a consequence can be used effectively to enhance their work performance.
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Caldera-forming eruptions of the Quaternary Kone Volcanic Complex, Ethiopia - Rampey, Michael L.; Oppenheimer, Clive; Pyle, David M.; Yirgu, Gezahegn (Journal of African Earth Sciences, 2010)
Quaternary volcanism in the northern Main Ethiopian Rift is characterized by rift-axis eruptive centres with complicated collapse structures. Despite their association with major explosive eruptions, few modern studies have been carried out on them. We present the results of fieldwork and laboratory analyses of one of the largest of these centres, the Kone Volcanic Complex (KVC). It consists of nested calderas, trachyte lava flows, trachyte and alkali rhyolite pyroclastic deposits, alkali rhyolite lava domes and numerous small transitional to alkali basalt lava vents and flows. The largest subsidence structure, Birenti Caldera, has a diameter of ∼11 km and an area of ∼95 km2. Post-collapse volcanism in the interior of Birenti Caldera produced a predominantly trachytic cone that was partially destroyed by a further eruption, forming the well-preserved but irregularly-shaped Kone Caldera (diameter of ∼8 km and an area of ∼24 km2). Rhyolite lava dome eruptions and tectonically-controlled basalt lava effusion represent the most recent volcanism in the KVC. We report here the first detailed geologic map, along with petrologic and stratigraphic analyses, in order to reconstruct the eruptive history of this large but previously little-known volcanic complex. The findings have implications for understanding the relationships between rifting, tectonics and volcanism in the northern Main Ethiopian Rift, and for future efforts to trace widespread tephra horizons for regional stratigraphic correlation.
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P.3.a.036 Cognitive impairment: response to a depot antipsychotic in a South African first-episode psychosis cohort - Schoeman, Renata; Oosthuizen, Piet (European Neuropsychopharmacology, 2010)
The Personal and Social Performance (PSP) scale is a widely used tool to evaluate adults with schizophrenia; however, more studies are needed regarding its usefulness in the assessment of adolescent patients, since the evaluation of their functioning could require adaptations according to development.To examine construct validity, convergent validity, internal consistency and interrater reliability of the PSP in a sample of Mexican adolescents with schizophrenia.A total of 40 patients with a DSM-IV diagnosis of schizophrenia or schizophreniform disorder were evaluated with PSP, CGAS, PANSS and the MATRICS battery. Construct and convergent validity were determined by the correlation between PSP with PANSS factors, MATRICS dimensions and CGAS. In addition, reliability was evaluated with Cronbach's alpha and intraclass correlation coefficients.PSP scores correlated with negative, excitement and cognitive factors of PANSS, CGAS as well as MATRICS domains. The PSP also showed high internal consistency and interrater reliability.The PSP is a valid and reliable instrument for the assessment of adolescent patients.
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Sexuality Education: Analysis of Moroccan Teachers' and Future Teachers' Conceptions. - Selmaoui, Sabah; Agorram, Boujemaa; Khzami, Salah-Eddine; Taoufik, EL Abboudi; Berger, Dominique (2010)
Conceptions are analyzed as being the emergences from interactions between three poles: scientific knowledge (K), values (V) and social practices (P). The teachers' beliefs and values have a direct influence on the way of understanding and teaching a topic. These beliefs must be taken into account in the content and strategies of the teacher's formation. In this paper, the authors discuss the importance of studying and analyzing these conceptions and present the results of the research on teachers' and future teachers' conceptions about sexual health education. In this topic, the conceptions could be deeply rooted not only in scientific knowledge but also in value systems and social practices, because teachers often refuse to teach the ethical, psychological, economic and social issues not strictly reducible to biology, such as sexuality health. The authors used a questionnaire prepared jointly within the European project Biohead-Citizen.
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The Nexus Between Direct Reading Instruction, Reading Theoretical Perspectives, and Pedagogical Practices of University of Swaziland Bachelor of Education Students - Sibanda, Jabulani (RELC Journal, 2010)
The present study investigated the influence direct reading instruction had on university student teachers’ reading cognition and the influence their theoretical perspectives had on their pedagogical practices. The study was conducted on all the seven year 2 (2008) Bachelor of Education (primary) students at the University of Swaziland. Questionnaire items were used to determine the student teachers’ reading cognition before and after their study of a course ‘ Teaching Reading’ which the researcher taught. Document analysis in the form of detailed lesson plan analyses and lesson observations during the students’ teaching practice were the basis for the determination of the student teachers’ pedagogical practices. Follow-up interviews were conducted with the student teachers to establish the explanations for the consistencies and inconsistencies between the students’ theoretical perspectives and pedagogical practices. The study’s findings point to a causal relationship between direct instruction and reading theoretical orientation (on account of the shifts in reading orientation in the post-reading course questionnaire responses), which does not always hold for reading theoretical perspectives and pedagogical practices (where prevailing environmental factors often compel teachers to implement reading perspectives different from those they theoretically subscribe to most). The study recommends a paradigm shift from predominantly text-based reading conceptions to an infusion of other conceptions in classroom teaching, textbook writing and examination setting.
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Are digital natives a world-wide phenomenon? An investigation into South African first year students’ use and experience with technology - Thinyane, Hannah (Computers & Education, 2010)
In 2001 Marc Prensky coined the phrase ‘digital natives’ to refer to the new generation of students who have grown up surrounded by technology. His companion papers spurred large amounts of research, debating changes that are required to curricula and pedagogical models to cater for the changes in the student population. This article reports on a study conducted in 2009 of more than 290 first year students at two South African universities. In this study, students were asked about their access to and use of technology. The results portrayed a heterogeneous student population, with varying levels of access to and use of most technologies. One of Prensky’s key features of a digital native is their excitement with Web 2.0 based technologies. Participants in this study however, appear not to use such technologies, and to not be interested in using them in their studies. One tool that students had high levels of access to (98.1%), and use of is the mobile phone. Out of all uses of technology surveyed, tasks involving the mobile phone were ranked in the top two positions. Also when asked to rank different uses of technology particularly for their studies, three of the top five uses relied on a mobile phone.
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Teaching and Learning Guide for: Phonological and Phonetic Characteristics of African American Vernacular English - Thomas, Erik R. (Language and Linguistics Compass, 2010)
This guide accompanies the following article : Erik R. Thomas, ‘Phonological and Phonetic Characteristics of African American Vernacular English, Language and Linguistics Compass 1/5 (2007): 450–475. DOI: 10.1111/j.1749‐818X.2007.00029.x Author’s Introduction African American Vernacular English (AAVE) and, more generally, African American English (AAE) are the most heavily studied group of dialects in North American English. Much of the enquiry has focused on morphosyntactic variation, but a significant amount has dealt with phonological and phonetic variables. Linguistic variables that can set AAE off from local European American varieties (EAE) in a given community span every realm of phonology and phonetics. Consonantal variables such as non‐rhoticity, consonant cluster simplification, and th‐stopping have attracted a great deal of attention. These variables usually involve phonological alternations, but phonotactic constraints also occur. Vowel variables, such as the degree of fronting of the goat vowel, are gaining some attention, mostly to address how closely local AAE varieties approach local EAE forms. Prosody has received some study and voice quality a small amount. Study of these variables is used to address several theoretical and applied issues. Among the most important theoretical issues are the Creolist/Anglicist controversy, over the origins of AA(V)E; the convergence/divergence controversy, over whether AAVE is becoming more or less like EAE vernaculars; and, recently, the uniformity controversy, concerning the degree of uniformity or diversity within AAE across the United States. Applied issues have focused largely on educational policy: whether or not AAE variants hinder learning for African American schoolchildren and to what extent AAE variants can be incorporated into classroom instruction. The Author Recommends Bailey, Guy. 2001. The relationship between African American and White Vernaculars in the American South: A sociocultural history and some phonological evidence. Sociocultural and Historical Contexts of African American English . ed. by Sonja L. Lanehart, 54–92 (Varieties of English around the World, General Series, 27). Amsterdam/Philadelphia: John Benjamins. Bailey provides a table with 45 phonological and phonetic variables known to be correlated either with AAE (for the majority of them) or with Southern White Vernacular English, giving an approximate date for each one. He focuses on the history of AAE in the South, explaining how agriculture and the expansion of slavery were interconnected in the antebellum South. He also lists some corpora of African Americans’ recordings of historical value. Fridland, Valerie. 2003. Network strength and the realization of the Southern Vowel Shift among African Americans in Memphis, Tennessee. American Speech 78. 3–30. http://americanspeech.dukejournals.org/cgi/reprint/78/1/3?maxtoshow=&hits=10&RESULTFORMAT=&author1=Fridland%2C+V&searchid=1&FIRSTINDEX=0&sortspec=relevance&resourcetype=HWCIT This study was the first systematic community investigation into vowel shifting in AAE. Fridland finds that African Americans in Memphis showed nearly all of the vowel shifts comprising the ‘Southern Shift’, although usually not to the most extreme degrees found among whites in Memphis. Younger whites seemed to be pulling back from the extreme forms, while young African Americans did not show an analogous development. She relates the findings to social network patterns. Green, Lisa J. 2002. African American English: A Linguistic Introduction . Cambridge, UK/New York: Cambridge University Press. Chapter 4, Phonology of AAE, pp. 106–33. This chapter provides an overview and some detail about many of the important consonantal variables relevant to African American English. Some of these variables, such as r ‐lessness, are well‐studied, while others, such as /skr/ for /str/, are lesser known. In addition, there is a discussion of Green’s work on the intonation of yes/no questions in AAE. Labov, William, Paul Cohen, Clarence Robins, and John Lewis. 