Differences in Self-Concept, Racial Identity, Self-Efficacy, Resilience, and Achievement among African-American Gifted and Non-Gifted Students: Implications for Retention and Persistence of African Americans in Gifted Programs. - Kearney, Lakeisha Jourdan (2010)
openalex: W9844256 mag: 9844256
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SYNTHESIS REPORT : The Implications of Climate Change and Sea-Level Rise in Tanzania - THE COASTAL ZONES - Kebede, Abiy S.; Brown, Sally; Nicholls, Robert J. (2010)
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Factors influencing the effective use of ICT in teaching and learning science curriculum in Kenyan secondary schools: the case of cyber and Nepad e-schools - Keiyoro, Peter Njenga (2010)
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Relationship Between School Environment And Use Of Ict In Teaching Science Curriculum In Nepad And Cyber E-schools In Kenya - Keiyoro, PN; Christopher, Mary; Kidombo, Harriet (2010)
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Democratic Education Only for Some: Schooling in Northern Uganda - Kelly, Philip; Odama, Stephen (2010)
openalex: W2276670566 mag: 2276670566
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Difficulties in Democratizing Education in Uganda: An Anti-Colonial Analysis - Kelly, Philip; Odama, Stephen (2010)
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Hydrological and water resources modelling under uncertainty and climate change : an application to the Limpopo basin, Botswana - Kenabatho, Kebuang Piet (2010)
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Using drawing, photography, and drama to enhance English language learning in Uganda - Kendrick, Maureen; Jones, Shelley; Mutonyi, Harriet; Norton, Bonny (2010)
openalex: W798560028 mag: 798560028
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Identification of molecular markers linked to drought tolerance using bulked segregant analysis in Kenyan maize ( Zea mays L.) landraces - Kenya, Egerton (2010)
1 SUMMARY Introduction : Drought is an important climatic phenomenon, which is the second most severe constraint to maize production in developing countries, after low soil fertility. Maize ( Zea mays L.) is particularly sensitive to water stress at reproductive stages, and breeding to improve drought tolerance has been a challenge. When drought occurs just before or during flowering, it results in delayed silking and a consequent increase in the length of anthesis-silking interval (ASI). Selection for a reduced ASI has shown correlated response to improved grain yields under drought. However, conventional selection has been limited by the difficulty of managing uniform experimental conditions to eliminate environmental effects and their possible interactions with the genotype. Objectives : Simple sequence repeat (SSR) molecular markers were used to identify genomic regions responsible for the expression of ASI in F2 population derived from a cross of drought susceptible and tolerant landraces using bulked segregant analysis (BSA). Methodology : An F 2 population of 203 individuals was developed from a cross between drought susceptible (KCB) and drought tolerant (GBK032357) maize landraces. The population was screened under drought to categorize into drought tolerant and drought susceptible phenotypes. Based on the BSA procedure, the DNA from 10 most drought tolerant and 10 most drought susceptible F2 plants based on ASI values were used to make DNA pools. These DNA pools and DNA from parents were assayed at 109 loci. Results: A confirmation of polymorphic candidate markers on these 20 individuals revealed four genomic regions associated with ASI. These were regions near markers p-umc2189 , p-bnlg1179 and p-bnlg1014 on chromosome 1 and p-umc1542 on chromosome 2. The candidate QTLs accounted for about 65% of the observed variation for ASI. Significant phenotypic correlations among flowering parameters, grain yield and yield components were observed. Overlaps between the corresponding candidate QTLs were also observed. For instance, markers, p- umc2189 and p-bnlg1014 showed significant association with female flowering time (FFT) whereas markers p-bnlg1179 and p-umc1542 showed significant association with both kernel number (KN) and grain yield (GY). This finding implied pleiotropism between loci for ASI and FFT, KN and GY. Conclusion and application of results : The four candidate markers ( p-umc2189, p-bnlg1179 and p-bnlg1014 and p-umc1542 ) identified in this study may be useful in developing molecular marker assisted selection (MAS) strategies to transfer drought tolerance traits into the elite varieties. The use of MAS will significantly expedite the breeding process by reducing length of
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How Palestinian refugee families living in refugee camps within the West Bank and the Gaza Strip deal with their engagement with formal education at primary and secondary school level - Kerr-Sheppard, Gillian (2010)
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Returns to Education in Tanzania: exploiting a natural experiment - Kerr, Andrew; Quinn, Simon (2010)
We use education reforms implemented in Tanzania in the 1960s as a source of exogenous variation in education to estimate the returns to education in nationally representative cross sectional datasets from 2001 and 2006. We nd that returns to an extra year of education are between 8% and 13% when using OLS. The education reform increased the number of students nishing primary school and increased primary school from 4 to 7 years, but did away with middle school and lowered the total number of years of schooling for those that entered high school by one year. Using a control function to control for endogeneity of education and heterogeneity of returns we nd that returns are actually concave with higher returns at lower education levels. We believe this indicates substantial ability bias.
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Use of media in resolving conflicts in Kenyan boys schools: a case study of Nairobi province - Khaimia, Anne Claire (2010)
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Teacher professional development programs in Palestine: Changes beliefs and practices - Khalili, Ola (2010)
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Role of stakeholder in financing of free primary education in Nandi South District, Kenya - Khamede, Zipporah (2010)
openalex: W2432962657 mag: 2432962657
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The impact of high-stakes testing in primary and secondary schools in Kenya - Khanyaha, Florah S (2010)
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Extent of utilization of education commissions' recommendations in planning quality education in primary schools in Kenya (1988 to 2009) - Khatete, Ibrahim (2010)
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Introduction of Information and Communication Technologies Teaching in Accounting Education Following the LMD Reform in Tunisia: Toward a Market Orientation - Khemiri, Rim; Chehida, Maryam Ben (Journal of African research in business & technology, 2010)
The aim of this paper is to study to what extent changes made to the ICT educational program of the Tunisian accounting education, following the LMD reform, meet the needs of the accounting profession.An application of the market orientation logic as part of this program is proposed.An exploratory study conducted with a group of accountants teachers shows that the new program does not meet the needs of their profession.It would be interesting to complete this study by checking the suitability of this program for chartered accountants and companies.
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Algerian V-Learning network - Khenak, Ferhat (2010)
Very early, we had the intuition that the E-Learning, developed by and for societies `in written tradition', was not going to acquire the expected success in societies `in oral tradition', like most part of the African societies among which Algeria, where the orality occupies a predominant place in the transmission of knowledge. To communicate orally, the majority of the Algerians ingeniously combine several languages, but they seriously do not master the writing of any of these. Is this a wealth or a linguistic anarchy? To elude this question, we concentrated our cogitation on the elaboration of a technical, scientific and economic V-Learning model, inserting this tradition. So, we recently deployed a national Video Education Network (or, REV in French) which we are going to introduce here.
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The Comparison of Research and Education Activities for Welding Engineering between Egypt and Japan - Khodir, Saad Ahmed (Yosetsu Gakkai-Shi, 2010)
openalex: W2312952399 mag: 2312952399
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The South African national education evaluation system: What will make it work? - Khosa, Godwin (2010)
openalex: W2468116785 mag: 2468116785
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The awareness of wildlife conservation by learners and educators in the Bojanala district, North-West Province Soth Africa - Khumalo, Ramanakana Frederick (2010)
openalex: W2231874154 mag: 2231874154
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Media education and training in East Africa - Kiai, Wambui (2010)
openalex: W2254130674 mag: 2254130674
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Strategic Faculty Management Plan for Teaching and Research at the Faculty of Business Administration and Management – Uganda Martyrs University, Uganda - Kibrai, Moses (2010)
openalex: W2893869184 mag: 2893869184
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The Proficiency in English Vocabulary and Reading Comprehension in Kenyan Secondary School Learners - Kibui, Agnes (2010)
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The proficiency in English vocabulary in and reading comprehension in Kenyan secondary schools learners - Kibui, Agnes (2010)
openalex: W2101435565 mag: 2101435565
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Education as a Vehicle for Socio-Economic Change in Kenya. - Kibui, AW (2010)
openalex: W2783091745 mag: 2783091745
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Empowering primary school children to produce food to mitigate short-term hunger through school gardening: the case of universal primary schools in Kamuli and Soroti Districts, Uganda. - Kibwika, Paul; Kyazze, Florence Birungi; Loga, Dorcas Elizabeth; Apolot, Stella; Adipala, E.; Tusiime, G.; Majaliwa, J. G. M. (Second RUFORUM Biennial Regional Conference on "Building capacity for food security in Africa", Entebbe, Uganda, 20-24 September 2010, 2010)
openalex: W270493205 mag: 270493205
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Does Agricultural Education Prepare Early School Leavers for a Career in Agriculture? Experiences from Uganda - Kibwika, Paul; Okiror, John James; Birungi-Kyazze, Florence (2010)
openalex: W3098546603 mag: 3098546603