1968. A Study of the Non‐Standard English of Negro and Puerto Rican Speakers in New York City . Report on cooperative research project 3288. New York, NY: Columbia University. This investigation is a classic study and one that helped launch the intensive analysis of AAE that has followed in the years since its publication. It examined a range of consonantal variables: r ‐lessness, /l/deletion, substitutions for /θ/ and /ð/, and consonant cluster simplification. It also established methods for analysing each of these variables. Emphasis was placed on the role of social networks in the degree to which variants associated with AAE occurred. Pederson, Lee A., Susan Leas McDaniel, Guy Bailey, Marvin H. Basset, Carol M. Adams, Caisheng Liao, and Michael B. Montgomery. (eds.) 1986–1992. The Linguistic Atlas of the Gulf States , 7 vols. Athens, GA: University of Georgia Press. Volume One, Handbook. Volume Six, Social Matrix. Volume Seven, Social Pattern. The Linguistic Atlas of the Gulf States (LAGS) is an unfortunately neglected treasure trove of information about AAE in the South. Phonological, phonetic, and lexical incidence variables are all included, along with morphosyntactic and lexical ones. Information can be found about phonetic variation for all vowels and most consonants. Volume 1 provides descriptions of each subject who was interviewed. Volumes 6 and 7 provide breakdowns by social groupings, including race, for a very large number of variables. The main stumbling block for most potential users is that the presentation style is somewhat opaque. Users have to refer to the introduction to each volume to understand what the tables and maps represent and to see the total number of subjects included in each cell in the tables. The rather daunting layout was a consequence of the need to compress huge amounts of data into the most concise format. Nevertheless, it is well worth a researcher’s time to learn how to use LAGS. Thomas, Erik R. 2011. Sociophonetics: An Introduction . Basingstoke, UK: Palgrave. Although its analyses of AAE are limited to a few illustrative examples, this book should be crucial for future studies of AAE because it demonstrates how to analyse phonetic variables using current techniques from experimental phonetics. It covers both production and perception, and methods for examining segmental, prosodic, and voice quality variables, as well as ways of relating them to cognition. Numerous variables in AAE are unstudied, but this guidebook opens the door to analysis of them. Future progress in understanding AAE will depend on being able to explore such variables. Wolfram, Walter A. 1969. A Sociolinguistic Description of Detroit Negro Speech (Urban language series 5). Washington, DC: Center for Applied Linguistics. Another classic study that followed close on the heels of Labov et al. (1968), this examination has been just as important as a point of comparison for later studies. It examined r ‐lessness, substitutions for /θ/, consonant cluster simplification, and devoicing of final /d/ and provided a systematic method for quantifying each one. Its emphasis on constructing socially comparable samples of African Americans and European Americans demonstrated that variants associated with AAE really were ethnic variables and not merely social class variables. Yaeger‐Dror, Malcah, and Erik R. Thomas, eds. 2010. Variation in English Among African Americans . (Publication of the American Dialect Society 94.) Durham, NC: Duke University Press. Chapter 1, Introduction, by Thomas and Yaeger‐Dror, pp. 1–20. Chapter 2, Vowel phonology and ethnicity in North Carolina, by Christine Mallinson, Becky Childs, and Jeannine Carpenter, pp. 23–47. Chapter 3, Mapping a dialect ‘mixtury’: Vowel phonology of African American and white men in rural southern Louisiana, by Michael Wroblewski, Thea Strand, and Sylvie Dubois, pp. 48–72. Chapter 4, African American Vernacular English: Vowel phonology in a Georgia community, by Claire Andres and Rachel Votta, pp. 75–98. Chapter 5, The vowel phonologies of African American and white New York City residents, by Elizabeth L. Coggshall and Kara Becker, pp. 101–28. Chapter 6, African American and white vowel systems in Pittsburgh, by Maeve Eberhardt, pp. 129–57. Chapter 7, Convergence in blue‐collar Columbus, Ohio, African American and white vowel systems?, by David Durian, Robin Dodsworth, and Jennifer Schumacher, pp. 161–90. Chapter 8, The vowel phonology of urban southeastern Wisconsin, by Thomas C. Purnell, pp. 191–217. This collection of articles explores the Uniformity Controversy. Each chapter covers a different urban centre or collection of rural locales covering widely scattered locations in the United States. It is shown that AAE exhibits considerable geographic diversity, both within the South and outside it. At the same time, a core of AAE features emerges, even though different communities maintain or discard different core features. Online Materials 1. Center for Applied Linguistics. Dialects: African American English. http://www.cal.org/topics/dialects/aae.html The most important features of this site are its links to an extensive bibliography on AAE, to other online resources, and to discussions of literary uses of AAE. 2. Library of Congress. American Memories Collection. http://memory.loc.gov/ammem/collections/voices/title.html The Library of Congress website now has all the known sound recordings of African Americans born as slaves. The recordings can be downloaded free of charge as well. Information about the recording medium and the circumstances of each interview are provided, as are transcripts. 3. Patrick, Peter L. African American English: A Webpage for Linguists and Other Folks. http://privatewww.essex.ac.uk/~patrickp/AAVE.html This website focuses on the controversies surrounding AA(V)E, especially with regard to education. It also has links to a bibliography of AAE and to course syllabi related to AAE. 4. Pollock, Karen, et al. Phonological Features of African American Vernacular English (AAVE). http://www.rehabmed.ualberta.ca/spa/phonology/features.htm Pollock’s website lists many phonological features of AAE, with illustrations of each. The list is not exhaustive, and much of it is based either on Pollock’s research or on Guy Bailey’s publications. Focus Questions What phonological and phonetic evidence provides information relevant to the creolist/Anglicist controversy? What phonological and phonetic evidence provides information relevant to the divergence/convergence controversy? What phonological and phonetic evidence provides information relevant to the uniformity controversy? How have migration patterns shaped the pronunciation of African American English? How has the traditional focus on consonantal variation shaped our view of AAE, and how might analysis of vowels and prosody change that view? Why does AAE need to be approached differently in the South than in cities outside the South? How might pronunciation features of AAE relate to classroom instruction procedures? To what extent does the impact of different pronunciation features differ in this regard? Sample Syllabus Controversies in AAE Phonological and Phonetic Variation in AAE Historical developments in AAE
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A Comparative Study of the Performance of Students in Technology Education Theory and Practical Subjects in Nigerian Universities - Uwaifo, V. O. (Studies on home and community science, 2010)
It is usually believed by most employers of labor that university graduates in practical-based programme in Nigeria lack enough practical potentials and capabilities required to contend with the demand of the labor force. This according to them is because less emphasis is placed on practices compared to their knowledge in theory during their training programmes. This study attempt to investigate the relationship between the students’ theory and practical performance in Technology Education subjects of students of the Ambrose Alli University, Ekpoma. The sample consisted of 75 students. Using the Pearson Product Moment Correlation Coefficient, the Coefficient of Correlation obtained are 0.61, 0.52, 0.44, for Technical Drawing, Metal-Work Technology and Wood-Work Technology subjects respectively, as a result of which the null hypotheses were rejected. The result showed that there is a statistically significant relationship between students’ theory and practical performance. Thus, the theory knowledge acquired by the students has influenced their performances in the practical exercises. In the light of this, it is suggested that more of this type of study should be done to constantly bridge the gap between theory and practice at all levels of our educational endeavor.
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Responses of South African teachers to the challenge of school integration - Vandeyar, Saloshna (South African Journal of Education, 2010)
Recognizing that teacher commitments are consequential for classroom practice, this study sets out to determine the extent to which the ethos of South African schools has been transformed towards integration in the truest sense. Findings emanating from this research indicate that teachers do not enter their classrooms as ‘blank slates’ with respect to diversity questions; teachers respond differently to the challenge of school integration; and a few teachers went against the grain and responded to school integration in a way that holds immense promise for the South African schooling system.
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Clinical skills centre: Training of South African occupational therapists - Vuuren, Santie van; Nel, Mariëtte (South African Journal of Occupational Therapy, 2010)
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Predictive power of two selection examination scores on Senior School Certificate Examination result of pre-degree science students of Benue State University, Makurdi, Nigeria - Achor, Emmanuel E; Aligba, O. Solomon; Omananyi, O. Emmanuel (International Journal of Science and Technology Education Research, 2010)
This study examined the predictive power of two selection examination scores on Senior School Certificate Examination (SSCE) result of pre-degree science students of Benue State University Makurdi-Nigeria with a view to seeking alternative to multiple selection examinations. Out of 1240 candidates that came in for Preliminary Science programme for 2007/2008 session, only 380 passed (that is, a minimum of C grade in the five subjects- English, Mathematics, Biology, Chemistry and Physics). Of this number, 220 had records for Mathematics and Physics in SSCE and therefore form the sample for the study and total of 38 entered for UME Mathematics. Three standard examination results in Mathematics and Physics were used for analysis in this study with SSCE as dependent (criterion) variable and Prelim and UME scores as independent (predictor) variables. Scores from the three examinations were collated and used for analyses. The examinations were considered reliable and valid based on the fact that they were set by experts, subjected to necessary test conditions and had consistent records of good standard. Using Multiple Regression for analysis, it was found that Prelim and UME Mathematics did not significantly predict SSCE Mathematics, F2, 38 = 1.278, p > 0.05. While Prelim Physics and UME Physics significantly predicted SSCE Physics (F2, 209 = 3.789, p 0.05). It was recommended among others that the current selection examinations be improved upon through strict supervision especially UME to guarantee their public acceptance and credibility. Key words: Selection examination, predictive power, preliminary science, examination malpractice, standard.
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The application of strengths, weaknesses, opportunities and threats (SWOT) analysis for managing vocational and technical education (VTE) programmes for improved efficiency in Nigeria - Adepoju, Taiwo Lanre; Famade, Olu Adesola (Educational Research Review, 2010)
This paper reviews the current status of vocational and technical education programmes (VTE) in Nigeria and the major innovations of the Nigerian Government in the recent times in the sector vis-a-vis the demands of the modern world for vocational and technological development. It therefore, proposes a paradigm shift in the operation of VTE programmes in institutions of learning in Nigeria for improved efficiency through the application of The SWOT (strengths, weaknesses, opportunities and threats) analysis which has been an effective and useful tool for decision making in several organizations in recent times. In the context of this paper, SWOT is presented for use as a decision-making strategy as new vocational and technical education programme is planned. An insight into the wide range of the potential applications of SWOT analysis is also the thrust of the paper. Key words: Vocational and technical education, Nigerian government, technological development, strengths, weaknesses, opportunities, threats, decision making
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Principals' Leadership Styles and Teachers' Job Performance in Senior Secondary Schools in Ondo State, Nigeria - Adeyemi, T. O. (International Journal of Educational Administration and Policy Studies, 2010)
This paper investigated principals’ leadership styles and teachers’ job performance in senior secondary schools in Ondo State, Nigeria. The study population comprised all the 281 secondary schools in the State. Out of this population, a sample of 240 senior secondary schools was taken and selected through the stratified random sampling technique. Out of 7460 teachers (including principals) in the schools, a sample of 2040 teachers was selected through the stratified random sampling technique. This sample was made up of 240 principals and 1800 teachers. Two instruments were used to collect data for the study. These were the principals’ leadership style questionnaire and the teachers’ job performance questionnaire. The data collected were analyzed using frequency counts, percentages, correlation matrix and the t-test. It was found that the democratic leadership style was the most commonly used leadership style among principals of senior secondary schools in the State. Teachers’ job performance was also found to be at a moderate level in the schools. Teachers’ job performance was found to be better in schools having principals using autocratic leadership style than in schools having principals using democratic or laissez-faire leadership styles. It was recommended that school principals should imbibe a mixture of autocratic and democratic styles of leadership in their school administration in order to enhance better job performance among teachers. The use of the laissez-faire leadership style should be discouraged among school principals as it could not bring a better job performance among teachers. Key words: Principals, leadership, styles, teachers, job, performance.