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Higher education reform : through business process reengineering : a case study of Mekelle university (Ethiopia) - Kidanemariam, Teklay Tesfay (2010)
openalex: W2401878219 mag: 2401878219
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Pedagogical Integration of ICT in Kenyan Secondary Schools: Application of Bennett - Kidombo, Harriet; Gakuu, Christoper Mwangi (2010)
openalex: W2246125650 mag: 2246125650
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Pedagogical integration of ict in selected Kenyan secondary schools: application of Bennett’s hierarchy - Kidombo, Harriet; Gakuu, Christopher (2010)
openalex: W1719407191 mag: 1719407191
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Social factors influencing drug and substance abuse among secondary school students of Manyatta Division, Embu North District-Kenya - Kigundu, Teresia W (2010)
openalex: W2737994994 mag: 2737994994
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Comparison of selection indices for drought tolerance in common beans for the dry environments of Tanzania. - Kilasi, Newton; Mwala, Mick; Nchimbi‐Msolla, Susan; Adipala, E.; Tusiime, G.; Majaliwa, J. G. M. (Second RUFORUM Biennial Regional Conference on "Building capacity for food security in Africa", Entebbe, Uganda, 20-24 September 2010., 2010)
This study assessed yield performance of common bean genotypes under different levels of drought stress (waster stress periods). Subsequently, drought susceptibility index (DSI), sensitivity index (SI) and drought intensity index (DII) were derived from the grain yield data under the three water stress treatments. DSI was found to be the most reliable index to identify drought tolerant genotypes, while DII and SI were better suited to identifying intensity of drought at a location and grouping of drought tolerant genotypes, respectively.
openalex: W966276907 mag: 966276907
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Comprehensive assessment of hydrological drought and land use change in the Kerio Valley Basin, Kenya - Kimosop, Peter (2010)
openalex: W2595832391 mag: 2595832391
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Climate change, climate variability and adaptation in Ethiopia - Kindie, T; Mulugeta, Afework (2010)
openalex: W189078088 mag: 189078088
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Legal Protection Of Persons With Disabilities In Kenya: Human Rights Imperatives - Kindiki, Kithure (2010)
This chapter examines the normative framework for the protection of persons with disabilities in Kenya. Using human rights as the lens for analysis, the chapter pinpoints the deficiencies in the existing law and policies and proffers necessary legal, policy and institutional reforms and their justification. The chapter also draws inspiration from the international legal regime governing the rights of persons with disabilities and the emerging practice at the African regional level. The political outfit that hosts the African regional human rights system is the African Union (AU). The application of international norms on the domestic front has been the subject of protracted debates. A human rights approach to protecting persons with disabilities demands a number of paradigmatic considerations that must inform the legal framework for protecting disabled people. Keywords: African Union (AU); disabilities; human rights; Kenya
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Autism among pupils in inclusive primary schools, issues and challenges. a case of Kibulgen Zone, Eldoret West District in Kenya - Kinei, Priscillah (2010)
openalex: W3018831209 mag: 3018831209
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Mathematics Education: The Voice of African American and White Adolescents. - King, Sharondrea R. (2010)
openalex: W1550889615 mag: 1550889615
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Climate change increases soil carbon loss and CO2 emission in cultivated Alfisols: Calibration and application of the model Roth-C in Togo - Kintché, Kokou; Guibert, Hervé; Tittonell, Pablo; Sogbedji, Jean Mianikpo; Crétenet, Michel; Bonfoh, Bassirou; Pocanam, Yentchambré (2010)
Curing the last years in West Africa, the effects of climate change have manifested through an increase in air temperatures and a delay/irregularity of the first rains, which contribute to keeping agricultural land without vegetation cover during several months of the year.Using a modeling approach we explored the impacts of this climatic change on soil C dynamics and on CO2 release to the atmosphere. (Resume d'auteur)
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The impact of professional training on the floriculture sub-sector in Uganda - Kintu, David (2010)
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Primary school teachers' perceptions towards Bachelor of Education parallel Degree programme in teacher developement in Kabete District, Kenya - Kinyua, George M (2010)
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Foundation provision in South African Higher Education: a social justice perspective - Kioko, J.I. (2010)
openalex: W3192360191 mag: 3192360191
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An investigation of effects of strategic planning on the performance of Teachers Service Commission of Kenya - Kipsoisoi, Erica J (2010)
openalex: W2565213492 mag: 2565213492
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Internet Utilization: A Case of Connected Rural and Urban Secondary Schools in Kenya - Kiptalam, George Kibet; Rodrigues, Anthony (2010)
openalex: W2563998981 mag: 2563998981
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The role of local institutions in shaping climate risks adaptation processes and practices among the semi-arid rural households of Mwingi, Kenya - Kiragu, Serah Wambui (2010)
Low, erratic, unreliable rainfall and frequent droughts are not new to the predominantly subsistence farming households of Mwingi region of Kenya. But the recent increase in drought episodes and unpredictability of onset of rains is perceived as new to this region. Consequently, livelihoods are being lost through crop failures, inaccessibility of water and death of livestock due to lack of pasture and water. A rainbow of institutions, governmental, non-governmental and private are using different strategies in an effort to build capacity of these rural households to live with these climatic vagaries. These strategies include relief food, grants, loans, training on production and value addition, market networking among others, with key delivery mode being through community self help groups. Based on the results of an on-going Phd research on local climate risks adaptation processes and practices, this paper explores the effectiveness of these strategies and the extent to which they embrace concepts of good governance. The target-user evaluation of the strategies and their mode of delivery is discussed. Critical to the debate will be the extent to which these strategies address shortand long-term livelihood needs as well as their feasibility as pathways for sustainable adaptation. In conclusion, the paper will explore amicable strategies and processes for delivering adaptation options.
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Gender dimensions of climate change adaptation and mitigation by smallholder farmers in Uganda. - Kisauzi, T.; Mangheni, Margaret Najjingo; Bashaasha, Bernard; Majaliwa, J. G. M.; Adipala, E.; Tusiime, G. (Second RUFORUM Biennial Regional Conference on "Building capacity for food security in Africa", Entebbe, Uganda, 20-24 September 2010., 2010)
openalex: W320535896 mag: 320535896
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Postcolonial Construction of Self: Two Immigrant Secondary Science Teachers from Nigeria and Kenya Explore the Role of Cultural and Indigenous Beliefs in their Teaching - Kitonga, Ndindi (2010)
openalex: W1648773746 mag: 1648773746
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The status of learner-centred learning and assessment in Tanzania in the context of the competence-based curriculum - Kitta, Septimi; Tilya, Frank (Papers in Education and Development, 2010)
openalex: W569782726 mag: 569782726
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Protocol : What are the projected impacts of climate change on food crop productivity in Africa and South Asia? - Knox, Jerry W.; Hess, Tim; Daccache, André (2010)
openalex: W2264656608 mag: 2264656608
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Soil Heavy Metal Pollution along Subin River in Kumasi, Ghana; Using X-Ray Fluorescence (XRF) Analysis - Kodom, Kingsley; Wiafe‐Akenten, J.; Boamah, Daniel (AIP Conference Proceedings, 2010)
This study is aimed to analyze and assess the existence of heavy metal pollution in the surface soils along Subin River in the Kumasi metropolis using X‐Ray Fluorescence (XRF) analysis. Twenty (20) soil samples were collected along the River at regular interval of 5 m (covering entire area of about 100 m2), with the aid of a core sampler. The samples were suitably packaged and conveyed into the laboratory for sample preparation and analysis. The concentration of heavy metals (Cr, Cu, Pb, Hg, Ni, Zn, Tl, V and Cd) were measured and quantified (mgkg−1) after the elemental analysis using XRF spectrometry, and their respective average concentrations (121.89 mgkg−1, 49.24 mgkg−1, 80.84 mgkg−1, 2.52 mgkg−1, 17.01 mgkg−1, 148.08 mgkg−1, 3.21 mgkg−1, 84.40 mgkg−1, and 4.05 mgkg−1) were attained. According to these results, the presence of heavy metals such as (Pb, Cd and Hg) present in the soil, were highly recorded above their threshold limit values (TLVs) by an amount of 60.84 mgkg−1, 3.05 mgkg−1 and 1.52 mgkg−1 respectively. These metals are highly toxic even in very low concentrations and their toxicity and poisoning in living organisms often occur through exchange and co‐ordination mechanisms in the soft tissues. These high excess concentration values alarmingly depict that, the study site is highly polluted with those metals, and the Subin river‐body and the inhabitants who reside closely to the polluted river, are at serious risk. The extent to which the study area is polluted, was successfully and statistically analyzed from the standard deviation (σ) and difference between the average concentration values recorded, and the TLVs.