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Screening rice genotypes for drought resistance in Egypt - Allah, A. A. Abd; Ammar, Megahed H.; Badawi, A. T. (Journal of Plant breeding and Crop Science, 2010)
A series of experiments were conducted under normal and drought conditions to examine the magnitude of yield response of diverse genotypes to drought stress and to identify traits that may confer drought resistance. Thirty-three local and exotic rice entries including 18 Egyptian genotypes (selected from Fn generation of the breeding for drought tolerance program, Rice Research and Training Center, Egypt), six Italian and nine Chinese rice varieties were grown at Rice Research and Training Center experimental farm for evaluation under normal as well as drought conditions during 2007 and 2008 rice growing seasons. Experiments were laid out in randomized complete block design with three replications. Analysis of variance indicated highly significant differences among the genotypes for all the traits studied. Many promising lines were found to be tolerant against drought stress at different growth stages i.e. seedling stage, early and late vegetative stage, panicle initiation stage and heading stage. These lines possess useful traits associated with drought tolerance such as early maturity (drought escape mechanism), medium tillering ability, medium plant height, root depth, root thickness, root volume, dry root: shoot ratio, plasticity in leaf rolling and unrolling (drought avoidance mechanism), in addition to crop water use efficiency and water application efficiency. The results showed that the genotypes viz: Giza 178, Giza 182, GZ5121, GZ 6296-12-1-2-1-1, GZ 8310-7-3-2-1, GZ 8367-11-8-3-2, GZ 8372-5-3-2-1, GZ 8375-2-1-2-1, GZ 8450-19-6-5-3, GZ 8452-7-6-5-2, GZ 1368-S-4, Augusto and SIS R215 were the best entries under drought conditions, where they possess many desirable traits which are useful for drought tolerance. Among the traits studied viz: number of tillers per plant, number of panicles per plant, 100 grain weight, panicle weight, revealed significant genotypic correlation with grain yield. Also, number of filled grains per panicle depicted the highest direct contribution of 0.630 and it also show highest indirect contribution of 0.867 followed by 100 grain weight (0.850) towards grain yield. Path coefficient analysis demonstrated that number of panicles per plant, 100 grain weight; number of filled grains per panicle, panicle weight should be improved in order to increase grain yield under both normal and drought conditions. Key words: Drought stress, path analysis, rice, screening.
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Secondary School Headteachers' Quality Assurance Strategies and Challenges in Gucha District, Kenya. - Mobegi, Florence Osiri; Ondigi, A. Benjamin; Oburu, Paul (Educational Research Review, 2010)
he desire to provide quality education for all Kenyan children was one of the major objectives of the struggle for independence. The government is currently implementing measures to improve the quality of education in secondary schools. The Kenya Education Staff Institute is strengthening capacities of education managers and reviewing staffing norms in order to ensure the equitable distribution of teachers and thus improve on their utilization. The government is also providing in-service education for teachers in various subjects to enhance subject mastery, and rationalizing the curriculum with a view to reduce the workload on both students and teachers. Despite the efforts to provide quality education, the secondary sub-sector continues to face challenges that could compromise the quality of education provided. The current study set out to investigate the strategies employed by headteachers and the challenges headteachers had faced in their attempts to provide quality education. The research design used was descriptive survey method. The study population consisted of 120 public secondary schools. Stratified random sampling technique was used to select five girls’, four boys’ schools and 37 co-educational schools. Questionnaire, interviews and observations were used to obtain data. Data were analyzed by the use of descriptive statistics of frequencies and percentages. Data from interviews were analyzed qualitatively in an on-going process as the themes and sub-themes emerged from data. The findings of the study showed that headteachers’ curriculum supervisory methods were limited to checking of teachers’ professional records and gave less emphasize to departmental supervision, self appraisal and class-visits. Financial constraint was revealed as the major challenge which impacted negatively on physical facilities, teaching and learning materials, and teaching methods. Therefore, the study concluded that headteachers employed inadequate methods for the supervision of teachers in the sampled schools, preferring to rely on written records to establish the quality of education and recommended that they should take up their roles as quality assurance officers and ensure that all modern methods were employed in secondary schools. Further, headteachers should devise school income generating projects to improve on financial problems that currently result in student absenteeism, transfers and inadequate facilities. Key words: Quality education, quality assurance, challenges, strategies, teaching methods, curriculum supervision, teacher appraisal, headteachers.
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Teacher In-Service Education and Training in South Africa - Ndlalane, Thembi (日本理科教育学会全国大会要項, 2010)
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Influence of workers' training programmes on conflict reduction in industrial organizations in Nigeria - Shadare, Oluseyi A. (African Journal of Business Management, 2010)
This study investigated the influence of workers’ training programmes on conflict reduction among industrial workers in Nigeria. This is for the purpose of ascertaining the relevance of workers’ training programmes, as an alternative approach to human capital formation and conflict reduction among industrial workers in Nigeria. A total of 416 respondents were selected for the study using stratified sampling technique to reflect the two strata of public and private organizations. Two sets of questionnaires, with five subscales, titled ‘Workers Training Programmes Scale (WTPS) and Conflict Reduction Scale (CRS)’ were used for data collection. All the hypothesized research questions were tested using Regression Analysis and t-test statistical methods at 0.05 alpha levels. The findings revealed that workers’ training programmes (taken together) had significantly influenced conflict reduction among industrial workers. It was also found that only three independent variables (computer skill training, labour relations skill training and interpersonal treatment skill training) have significantly influenced conflict reduction. However, it was found that management skill, conflict skill and communication skill training programmes were not as significant in influencing conflict reduction in work organization. Also, there was no significant difference in the level of both female and male workers’ participation in workers’ training programmes in both public and private organizations selected for the study. Based on the findings of this study, it is recommended that workers’ training programmes should be given priority by all establishments in order to forestall industrial peace for all levels of workers. Also, training needs of the organization as well as that of workers must be identified before making recommendations for training. This will possibly foster specialization and encourage technical-driven training in work organizations. Key words: Nigeria, workers, training programmes, conflict reduction, organizations.
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(Re)Examining Racial Identity Attitude Differences Across Gender, Community Type, and Socioeconomic Status Among African American College Students - Fhagen-Smith, Peony E.; Vandiver, Beverly J.; Worrell, Frank C.; Cross, William E. (Identity, 2010)
The purpose of this study was to examine the relation between (a) racial identity attitudes and (b) individual and contextual variables. The authors used the Cross Racial Identity Scale, which is based on the expanded nigrescence model, to assess racial identity attitudes in a sample of African American college students attending a predominantly White university in the northeastern region of the United States. One-way multivariate analyses of variance revealed statistically significant differences in racial identity attitudes across gender and community type (i.e., suburban vs. urban), but not across socioeconomic status. Male students had higher internalization Afrocentric scores than did female students, whereas female students had higher internalization multicultural-inclusive scores than did male students. Students from suburban communities had higher pre-encounter assimilation and miseducation scores than did students from urban communities.
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What keeps Black students thriving? : the roles of faculty support and peer interaction in academic achievement and persistence among African American students attending a diverse institution of higher education with low Black student enrollment - Jones, Stephanie (2010)
Thesis (M.A., Child Development (Theory and Research)) – California State University, Sacramento, 2010.
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Lead Isotopic and Metallic Pollution Record in Tree Rings from the Copperbelt Mining–Smelting Area, Zambia - Mihaljevič, Martin; Ettler, Vojtěch; Šebek, Ondřej; Šráček, Ondra; Křı́bek, Bohdan; Kyncl, Tomáš; Majer, Vladimı́r; Veselovský, František (Water, air and soil pollution (Print), 2010)
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Teachers disciplinary approaches to students discipline problems in Nigerian Secondary Schools - Nakpodia, E. D. (International NGO Journal, 2010)
This paper dealt with teachers’ disciplinary approaches on students’ indiscipline in Nigerian secondary schools. Disciplinary power of teachers’ is proved by the very fact of its exercise; and it is an organic necessity in every society whose members it guides to their end by providing them with rules of action. Students discipline problem had so existed and disciplinary methods employed have changed over the years. This study therefore explored teachers’ views about approaches to discipline problems in Nigerian schools such as corporal punishment, suspension and expulsion; and civil rights issue because the increasing wave of misconduct and its resultant effect has shown that discipline has become a major problem of educational management. Based on the premise that discipline approaches are conceptualized, the paper highlighted that students’ discipline problems have grown into an epidemic in Nigerian secondary schools. Key words: Teachers’ disciplinary approaches, students’ indiscipline, Nigerian schools.
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Special Issue: Christian Education in Africa - Nwosu, Constance C. (Journal of Research on Christian Education, 2010)
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Towards Inclusive Security in Ethiopia - Weldemariam, Alemayehu F (Social Science Research Network, 2010)
UNSCR 1325, as one of the most important UN resolutions within the field of peace and security, was adopted unanimously on 31 October 2000. On several occasions, UN member states were invited to prepare national action plans in order to take strong steps towards the implementation of UNSCR 1325. This research analyzes the implementation of UNSCR 1325 in Ethiopia against a modest conceptual elucidation of the concept of ‘inclusive security’. The conceptual analysis paves the way for an evaluation of its implementation of under the rubric of inclusive security in Ethiopia so far.
openalex: W2281635132 mag: 2281635132
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The prevalence of hepatitis B virus markers in a cohort of students in Bangui, Central African Republic - Komas, Narcisse; Baï-Sepou, Souleyman; Manirakiza, Alexandre; Léal, Josiane; Béré, Aubin; Faou, Alain Le (BMC Infectious Diseases, 2010)
Hepatitis B virus (HBV) is the major cause of chronic hepatitis, cirrhosis, and hepatocellular carcinoma. The global epidemiological scenario of HBV infection has been changing rapidly over the last two decades due to an effective immunization programme initiated by the World Health Organization. The objective of this study is to estimate the prevalence of HBV in apparently healthy young people and to identify the risk factors of transmission of the HBV among this population in Bangui.Dried blood Spots from 801 adolescent high school and young adult university students were prepared by spotting a drop of whole blood (4 spots) from the same fingerprick onto Whatman filter paper. A blood sample aliquot eluted from DBS was then processed with commercial ELISA tests (Abbott Murex, Dartfort, UK) to detect HBsAg antigen, Anti-HBc and Anti-HBs antibodies).The overall prevalence was 42.3% for antibody to hepatitis B core antigen, 15.5% for HBsAg of which 1.3% of HBsAg alone. HBV familial antecedents, sexual activity and socioeconomic conditions were the main risk factors of HBV infection encountered in the adolescents and young adults.These results show for the first time the high prevalence of HBV in apparently healthy young people in Bangui. This high prevalence is age- and sex-independent. Transmission risk factors were a familial antecedent of HBV, no utilisation of condoms and public scholarship. To lower HBV prevalence, an adequate program of active screening and vaccination for adolescents and young adults should be implemented, along with a universal immunization program.
openalex: W2064229817 mag: 2064229817
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What paves the road to maternal health care use? Investigating education, urban-rural residence, social-networks and supernatural beliefs in the Far-North province of Cameroon - McTavish, Sarah (2010)
Thesis (Master, Kinesiology & Health Studies) – Queen's University, 2010-07-29 11:15:40.276
openalex: W2588885725 mag: 2588885725
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Promoting writing skills at Universidade Metodista de Angola: foundation year students - Neto, Agostinho Filipe (2010)
openalex: W2234567092 mag: 2234567092
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An Exploration of African American Students’ Attitudes Toward Online Learning - Okwumabua, Theresa M.; Walker, Kristin M.; Hu, Xiangen; Watson, Andrea (Urban Education, 2010)
The current work presents exploratory research findings concerning African American students’ attitudes toward online learning. The Online Tutoring Attitudes Scale (OTAS; Graff, 2003) was administered to 124 African American students in a positive youth development program. Findings suggest that African American students’ attitudes toward computers are inconsistent with their attitudes toward online learning. African American students reported positive attitudes toward computers; however, their attitudes reflected anxiety, lack of confidence, and little use for online learning experiences. Implications of this research are relevant to educational interventions, academic achievement, and technological advancement with respect to underrepresented populations.