openalex: W2037696783 mag: 2037696783
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Addressing the Gender Pay Gap in Ethiopia: How Crucial is the Quest for Education Parity? - Kolev, Alexandre; Robles, Pablo Suárez (RePEc: Research Papers in Economics, 2010)
This paper uses the 2005 Ethiopian Labour Force Survey to analyse the gender pay gap in Ethiopia. A particular attention is drawn on the relative importance of education parity to mitigate the most pressing wage inequality, together with the role of labour market segmentation. Decompositions of the gender wage gap are performed for different points in the wage distribution, different age cohorts and different types of wage employment. Our results indicate that while differences in education contribute to a non-negligible share of the gender wage gap, about half of the education wage gap can be explained by selection across job characteristics. The sources of the wage gap tend also to vary quite substantially across age groups, types of employment and wage levels. Finally, our results suggest that some form of discriminatory practices may contribute to the wage gap both directly through the unexplained component and indirectly through job selection.
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The Usefulness of Currently Vetted Teaching/Learning Materials in the Teaching of English Language: the Case of the Open University of Tanzania - Komunte, Bibiana Shauri (2010)
The purpose of this study was to lay a foundation for the analysis of the curriculum input (syllabuses and study materials) and the teaching and learning processes as ways that The Open University of Tanzania (OUT) could use to enhance its students’ academic performance. This study was prompted by the controversy regarding the usefulness of the available Teaching/Learning (T/L) materials. The area of study included OUT Morogoro and Mbeya regional centers and OUT headquarters. A case study design was used. The sample comprised 19 first year English language students, five English language lecturers and 20 key personalities. Both qualitative and quantitative methods of data collection and analysis were employed. The data were gathered from interviews, documentation, questionnaires, observations, video and audio-cassettes and achievement tests, while the procedures used in analysis of data such as tutorial interaction coding occurred throughout the research period. The study demonstrated that the syllabuses and study materials were not related to OUT pedagogical guidelines and that the students who studied through exposure to a combination of media experienced better learning atmosphere and performed significantly better than their counterparts who were exposed to the given study materials only. Recommendations of this study included periodic analysis of curriculum input and teaching and learning processes through practice of a combination of media should be given priority for enhancing students’ academic performance.