openalex: W2121105344 mag: 2121105344
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Learning to Live with Conflicts: Federalism as a Tool of Conflict Management in Ethiopia – An Overview - Regassa, Tsegaye (Mizan Law Review, 2010)
This article explores the relationship between federalism and conflict in the light of the experience of the federal experiment in contemporary Ethiopia.By reinforcing the truism in federal studies that federalism is not a panacea to the ailments of divided societies that are prone to conflict, it seeks to point out that while federalism, as a reaction to some long-standing historic problems, helps us deal with some conflicts, it also has the potential to generate some other (new) ones.By assuming that conflict is primarily a relation of divergence of interests among parties with diverging strategies and methods, the article describes federalism in general and the federal experiment in Ethiopia and its persistent attempts to deal with the old and new conflicts that emerged in/from the past and are emerging day by day.Throughout, it is argued that we need to understand federalism as a tool of governance that both solves and generates different kinds of conflicts, and that we need to lessen our expectations of the federal experiment (by remembering that it does not establish the 'peaceable kingdom' that idealist philosophers long hoped for), and take the modest road of learning to live with the conflicts.
openalex: W2089768944 mag: 2089768944
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Scaling up a school-based sexual and reproductive health intervention in rural Tanzania: a process evaluation describing the implementation realities for the teachers - Renju, Jenny; Nyalali, Kija; Andrew, Bahati; Kishamawe, Coleman; Kimaryo, Michael; Remes, Pieter; Changalucha, John; Obasi, Angela (Health Education Research, 2010)
Little is known about the nature and mechanisms of factors that facilitate or inhibit the scale-up and subsequent implementation of school-based adolescent sexual and reproductive health (ASRH) interventions. We present process evaluation findings examining the factors that affected the 10-fold scale-up of such an intervention, focussing on teachers' attitudes and experiences. Qualitative interviews and focus group discussions with teachers, head teachers, ward education coordinators and school committees from eight schools took place before, during and after intervention implementation. The results were triangulated with observations of training sessions and training questionnaires. The training was well implemented and led to some key improvements in teachers' ASRH knowledge, attitudes and perceived self-efficacy, with substantial improvements in knowledge about reproductive biology and attitudes towards confidentiality. The trained teachers were more likely to consider ASRH a priority in schools and less likely to link teaching ASRH to the early initiation of sex than non-trained teachers. Facilitating factors included teacher enjoyment, their recognition of training benefits, the participatory teaching techniques, support from local government as well as the structured nature of the intervention. Challenges included differential participation by male and female teachers, limited availability of materials and high turnover of trained teachers.
openalex: W2168535010 mag: 2168535010
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The airlift : African students overseas in the era of decolonization - Branch, Daniel (2010)
The attendance of African students at universities in North America, Europe and Asia in the 1960s is a significant part of the interlinked histories of decolonization and the Cold War.
openalex: W1591148560 mag: 1591148560
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Race and Opportunity in the Transition from School to Higher Education in South Africa - Cosser, M. (2010)
While South Africa is well into its second decade of democracy, higher education opportunities in the country remain different for different race groups. Black African learners are not represented in the first-year higher education enrolment profile (the intake of learners who proceed to higher education directly from school) in relation either to their representation in the general population or to their aspirations for entry into higher education. This much emerges from a triangulation of the findings of two surveys of Grade 12 learner aspirations for higher education study, conducted in 2001 and 2005, with analyses of the Higher Education Management Information System (HEMIS) enrolment profiles of 2002 and 2006. That the 2001– 02 aspiration-enrolment disjunction is replicated in the 2005–06 study, moreover, confirms the slow pace of educational transformation in the new democratic order. The key conclusion drawn from the juxtaposition of these two studies is that discrimination, while not overt, remains entrenched in South African educational pathways by virtue of the differential opportunities available to learners of different races – opportunities that are a function largely of socio-economic status (SES) and of the differential horizons for action which SES opens up for learners. Resume
openalex: W997703219 mag: 997703219
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Molecular mechanisms of viral infection and propagation: An overview of the second Advanced Summer School in Africa - Green, Victoria A.; Munshi, Saif Ullah; Marakalala, Mohlopheni J.; Mourão, Marina Moraes (IUBMB Life, 2010)
Viral replication is dependent on a host; with their small genomes, viruses need to hijack host cellular machinery to complete their life cycle. The coevolution of intimate virus-host relationships has led to many viruses being able to successfully propagate without a significant detrimental effect to the host. However, in some instances, viral infection causes disease. The molecular mechanisms underlying virus-associated disease were the focus of an Advanced Summer School in Africa held in Hermanus, South Africa, from 6 to 14 March 2010. Assembled in the coastal town of Hermanus were 45 participants, primarily PhD students and postdocs from less developed countries, and 18 speakers, leaders in their respective fields, from around the world ( Fig. 1). The school, the second of its kind in Africa was sponsored by the International Union of Biochemistry and Molecular Biology (IUBMB), the Federation of European Biochemical Societies (FEBS), the Federation of African Societies of Biochemistry and Molecular Biology, the United Nations Educational Scientific and Cultural Organization, and the International Centre for Genetic Engineering and Biotechnology (ICGEB). The course was honored by the presence of Brian Clark, Professor of Biostructural Chemistry at The University of Aarhus, Denmark. Prof Clark is a renowned scientist who participated in the discovery of the initiation codon for protein synthesis (1-4) and the first crystallization of a tRNA (5). Today, Prof Clark studies the molecular and cellular mechanisms of ageing using a systems biology approach. His presence was particularly significant at the Summer School since he has been involved in the organization of several similar events during his tenure as President of the IUBMB and FEBS, most notably the Spetses Summer School. Prof Clark stressed the importance of such meetings for the development, not just of young scientists, but of science itself. Participants of the Second Advancement Summer School in Africa. 45 young researchers and 18 speakers were assembled in the beautiful coastal town of Hermanus, South Africa. The main themes of discussion at the summer school were: 1) why viral infection can lead to cancer; 2) how a greater understanding of the mechanisms underpinning human immunodeficiency virus (HIV) propagation can inform new antiviral strategies; 3) the abilities of viruses to evade the immune system and the obstacles to the development of effective vaccines; and, 4) the potential afforded by viruses as research tools. The importance of host factors became apparent in the discussion of all these topics, and how viral research has informed our general knowledge of cell biology. This report serves to summarise the findings presented at the summer school. Until Peyton Rous discovered the first tumor virus in 1911, viruses were viewed as peculiar infectious agents capable of inducing cancer in animals, but not in humans. However, it is now well-established that many different human viruses, including Human papilloma virus (HPV), Epstein-Barr virus (EBV), Kaposi's sarcoma-associated herpes virus (KSHV), Human T-cell leukemia virus-1 (HTLV-1), Hepatitis B virus (HBV), Hepatitis C virus (HCV), and Merkel cell polyoma virus (MCV) are the etiological agents of human cancers, encompassing at least 15–20% of all tumors worldwide (6). Hence, tumor virology was a focus of this summer school. Dr Lawrence Banks from the ICGEB, Trieste, provided an overview of HPV and the role of viral proteins in the transformation of cervical epithelial cells. Almost all (99.7%) cervical cancers contain HPV DNA, usually types 16 and 18 (7). Despite this statistic, cancer induction is not part of the ‘normal’ HPV life cycle. Only in rare cases where there has been a lack of immune clearance leading to persistent infection, along with additional changes in the cell, does cancer develop. Banks described how HPV E6 and E7 are the major viral oncoproteins involved in the development of cervical cancer. The HPV life cycle is critically dependent on the differentiation of epithelial cells: there is usually no DNA replication, other than in cells of the basement layer, but HPV E6 and E7 induce a pseudo-S phase, creating a permissive environment for viral replication (8). In addition, E6 and E7 target cellular substrates for proteasome-mediated degradation, notably the tumor suppressors p53 and pRb, respectively (9, 10). HPV DNA exists in an episomal form but may be found integrated in malignant cells. Integration often involves loss of viral DNA. Indeed, malignant cells often display no viral replication but maintain expression of E6 and E7 (11), further emphasizing the roles of these proteins in cancer progression. But why do only a few HPV infections result in malignancy? This issue was tackled by Dr John Doorbar, National Institute for Medical Research, London. HPV-associated cancers are more predominant in some tissues than others: there are ∼500,000 cases of cervical cancer reported each year. In contrast, HPV-associated penile cancers are rare (∼40,000 cases per year), despite no evidence of a disparity in primary infection rates. This implies a difference in the propensity of HPV to form neoplastic lesions at different sites. Doorbar speculates that this is due to a graded ability of HPV to replicate in different tissues. As further evidence, HPV-1 causes warts but no lesions at mucosal sites. Doorbar believes that the transformation zone in the cervix may be particularly susceptible to neoplasia formation. The exact host factors responsible for the variation in HPV replication ability are unresolved. Doorbar's group is also investigating the molecular basis of the different outcomes resulting from HPV infection. HPV gene expression occurs in an ordered manner as the infected cells move through the epithelial tissue. Doorbar described how the host protein mini chromosome maintenance protein 7 (MCM7) could be used as a marker for cell proliferation and, thus, as a surrogate for E6/7 activity. MCM7 was expressed in the lower layers of HPV lesions, as shown by laser capture microscopy, and the viral protein E4 was abundantly expressed in the upper layers (12). Interestingly, Doorbar's group have shown that high-grade squamous intraepithelial lesions (HSILs) are associated with increased MCM7 expression in upper epithelial layers with almost no E4 expression (12), revealing that viral expression patterns reflect the severity of disease. In addition, proliferation of the basal cells does not stop when the basement layer is complete in high-risk lesions, in contrast to low-risk lesions. The increased basal layer proliferation is correlated with beta-catenin activity and E6 levels (13, 14). What drives increased E6 activity in some infections is unknown: wound healing, episomal copy number, DNA methylation patterns, and host genetic background could all contribute and require further investigation. Nevertheless, these observations have the potential to tremendously improve existing cervical screening practice, which relies heavily on cytology. Though in vitro studies are invaluable for identifying candidate molecules involved in pathogenesis, conformation of their role often requires an in vivo approach. Dr Paul F. Lambert, University of Wisconsin Medical School, described transgenic mouse models of HPV where the human keratin promoter, hK14, was used to drive expression of HPV genes in stratified squamous epithelia (15). Previous studies had shown that expression of HPV genes was insufficient to cause cervical cancer in mice (15). Lambert's group hypothesized that estrogen was a cofactor for cervical cancer. They generated hK14-HPV16-estrogen receptor transgenic mice, which did develop cervical cancer (16-18). This may account for observations that >5 years of contraceptive pill usage and pregnancy increases the risk of women developing cervical cancer. HPV is not just associated with cancer of the cervix, however. Prof Iqbal Parker of the ICGEB, Cape Town, showed that papilloma viruses typically considered low-risk could be involved in fatal cancers of the oesophagus. Parker's group found that about 40% of oesophageal cancer (OC) patients had integrated HPV-11 and -39 DNA in their tumors (19). Brush biopsies of healthy people confirmed that HPV was enriched in OC patients. However, smoking, alcoholic home brew consumption and cooking on indoor fires in conjunction with certain Sulpho-transferase alleles were also risk factors associated with the development of OC in Africa (20). Whether HPV infection is an early or initiation event in OC development requires further investigation. The molecular alterations that direct progression from productive infection to HSILs in HPV infection are not fully understood. HPV oncoproteins alone are not capable of transformation, as shown in human keratinocytes in vitro (21) and murine cervical epithelia in vivo (15). Rather, papilloma virus-mediated oncogenesis requires supplementary genetic changes that occur over time following the initial infection. Whilst it is clear that integration of viral DNA into the host genome is crucial to HPV-induced tumor development (22, 23), whether this is a cause or consequence of wider-spread chromosome instability is not clear. Despite the activity of various oncogenic HPV proteins, viral DNA integration and cancer development does not often follow. The import of the host, including an ability to regulate viral gene expression in different tissues and to mount an effective immune response, is becoming increasingly apparent in determining the molecular basis of HPV-associated tumor progression. Dr Ethel Cesarman, Weill Cornell Medical College, described Human Herpes viruses and focused on KSHV, also known as Human Herpes Virus 8 (HHV8). KSHV causes a cancer often found in immunosuppressed individuals, such as those suffering from AIDS, including Karposi's sarcoma primary effusion lymphoma and multicentric Castleman's disease. There is >50% KSHV seroprevalence in sub-Saharan Africa but, as with HPV, the majority of individuals present with no disease. KSHV contains up to 90 ORF with at least 15 accessory genes. Among the accessory genes identified to date, ORF74, named KSHV G protein-coupled receptor (KSHV-GPCR), has become a major focus of investigation. Though it is expressed in a very small number of KS lesion spindle cells (24), it is known to be involved in cell transformation through induction of angiogenic cytokine expression (25). For example, vascular endothelial growth factor is one cytokine secreted from cells expressing KSHV-GPCR, which can induce proliferation and angiogenesis in KS tissue (26). Following the observation that proteins expressed by lymphomagenic viruses during latent infection activate NF-κB, Cesarman's group searched for a viral protein whose activity correlated with NF-κB. They identified vFLIP, an homologue of cFLIP proteins, and showed that anti-vFLIP siRNAs induced apoptosis in KSHV-positive cells only (27). Work is continuing to develop drugs that are vFLIP-specific, in the hope that these will prove effective anti-KSHV agents. During his lectures, Dr Ingemar Ernberg, of the Karolinska Institute in Stockholm, recoined the acronym EBV as “Every Bodies Virus” because >95% of humans are infected from childhood, though infections are typically subclinical. A member of the HHV family, EBV was initially isolated from a Burkitt's lymphoma cell line (28), though it was later found associated with a number of different tumors, such as undifferentiated nasopharyngeal carcinoma, Hodgkin's disease, nasal T cell lymphoma and gastric carcinoma. Ernberg described the four programs of latent viral gene expression (L0–L3) and how all 12 viral genes are expressed in L3, which is associated with cell proliferation (29). Therefore, Ernberg's group looked for the signal controlling the switch from L1 to L3. They showed that in L1, there was low expression of the viral gene EBNA1, but high levels of the cellular transcription factor Oct2, and vice versa in L3. Work is ongoing into deciphering the reason for a decrease in Oct2 levels that is concomitant with a switch to the L3 program of gene expression. Hopefully this will shed light on why EBV set points vary between individuals and, further, what differs between the B cells of those who appear immune to EBV infection and the majority of the population who are susceptible. Dr Aluisio Segurado, University of São Paulo, described HTLV-1, a retrovirus that can result in Adult T cell leukemia/lymphoma (ATLL) and HTLV-1-associated myelopathy (HAM/TSP). It is estimated that 15 to 20 million individuals are infected with HTLV-1 worldwide, yet the vast majority remain clinically asymptomatic–only 2–6% develop ATLL (30). The reason for the low frequency of HTLV-1-associated disease is unknown but Segurado hypothesises that host genetics and environmental factors play a role, rather than infection with different strains of HTLV. Tax (p40tax) is one of the HTLV-1 proteins that acts as a transcription activator in ATLL (31). However, the low incidence rate and the long latency period prior to development of ATLL suggests that, in addition to viral infection, accumulation of mutations in host genes is required for cellular transformation in vivo. Among the hepatitis viruses, HBV and HCV cause chronic infection leading to the development of cirrhosis and hepatocellular carcinoma (HCC). HBV is a DNA virus that integrates into the host genome. Dr Shahid Jameel, ICGEB, New Delhi, described how this integration deregulates expression of the viral protein HBx, which is able to induce HCC, either alone or in synergy with different cellular proteins (32). Jameel also discussed tumorigenesis induced by HCV: chronic immune-mediated inflammation and associated oxidative chromosomal DNA damage probably play a role. Interactions of viral proteins with pRb and p53 may also predispose to carcinogenesis (33). Although not all the viruses discussed induce the same pathway to cancer, some parallels can be drawn. A requirement for viral oncogenes indicates that the viruses play a crucial role in progression to malignancy. Both RNA and DNA tumor viruses promote growth of infected tissue by activation of cellular oncogenes and inactivation of tumor suppressor genes. Interestingly, many cellular oncogenes and tumor suppressor genes (e.g., p53, pRb) were identified through studies of RNA and DNA tumor viruses, respectively. After infection, these viruses can establish either latent (HPV, EBV, KSHV, HTLV-1) or chronic (HBV, HCV) infection. Activation from latent infection may result from changes in the cell environment, an accumulation of viral stress on the cell and/or a decreased ability of the host to maintain latency or clear infection. Such activation signals may be dependent on the host's genetic make-up (34) and epigenetic factors (35). Understanding why some individuals infected with tumor viruses do not develop cancer remains critical. It is anticipated that continuing research into what distinguishes ‘normal’ viral life cycles from the life cycles in malignant tissues, and the changes in host factors accompanying transformation, will address this problem. So far it has been demonstrated that changes in viral gene expression may accompany the development of high-risk lesions (e.g., HPV, EBV). But why are such changes occurring at a low frequency in infected populations? Are these changes in gene expression a result of a virus-host interaction disruption? Answering these questions requires a great deal more research, but certainly the speakers at the Summer School are on course to do just that. A detailed understanding of the molecular mechanisms governing virus infection and propagation is crucial to the development of antiviral strategies through identification of critical processes and drug targets. This was best exemplified at the Summer School by three speakers who are elucidating complimentary stages of the HIV life cycle: Ariberto Fassati, University College London, discussed nuclear import, Alessandro Marcello, ICGEB, Trieste, focused on integration and the spatial and temporal regulation of HIV-1 gene expression, and Hans-Georg Kräusslich, Universität Heidelberg, dealt with assembly and maturation. Although existing highly active antiretroviral therapy (HAART) can significantly reduce HIV-related illness, the emergence of drug resistant strains, toxic side effects and their ineffectiveness in latently infected cells has ensured that the development of novel HIV-1 therapies remains an important objective. Lentiviruses, such as HIV-1, have the ability to infect terminally differentiated nondividing cells and, therefore, require nuclear import. However, the HIV-1 reverse transcription complex (RTC) is larger than the nuclear pore diffusion size limit. In addition, the RTC is enriched for nucleic acids and so must overcome the hydrophobic exclusion of nuclear pore complexes and a concentration gradient of DNA to enter the nucleus. The manner in which HIV-1 resolves this dilemma is worth investigating as nuclear import is critical to HIV-1 transmission and AIDS pathogenesis. Dr A. Fassati is doing just that and his group has identified some novel mechanisms by which HIV-1 enters the nucleus. A number of viral elements have been shown to play a role in nuclear import e.g., the cPPT element, a nuclear localization signal within matrix and the viral proteins integrase (IN) and Vpr. Fassati's group was interested in identifying the host nuclear transport receptor responsible for HIV-1 import. They used purified RTC complexes in primary macrophages to show that importin 7 (imp7) is involved (36), an import receptor for RNA- and DNA-binding ribosomal and histone proteins, respectively. Further work revealed that the role of imp7 was HIV-specific, which correlated with its ability to bind HIV IN (37). RNAi-mediated knockdown of imp7 decreased import of DNA, but not RNA, indicating that reverse transcription is not a requirement for nuclear import (37). The DNA import-function of imp7 is likely hijacked by HIV-1 to facilitate import of the HIV-1 DNA genome, although it remains unclear whether the RTC remains intact throughout the nuclear import process. Fassati's group continued to search for other nuclear import pathways. They used nucleic acid dye-labeled RTCs and cells treated with digitonin (to permeabilise the plasma, but not the nuclear, membrane) to monitor nuclear import in the presence of various cytosolic extracts. The almost homogenous fraction capable of inducing nuclear import of HIV-1 RTCs was found to contain tRNAs (38). Further, they showed that nuclear import of at least some species of tRNAs occurs in uninfected cells (38) –a previously undescribed cellular pathway of unknown function that HIV-1 appears to exploit. tRNAs are present in HIV-1 virions and it is speculated that the T-arm promotes nuclear import of the RTC via associations with host factors, which have yet to be identified. Fassati's work not only describes novel import pathways for HIV-1, and thus, identifies potential drug targets, it has also enhanced our knowledge of cellular biology through identification of the tRNA nuclear import pathway. Latent viral reservoirs are established early during HIV infection, which prevents eradication of the virus, as they are not susceptible to antiretroviral treatment. In addition, latent proviral DNA can be reactivated to replenish viral loads on interruption of treatment. Therefore, understanding the molecular mechanisms governing latency and reactivation of viral expression is crucial to developing strategies aimed at complete eradication of the virus. To this end, Dr A. Marcello described his work into the impact of chromatin and chromosome territories on the control of HIV-1 transcription and latency. Marcello has shown that the histone methyltransferase Suv39H1, the chromodomain-containing protein HP1γ and histone H3K9 trimethylation is enriched at transcriptionally silent proviral DNA (39). RNAi targeting HP1γ can alleviate the chromatin repression on HIV-1 gene expression in PBMCs from HIV-1-infected donors (39). Whilst providing insight into the mechanisms underlying HIV-1 latency, the question remains as to how some cells come to be latently infected, with repressed chromatin architecture at the proviral LTR, given the propensity for HIV-1 to integrate into active transcriptional units. The nucleus is a highly dynamic and organised entity and it is now widely accepted that active transcription is enriched at the nuclear periphery. Marcello's group examined the latently infected cell line, J-lat A1 cells developed by Jordan, et al (40), by FISH and showed that along with activated viral transcription occurring at the nuclear periphery, the latent provirus was located at the periphery too (41). Chromatin conformation capture (3C) analysis revealed an association of the latent provirus with a pericentromeric region of chromosome 12 in trans, which was lost on reactivation of transcription (41). Although it cannot be ruled out that latency is a result of a rare integration event into an inactive gene at the nuclear periphery, Marcello's work supports a model in which integration into an active gene and clonal expansion of the activated T cell population is followed by a number of T cells becoming quiescent memory cells by chance, a transition that is accompanied by the repression of the provirus through epigenetic mechanisms. Disruption of this repressive chromatin in an HIV-specific manner is an ongoing challenge. The host cell is a crowded environment, so assembling virions need to form stable structures in the producing cell; but the virion needs to be rapidly destabilised upon entry into a new cell. Different viruses have evolved different solutions to this assembly–disassembly paradox. In HIV, the solution is provided by the Gag polyprotein. Initially, a stable, immature virion with a spherical, capsid shell composed of Gag is formed (42). During maturation, sequential cleavage of the Gag polyprotein by protease (PR) (43) results in a rearrangement of the virion to form a mature, infectious virus with a conical capsid, composed solely of the capsid (CA) domains of Gag, despite no change in the overall size of the virion (44). Dr H. G. Kräusslich provided an overview of his work detailing the mechanisms of virus release and the immature to mature virion transition. Cryo-EM studies revealed that following proteolytic maturation of Gag, the mature capsid contains 1,000–1,500 CA proteins assembled into a hexameric lattice (45). A completely spherical immature capsid was predicted to contain ∼5,000 Gag polyproteins, more than double the number present in the mature core. Subsequent cryoelectron tomography studies demonstrated that, in fact, Gag is arranged in an incomplete spherical hexagonal lattice which, in addition, contains holes (46). The “holes” may serve to alleviate the strain imparted by the lattice curvature, as there is no evidence of pentameric defects, as observed in the mature core. The differing arrangement of Gag and its derivatives in the immature and mature stages may indicate a disassembly of the immature shell, prior to assembly of the mature core. The extent of disassembly is unclear, but such a process would be an attractive drug target. If the immature virus contains an incomplete shell, how is the virus released from the cell? Previously, it was thought that Gag assembled at the plasma membrane into spherical shells that resulted in membrane budding, with subsequent cleavage of the resulting thin membrane tether by the cellular endosomal sorting complex required for transport (ESCRT) machinery (47-50). Kräusslich's group demonstrated that almost complete Gag spheres were only present at late-budding sites where functional ESCRT was absent (51). Along with their observations that the immature shell is composed of an incomplete Gag sphere, they proposed a novel model for the release of HIV-1 virions: budding is initiated by Gag assembly with ESCRT recruited early to drive release (51). The process can be, therefore, considered a kinetic competition: should assembly occur faster than ESCRT recruitment, release is incomplete. Using total internal reflection fluorescence (TIRF) microscopy, Kräusslich's group was able to confirm that Vps4, an ESCRT-associated ATPase, appears in bursts at sites of HIV-1 particle production early in Gag assembly (52). Kräusslich furthered understanding of the role of another host factor, CD137/tetherin, in HIV-1 release. Known to be an HIV-1 restriction factor, CD137 is downregulated by the HIV accessory protein Vpu (53). However, rodent and mouse CD137 potently inhibits HIV-1 release through its resistance to Vpu (54). This has consequences for the development of small animal models of HIV infection. The work of Kräusslich, Marcello, and Fassati reveals that continued efforts into discerning the molecular mechanisms of HIV-1 replication facilitates development of effective antivirals, an approach applicable to all pathogenic viruses. The immune system is important in curtailing the detrimental effects of HPV infection: more lesions are observed in Severe Combined Immunodeficiency (SCID) patients (55). Further, detection of HPV DNA in women is age-dependent (56), which may be due to changes in the immune system. Dr J. Doorbar described how the immune system struggles to clear HPV: Langerhans cells are not very effective as viral proteins are expressed at low levels in the lower epithelial layers. In addition, HPV proteins E6 and E7 downregulate cytokines and interferons, respectively (57). E5 is also thought to play an immunosuppressive role through inhibition of major histocompatability (MHC) maturation (58). Hence, without intervention, HPV-associated warts and verrucas can take months to disappear. It is also this delay in immune clearance of the virus that may predispose individuals to cancer. Fortunately, an HPV vaccine is available. Whilst effective, the vaccine protects only against the two most predominant high-risk types, so that it is 75–80% protective (59). Nevertheless, widespread administration of this vaccine would greatly reduce the cervical cancer health burden. Fear of influenza pandemic has enveloped the world over recent years. Prof J. L. Virelizier, Pasteur Institute, Paris, addressed the immune response to this virus. Typically, humans successfully eradicate influenza, following the production of antibodies, although the virus is transferred to another individual prior to antibody production. The fear of a pandemic is born out of concern for a gene reassortment giving rise to a virus that is able to both infect humans and cause fatality. Antibodies to the envelope protein haemagglutinin (HA) are protective against influenza (60). However, the virus is able to avoid the immune system through antigenic drift and periodic antigenic shift, the latter having the potential to cause pandemics (61). Passive transfer of polyclonal antibodies specific to influenza PR8 HA protected against homologous PR8 virus infection in mice, but transfer of cross-reactive anti-FM1 HA antibodies did not (62, 63). This highlights the problem that influenza protection requires strain-specific, not cross-reactive, antibodies, which needs to be taken under consideration in vaccine development. Virelizier also discussed the relevance of lymphocyte memory to the antiviral immune response. He described the original antigenic sin phenomenon, in which immunisation with one variant and boosting with another recalls not just cross-reactive antibodies but also antibodies to variant-specific determinants (64, 65). For example, immunisation with HA strain 1 (H1) will not protect against another strain e.g., H3, but will improve the primary response to another H1 variant years later. This relates to the dual function of B cells as both antibody producers and antigen presenting cells: immunisation primes T cells, via B cell antigen presentation, not just B cell antibody production. Thus, following primary exposure to another variant, T cell help facilitates a more rapid antibody response, including to newly encountered epitopes (66). This is important in vaccine administration practices as it emphasises the importance of vaccinating not just the older members of society but also the young, so as to afford them lymphocyte memory. Severe Acute Respiratory Syndrome (SARS) was first reported in Asia in 2003 and within a few months the virus had spread to more than 24 countries in Asia, North America, South America, and Europe (67). Prof Luis Enjuanes, Consejo Superior de Investigaciones Cientificas (CSIC), Madrid, gave a detailed lecture on his development of a SARS-CoV vaccine. His group has demonstrated that recombinant virus rSARS-CoV-ΔE protected BALB/c mice from fatal respiratory disease when challenged with SARS-CoV, and partly protected mice expressing the viral receptor, hACE2 (68). Hamsters immunised with rSARS-CoV-ΔE showed decreased lung inflammation and clinical illness on SARS-CoV challenge (69). The recombinant strain also induced antivirus T cell and antibody responses (68). Work is ongoing to elucidate the role of E, but differential gene expression studies implicate regulation of the unfolded-protein stress response (70). Whilst highly promising, the vaccine is not yet considered safe for humans, particularly given the prevalence of coronaviruses and the risk of recombination. Existing vaccine production involves chemical attenuation, but this also carries safety concerns, as inactivation can be incomplete. The use of rSARS-CoV-ΔE, rather than wild type SARS-CoV, in chemical attenuation could improve the safety of vaccine production, without compromising immunogenicity. HIV has infected more than 60 million people wo
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Public relations, propaganda and poison: a case study of South African press coverage of the Vanderbijlpark water pollution crisis and Mittal Steel - Malan, Ryan (2010)
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Education in Ghana - Педагогика (2010)
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Access to University Education in Nigeria: A Review. - Agboola, B. M.; Ofoegbu, Felicia I. (2010)
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Positioning the technological university library in higher education and human resources development in Africa - Chiware, Elisha Rt (Library Management, 2010)
Purpose This paper seeks to discuss the positioning of academic libraries in universities of science and technology in Africa. With the importance that is given to the establishment and outputs of these types of universities and to skills development as a contributing factor to Africa's development, the role of library and information services are to be discussed. The paper aims to focus on the position of the library in relation to the changing complexity of information resources, tools for users to access information, IT developments, knowledge creation and dissemination, community engagement, support for innovation and entrepreneurial development, external partnerships and measuring service delivery through research. Design/methodology/approach The challenges for the library in science and technology universities are to remain relevant to the development of skilled human resource that can contribute to Africa's economic and social development. The changing information provision landscape, the new community engagement programmes, the thrust to contribute to knowledge development and the support for innovation and entrepreneurial development ensure that the library remains relevant in the academic projects in Africa. Findings The library in science and technology universities in Africa and in other developing countries remains an important strategic partner in the development of human resources and overall economic and social development of the continent. Originality/value The discussion in the paper provides some insights into the planning and development of emerging technological university libraries in Africa and other developing regions.
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Establishing indigeneity in African pluralities using PRO169 parameters and a case study for measuring their inclusivity - Gagnon, Jean–Paul (Division of Research and Commercialisation, 2010)
The concept of the indigenous person or group in Africa is a contentious one. The current argument is that there exist no indigenous people in Africa because all Africans are indigenous. The obverse considers those Africans who have not been touched by colonialism and lost their traditional cultures commensurate with attachments to the lands or a distinguishable traditional lifestyle to be indigenous. This paper argues in favor of the latter. People who live in the global telos and do not participate in a distinct traditional culture that has been attached to the land for centuries are not indigenous. It is argued that this cultural divergence between modern and traditional is the major identifying point to settle the indigenous-non indigenous African debate. Finally, the paper looks at inclusive development and provides a new political analysis model for quantifying inclusivity so as to measure the inclusivity of indigenous peoples.
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Rivers Through Time: Historical Changes in the Riparian Vegetation of the Semi-Arid, Winter Rainfall Region of South Africa in Response to Climate and Land Use - Hoffman, M. Timm; Rohde, Rick (Journal of the History of Biology, 2010)
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Influence of religious affiliation and education on HIV knowledge and HIV-related sexual behaviors among unmarried youth in rural central Mozambique - Noden, Bruce H.; Gomes, Aurélio; Ferreira, Aldina (AIDS Care, 2010)
The interactions between religious affiliation, education, HIV knowledge, and HIV-related sexual behaviors among African church youth are poorly understood. In this socio-demographic study, 522 unmarried youth 12-28 years old in rural central Mozambique were surveyed with a structured questionnaire. Using binary logistic regression analysis, we used religious affiliation and education to measure influence on (1) HIV transmission and prevention knowledge and attitudes and (2) HIV-related sexual behaviors among youth. Religiously affiliated males were more likely than non-religious males to know when a condom should be used, respond correctly to HIV transmission questions and respond with less stigma to HIV-related scenarios. Increased levels of education among males corresponded significantly to increased knowledge of condom usage and HIV prevention strategies and less likelihood to respond with stigma. Only education levels influenced young female responses. Religious affiliation and education had minimal effects on sexual activity, condom usage, and multiple partnerships. African Independent Church/Zionist males were 1.6 times more likely to be sexually inexperienced than non-religious males but were also significantly less likely to use condoms (0.23, p=0.024). Non-religious youth were most likely to have visited sex workers and did not use condoms. These results suggest that religious affiliation, possibly as the result of educational opportunities afforded by religious-affiliated schools, is contributing to increased HIV transmission and prevention knowledge among youth in rural Central Mozambique but not influencing HIV-related sexual behavior. The need exists to strengthen the capacity of religious congregations to teach about HIV/AIDS and target non-religious youth with HIV transmission and prevention information.
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Learning support : perceptions and experiences of distance learners in Botswana - Gatsha, Godson; Evans, Rinelle (Progressio, 2010)
This study pertains to the provision of learning support to remote distance learners in Botswana, who enrolled for a secondary school-leaving certificate. The purpose of the study was to document learners' perceptions and experiences of learning support and to improve service delivery. The study, which was informed by an interpretive paradigm using a mixed-methods approach, is underpinned by Holmberg' theory of conversational learning (2003). Qualitative methods that involved semi-structured interviews, journals, document study and observations were used to collect data, while a questionnaire provided nested quantitative data. Data sets were triangulated and trustworthiness was enhanced by using Atlas.ti for qualitative analysis and SAS version 8 software to generate percentages. The key findings showed that learners exhibited high intrinsic motivation and 72.1 per cent of them were satisfied with the learning support provided. This substantiates the notion that learner motivation remains a key attribute for successful distance learning in any context. However, policy and managerial flaws frustrated and unintentionally disadvantaged learners. Implications for practice include policy reviews and adoption of best practice. A survey to establish learner needs, expectations and aspirations is critical for the design and development of appropriate learning materials, and for the delivery of quality learning support.
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The Changing Global Climate and its Implication on Sea Level Trends in Tanzania and the Western Indian Ocean Region - Mahongo, SB (Western Indian Ocean Journal of Marine Science, 2010)
Global mean sea levels show a general rising trend that has been accelerated by the recent changes in world climate.This is ascertained through geological and historical records, measurements from in situ tide gauges around the globe and since 1992, through satellite altimetry.About 60% of the 34 tide gauge stations in the Western Indian Ocean region with at least four years of data portray rising trends of relative sea levels, while the remaining 40% show falling trends.Sea level records in 14 other stations in the region were not considered in this investigation due to short data spans.Relative sea levels in Tanzania show falling trends in Tanga (1962)(1963)(1964)(1965)(1966), Dar es Salaam (1986)(1987)(1988)(1989)(1990) and Zanzibar (1984Zanzibar ( -2004)), but portray a rising trend in Mtwara (1959Mtwara ( -1962)).Published results from satellite altimetry (1993)(1994)(1995)(1996)(1997)(1998)(1999)(2000)(2001)(2002)(2003) also concur with the national and regional tide gauge observations, and are similar to those observed in the Eastern Pacific.However, these patterns likely reflect inter-annual and decadal fluctuations rather than long-term trends.Available literature on model reconstructions of long-term sea level trends show a general rising trend in Tanzania (0.4 to 2.0 mm/yr) and the Western Indian Ocean (-0.4 to 2.4 mm/yr).The global average within this period (-0.4 to 3.6 mm/yr) is basically higher than these national and regional trends.
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Caries experience in the primary dentition of nursery school children in ile-ife, Nigeria. - Sofowora, C.A. Adekoya –; Nasir, Wakeel Olabamiji; Taiwo, Modupe Oladunni; Adesina, Afusat (African Journal of Oral Health, 2010)
Objective: To measure the prevalence and pattern of distribution of dental caries in suburban Nigerian children attending nursery school in Ile -Ife, Nigeria.Methods: A cross sectional survey of 423 children (225 boys, 198 girls) aged 3 -6 years using dmft index.WHO recommendations for oral health survey were used for caries diagnosis (non cavitated lesions were excluded).All examinations were carried out by two calibrated examiners.Result: The prevalence of caries was 10.9% and a mean decayed, missing and filled teeth index (dmft) was 0.3 with the d -component comprising 92%.The mean dmft of children with high social status was higher than children with low social status.No statistically significant differences were found between boys and girls.The pattern of distribution revealed that out of 46 children diagnosed for caries 29 (63%) had caries confined to posterior teeth, 3 (6.5%)had caries only in anterior teeth and in 14(30.4%)both anterior and posterior teeth were affected.Caries free children accounted for 89.1% Discussion: The experience of caries in suburban Nigerian nursery school children found in this study was lower than that reported in most African countries and developed countries.Conclusion: Caries is not a widespread problem in some young suburban Nigerian nursery school children in the population examined.The importance of dental education and oral health programme both curative and preventive measures for this population are important to maintain the WHO / FDI millennium goal in Nigerian children population.
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Self-concept, computer anxiety, gender and attitude towards interactive computer technologies: A predictive study among Nigerian teachers - Agbatogun, Alaba Olaoluwakotansibe (International Journal of Education and Development using ICT, 2010)
Interactive Computer Technologies (ICTs) have crept into education industry, thus dramatically causing transformation in instructional process. This study examined the relative and combined contributions of computer anxiety, self-concept and gender to teachers’ attitude towards the use of ICT(s). 454 Nigerian teachers constituted the sample. Three instruments were used to collect the data analysed with Pearson Product Moment Correlation, Multiple Regression and Analysis of Variance. The findings revealed that the combination of the three independent variables significantly predicted the independent variable. Gender did not make any significant contribution to the prediction of the dependent variable. Recommendations were made based on findings.
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An empirical survey on domestication of ICT in schools in disadvantaged communities in South Africa - Chigona, Agnes; Chigona, Wallace; Kausa, Moses; Kayongo, Patrick (International Journal of Education and Development using ICT, 2010)
The potential of Information Communication Technologies (ICT) to enhance curriculum delivery can only be realised when the technologies have been well-appropriated in the school. This belief has led to an increase in government- or donor-funded projects aimed at providing ICTs to schools in disadvantaged communities. Previous research shows that even in cases where the technology is provided, educators are not effectively integrating such technologies in their pedagogical practices. This study aims at investigating the factors that affect the integration of ICTs in teaching and learning. The focus of this paper is on the domestication of ICTs in schools serving the disadvantaged communities in a developing country context. We employed a qualitative research approach to investigate domestication of ICT in the schools. Data for the study was gathered using in-depth interviews. Participants were drawn from randomly sampled schools in disadvantaged communities in the Western Cape. Results show that even though schools and educators appreciate the benefits of ICTs in their teaching and even though they are willing to adopt the technology, there are a number of factors that impede the integration of ICTs in teaching and learning.
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From digital divide to digital equity: Learners' ICT competence in four primary schools in Cape Town, South Africa - Guðmundsdóttir, Gréta Björk (International Journal of Education and Development using ICT, 2010)
This study explores factors influencing the digital divide in four schools in Cape Town, South Africa. Three of the schools are for disadvantaged learners whereas the fourth was previously for whites only. All the schools use ICT in their curriculum delivery and thereby support the emphasis of provincial educational authorities on ICT access for all learners and teachers. Seventh-grade learners (N = 290) as well as their class teachers and principals participated in the study which focused on factors inside and outside of school which affected learners’ ICT competence, and hence the digital divide. Data were collected through interviews, observations and questionnaires. Learners’ ICT competence was compared between and across schools in relation to gender, home access and home language in addition to support and training possibilities for the teachers. The main findings indicate that, despite substantial efforts by educational authorities to increase ICT access for learners and teachers in public schools in Cape Town, when learners’ ICT competence is compared, digital equity has not been reached. In order to increase digital equity and decrease the digital divide, a renewed policy focus is needed which puts greater emphasis on addressing the severe inequalities of the learners within their school environment as well as outside of school, taking their home situation into consideration to a greater extent.
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Gender and Sexual Risk-Taking Among Selected Nigerian University Students - Okonkwo, Amaechi D. (Sexuality & Culture, 2010)
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Inclusive Education: Bildungsinitiative – Aktionsplan – Modellprojekt für Gemeinsame Erziehung, Bildung und Förderung von Kindern mit und ohne Behinderungen/Lernschwierigkeiten in Burkina Faso/Westafrika - Markowetz, Reinhard (Zeitschrift für Inklusion, 2010)
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Urban African American Males’ Perceptions of School Counseling Services - Owens, Delila; Simmons, Robert W.; Bryant, Rhonda M.; Henfield, Malik S. (Urban Education, 2010)
Using a qualitative framework, researchers explored urban African American male students’ perceptions of their school counselors and the ways to improve school counseling services. While participants reported positive feelings toward their school counselors, they identified specific services school counselors can offer them to optimize academic and personal/social performance. The authors discuss the findings’ implications on urban school counseling service delivery.
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The Yemeni University Students Exposure to Soap Opera and its Potential Effects: Survey Study - Al-Shami, Abdulrahman (Jordan Journal of Social Sciences, 2010)
The purpose of this study is to provide an insight into the importance of television soap opera in the life of Yemeni university students. It examined their exposure to soap opera, their opinions toward either Satellite channels or television soap opera and the consequence effects of these channels and soap opera. The study concluded that exposure to either satellite channels or television soap opera mainly occurred on irregular basis. The primary motives for Yemeni students behind watching soap opera were relaxation, entertainment and watching beautiful actress. Yemeni university students showed negative attitudes towards television soap opera.
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Naar school in Malawi, wat ouders willen dat hun kinderen leren - Grootswagers, S. (2010)
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Changing the Course of AIDS: Peer Education in South Africa and Its Lessons for the Global Crisis - Monson, Thomas P. (JAMA, 2010)
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Environmental Pollution Levels of Lead and Zinc in Ishiagu and Uburu Communities of Ebonyi State, Nigeria - Oje, Obinna Aru; Uzoegwu, Peter N.; Onwurah, Ikechukwu N. E.; Nwodo, Uchechukwu U. (Bulletin of Environmental Contamination and Toxicology, 2010)
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Where there's no green man: child road-safety education in Ethiopia - Salmon, Ruth W.; Eckersley, William (Development in Practice, 2010)
Traffic crashes kill 1.2 million people annually, and the number is growing fast, particularly in developing countries. Although child road-safety education is widely considered important, few programmes have resulted in demonstrated improvements in safety. We review road-safety education in Ethiopia and conclude that it is often locally inappropriate and impractical. Such programmes are frequently based on dominant but ineffective educational models imported from other contexts. Drawing on our experience of establishing a community-managed child road-safety education programme in Ethiopia, we suggest how road-safety education in developing countries might become more effective.
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Teacher characteristics as predictor of attitude towards inclusive education in the cape coast metropolis of Ghana - Ackah, Francis R. (IFE Psychologia: An International Journal, 2010)
Teachers are the principal players and actors who make inclusion happen and succeed in any country. Can there be an effective inclusive education practice in Ghana without positive teacher dispositions? Teacher characteristics were examined for their relationship with attitude towards inclusive education in regular schools. With a sample of one hundred and thirty-two (132) professional teachers from 16 Basic schools located in the Cape Coast Metropolis, teacher characteristics such as gender, school location, teaching experience and professional qualification were found to be statistically insignificant with respect to differences in attitude towards inclusive education. Results were supportive of earlier studies on teacher characteristics undertaken in some countries such as UK, US and Haiti. Implications of these findings are discussed and some useful recommendations are provided for teachers, educators and policy makers and implementers in Ghana.Key words: teacher characteristics, attitude, inclusive education, regular schools, individuals with disabilities
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Relationship between Perceived Self-Efficacy and Information Literacy among Library and Information Science Undergraduates in a Nigerian University of Education. - Adetoro, Niran; Simisaye, Ahmed Olakunle; Oyefuga, AB (IFE Psychologia: An International Journal, 2010)
Information Literacy is a critical input in today’s learning environment and indeed for lifelong learning. Information literacy could be contingent upon an intrinsic element such as self-efficacy belief. Thus, this study investigates the relationship between perceived self-efficacy and information literacy among library and information science (LIS) undergraduates in Tai Solarin University of Education, Ijebu – Ode Nigeria (TASUED). Ex-post facto research design was adopted. Using total enumeration technique, data were gathered from all the 108 LIS undergraduates in TASUED using an instrument tagged Self-efficacy and Information literacy questionnaire (SILQ) with reliability values: (a = 0.78) information literacy and (a = 0.75) self-efficacy. All questionnaires were returned, however 100 (93%) were found usable. The study found out that respondents had high self-efficacy beliefs on more items on the scale; the level of information literacy was high in eight of the fifteen indicators on the scale. Perceived self-efficacy had a significant relationship with information literacy (r=0.329; p
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Education civique et morale au Togo - diagnostic : stratégies et méthodologie pour une pédagogie d’enseignement des valeurs - Aglo, John (Journal de la recherche scientifique de l'Université du Bénin, 2010)
A la recherche d’un meilleur mécanisme de mise en oeuvre des curricula d’Education civique et morale (ECM), cette étude entreprend un diagnostic des pratiques éducatives passées ou en usage, en même temps qu’elle porte une réflexion attentive sur le système d’enseignement et les principes de la politique éducative au Togo. Montrant que la contextualisation et d’autres soubassements sont nécessaires à l’adaptation du contenu de l’Enseignement, l’étude propose des paramètres de refondation et d’innovations curriculaires, et en développe des exigences fondamentales, les stratégies opératoires et les modes d’évaluation, surtout par rapport à l’Education civique et morale.Mots clés : Compétence, continuité, curriculum, école, éducation, évaluation, pluriculturalité, pluriethnicité, pluriréférentialité, progrès, stratégies.Seeking for a better way of implementation of Civic and Moral Education curricula, this study undertakes a diagnostic of past and current educational practices, while it examines the teaching system and principles of the educational policy of Togo. Showing that contextualization and some other educational supporting principles are necessary for adaptation of teaching content, this study proposes parameters for curriculum reconstruction and innovations, develops some of their fundamental exigencies, modes of assessment and operational strategies, especially in regard to Civic and Moral Education.Key words: Assessment, competence, continuity, curriculum, education, plurality of cultures and references, progress; school, strategy.
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Self-Esteem, Perceived Control and Communal Relationship Strength as Predictors of Emotional Distress in Nigerian University Students. - Akinsola, Esther F. (IFE Psychologia: An International Journal, 2010)
This study attempted to determine whether self-esteem, perceived control and communal relationship strength would predict emotional distress in Nigerian university students. 148 students from a Christian university and 158 students from a Secular university responded to measures of the variables listed above. It was hypothesized that: (i) Students from the Christian university would show higher levels of self-esteem, perceived control and communal relationship strength and lower levels of emotional distress than Students from the Secular university; (ii) There would be significant correlations between the variables; (iii) The listed variables would predict emotional distress in the students. The results of the study provide partial support for the hypotheses and showed that (i) Christian university students showed higher levels of communal strength towards their best friend and overall communal strength; (ii) Perceived control predicted emotional distress in the students; (iii) When all the students were considered together perceived control was the strongest predictor of emotional distress while self-esteem was the strongest predictor of emotional distress for Christian university students.
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Prevalence of Impulsivity among Junior Secondary Students in Lagos, Nigeria - Aremu, A. Oyesoji; Omomia, T. A. (IFE Psychologia: An International Journal, 2010)
The study sampled 200 early adolescents (120 males and 80 females) using a developed and tested model that provided a causal explanation on Five-Factor Model of personality (neuroticism, extraversion, openness to expression, agreeableness, and conscientiousness) and gender. Data collection was done through the use of two valid and reliable instruments (NEO Five-Factor Inventory=0.83; Social Reactivity Scale=0.72). The data were analyzed using multiple regression and path analysis in order to estimate the coefficient of structural equations of the hypothesized model. Results from the analysis indicated that the most meaningful causal model was tenable. And that the six predicting variables accounted for 33.5% (direct effect) and 66.5% (indirect effect) of the variability in the criterion. Although, the significant causal influence of the Five-Factor Model and gender investigated suggested that early adolescents’ rebelliousness could be predicted using the variables, openness to expression and agreeableness have the most direct causal influence on early adolescents’ rebelliousness. The implications of the findings for counselling, education and development of early adolescents were discussed.Key Words: Early Adolescents, Rebelliousness, Five-Factor Model, Nigeria.
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The Relative Effect of Field Dependent & ANKOMAH-SEY VERA and Independent Learning Styles on the Academic Performance of Undergraduate Students of the University of Cape Coast, Ghana - Dawson-Brew, Emma; Ankomah-Sey, Vera (IFE Psychologia: An International Journal, 2010)
The main focus of this study was to find out the relative effect of Field Dependent and Field Independent learning styles and a combination of the two on academic performance of undergraduate students of the University of Cape Coast. The quasi-experimental design was employed for the study.A total of 77 subjects completed a questionnaire designed by the researchers before they received treatment on techniques of the 3 learning styles in a pre and post-test design.The formulated hypotheses were tested using the t-test and F ratio at alpha level 0.05. The study revealed that there was significant difference in the academic performance of students who used the three learning styles, namely Field Dependent, Field Independent and a combination of the 2 learning styles.The academic performance of students who used a combination of the two learning styles was slightly higher than that of the remaining two groups at a significant level of 2.66. The study finally showed that the three learning styles when used effectively enriched academic work.
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An Empirical Investigation into Nigerian ESL Learners’ Apprehension of Grammar Classes - Jibowo, AV (Marang, 2010)
General observations indicate that ESL learners in Nigeria tend to manifest fear and anxiety in grammar classes, which could influence their performance negatively or positively. This study examines empirically some of the reasons for some ESL learners’ apprehension of grammar classes. The data for the study were obtained from 268 secondary school students and 17 English language teachers who responded to a questionnaire developed to provide answers to the following questions: Are ESL learners actually apprehensive of their English grammar classes? What are the reasons for their apprehension? Are there significant differences in subjects’ responses based on level of study, type and location of school and gender? The responses which were analysed using descriptive and inferential statistics show that learners are largely apprehensive of English grammar classes. The findings also show that the reasons for their apprehension are threefold: inherent difficulties associated with learning grammatical structures of English and teacher and student related factors. It is recommended that specific measures be adopted to alleviate students’ fear in order to improve their performance in the subject.Keywords: Nigerian, ESL, learners, apprehension, grammar, lessons
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Literacy Practices at Home and School for Rural Children in Zimbabwe - Ngwaru, Jacob Marriote (2010)
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Vulnerability to climate change in rural Ghana: Mainstreaming climate change in poverty-reduction strategies - Dasgupta, Aisha; Baschieri, Angela (Journal of International Development, 2010)
Abstract This paper argues that poverty assessments that use standard money‐metric indicators of poverty overlook the welfare of communities highly vulnerable to weather‐related extremes, and that an assessment of vulnerability to climate change should be an integral part of poverty assessment. Using Ghana as a case study, this paper evaluates to what extent the standard money‐metric measures of poverty represent the welfare of those households vulnerable to weather‐related extremes. In addition, the paper illustrates the importance of mainstreaming climate change into development strategies, highlights the importance of integrating vulnerability assessments and stresses the need for developing adaptation strategies for poverty alleviation. Copyright © 2010 John Wiley & Sons, Ltd.
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THE RELATIONSHIP BETWEEN LEADERSHIP STYLE AND SCHOOL CLIMATE: IN BOTSWANA SECONDARY SCHOOLS - Oyetunji, Christianah Oluwatoyin (2010)
In Botswana secondary schools, a positive climate is more of an ideal than a reality. It is the task of stakeholders particularly the headteacher's to create and sustain a conducive learning environment to improve pupils' academic and behaviour standards. To a large extent, the headteacher, as an individual occupying the highest official position in the school, determines how the school is run. His/her expectations, values, beliefs, relationships with teachers and the examples he/she sets for the whole school shape the climate in the school. The headteacher can promote or inhibit a positive climate through his/her leadership behaviour pattern. Thus, the headteacher's leadership style is significant in creating and sustaining a positive school climate. This study has been undertaken to examine the connectedness between headteacher leadership style and school climate. This research focuses on the improvement of climate in Botswana secondary schools through the headteacher's appropriate use of leadership styles in different situations with a view to answer the following questions: What different leadership styles are employed by school headteachers? What are the different types of climates in schools? Are the leadership styles of school headteachers responsible for the climate that exists in their schools? What are the implications of the headteachers' leadership styles for school climate? How can school climate be improved? What roles can the headteachers, teachers and other stakeholders play to improve school climate? The research report comprises six chapters: Chapter one contains the background information of the research, statement of the research problem, aim and objectives of the research, demarcation of the study, definition of concepts, research methods and the research structure. Chapter two presents a review of literature on leadership styles, factors affecting it and discussion of models from different perspectives form part of this chapter. However, the emphasis is on Hersey and Blanchard's situational model which proposes the appropriate use of leadership styles to suit situations. Chapter three covers a review of relevant literature on school climate and factors affecting it. Chapter four presents detailed report on the empirical study. Questionnaires each of which contains items on leadership styles and school climate were responded to by secondary school teachers and interviews were conducted with headteachers. Chapter five contains data analysis and interpretation. Various leadership styles used by headteachers and the corresponding climates were identified. The findings indicated that the type of climate that exists in schools is related to the headteachers leadership style. It emerged that organisational climates vary in schools and that the participating leadership style promotes an open organisational climate. Implications for school performance and for the nation's vision (Vision 2016) was given. Chapter six presents findings from the literature study as well as the empirical study, conclusions based on the findings and recommendations for improvement for practice and further research.
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A comparative study of the prophets of African indigenous Churches and Akan Traditional Priests: A critical examination of their training. - Owusu, Joseph Atuahene (2010)
This thesis critically examines and compares the training of the (AIC) prophets and prophetesses with the Akan traditional priests and priestesses. There have been constant criticisms among Ghanaians, both Christians and non-christians about the modus oparandi and training of the AIC prophets and prophetesses. The abuses in activities of some AIC prophets and prophetesses in Ghana have called for a study of the kind of training the prophets and prophetesses go through. Besides examining the training of the AIC prophets and prophetesses the thesis also compares their training that of the Akan traditional akomfo, to find out the similarities and dissimilarities. The primary data for this study were obtained through interviews. The researcher visited some AICs in Ghana and interviewed senior prophets and prophetesses. as well as the would-be prophets and prophetesses for the study. Some schools that train AIC prophets and prophetesses were also visited. The principals of the schools and some past students were interviewed. Some traditional shrines Taakwadwo were visited to know in detail, through interviews the kind of training they give to their would-be priests and priestesses. Secondary data were obtained through relevant literatures. The researcher read some books and articles on the topic. The study revealed that the AICs in Ghana are mainly trained through mentoring or discipling, though there are other forms of training, such as institutional type and the TEE. Many AICs prophets and prophetesses are not patronising these types of training institutions because some believe that they do not need such training. The researcher therefore recommends that the AICs prophets and prophetesses should take advantage of the available training institutions in order to change the perception of many Ghanaians towards them.
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