openalex: W1760426136 mag: 1760426136
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Hydrogeology of complex volcanic systems in continental rifted zone : integrated geochimical, geophysical and hydrodynamic approach : Middle Awash basin, Main Ethiopian Rift, Ethiopia - Konchi, Wakgari Furi (2010)
Le bassin central d'Awash, situe dans le centre volcanique complexe de la Vallee du Rift ethiopien, est un des secteurs les plus touches par la secheresse et par des problemes considerables d'approvisionnement en eau. En raison du manque d'eau de surface, l'eau souterraine reste la ressource unique fournissant l'eau potable. Cependant, l'exploitation effective de l'eau souterraine s'est heurtee a la meconnaissance du systeme hydrogeologique complexe de ce bassin. Dans cette etude, une approche pluridisciplinaire a ete mise en oeuvre pour caracteriser l'hydrogeologie de ce bassin volcanique complexe. Les resultats couples de l'ensemble des donnees montrent deux systemes aquiferes distincts lies a la geologie et a la localisation physiographique. Les roches Ca-alcalines comme le basalte, l'ignimbrite et le trachybasalte forment des aquiferes dans les regions de montagne tandis que les roches Na-alcalines qui incluent les scories, la pierre ponce, les tufs et les volcanoclastiques constituent les principaux aquiferes au niveau du plancher du rift. Les eaux souterraines circulant dans les secteurs montagneux sont legerement mineralisees et sont de type Ca-Na-HCO3. Par contre, les eaux souterraines du plancher du rift sont de type Na-HCO3-Cl, sont fortement mineralisees et contiennent une charge en fluorure beaucoup plus elevee que les normes permises. Les resultats de diverses approches (hydrogrammes des fleuves, hydrochimie, isotopes environnementaux et tomographie 2D) sont concordants et montrent une percolation rapide des eaux de pluie et une forte interaction entre les eaux de surface et les eaux souterraines. Les resultats de modelisation numerique confirment la forte interaction eau souterraine - eaux de surface.
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Reading is Not a Laughing Matter: Nigerian Teachers' Beliefs about Literacy Development - Korb, Katrina A. (2010)
This study examined teachers’ literacy development beliefs in the following areas: emergent literacy, oral language, meaningful reading, and skill drills. Two samples of Nigerians, 42 practicing teachers and 171 pre-service teachers, completed a questionnaire about their literacy development beliefs. Nigerian teachers have some accurate beliefs and other inaccurate beliefs regarding early literacy development. Participants understood the importance of oral language to literacy development and that literacy development begins at a young age. However, participants were unfamiliar with specific emergent literacy skills. They also believed that drilling students in reading skills is more effective than meaningful reading experiences. Teacher training programs must be modified to include greater emphasis on literacy development and more authentic literature for Nigerian children should be produced. Knowledge of Literacy Development 3
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Factors that influence KCSE performance in public secondary schools in Wajir District Kenya. - Koriyow, Hussein A (2010)
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Prevalence of Renal Impairment in Diabetics with Hypertension in Ghana - Korsah, Nana Nyarko (2010)
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Tropical Atlantic Hurricanes, Easterly Waves, and West African Mesoscale Convective Systems - Kouadio, Yves K.; Machado, Luiz A. T.; Servain, Jacques (Advances in Meteorology, 2010)
The relationship between tropical Atlantic hurricanes (Hs), atmospheric easterly waves (AEWs), and West African mesoscale convective systems (MCSs) is investigated. It points out atmospheric conditions over West Africa before hurricane formation. The analysis was performed for two periods, June–November in 2004 and 2005, during which 12 hurricanes (seven in 2004, five in 2005) were selected. Using the AEW signature in the 700 hPa vorticity, a backward trajectory was performed to the African coast, starting from the date and position of each hurricane, when and where it was catalogued as a tropical depression. At this step, using the Meteosat-7 satellite dataset, we selected all the MCSs around this time and region, and tracked them from their initiation until their dissipation. This procedure allowed us to relate each of the selected Hs with AEWs and a succession of MCSs that occurred a few times over West Africa before initiation of the hurricane. Finally, a dipole in sea surface temperature (SST) was observed with a positive SST anomaly within the region of H generation and a negative SST anomaly within the Gulf of Guinea. This SST anomaly dipole could contribute to enhance the continental convergence associated with the monsoon that impacts on the West African MCSs formation.
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Official bilingualism at tertiary level education in Cameroon: the case of the University of Yaounde II (Soa) - Kouega, Jean‐Paul (2010)
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Making traffic safety a reality : 2010 and beyond Injury Control and Traffic Safety training course, Soweto, South Africa, 24-28 May 2010 : short communication - Kramer, Sherianne; Sherriff, Bronwyn (African Safety Promotion, 2010)
The primary themes covered during the course included the epidemiology and prevention of road traffic injuries, including education, engineering and enforcement approaches, traffic safety priorities for 2010, vulnerable road users, transportation and planning, evaluation and trauma care. These broad themes ensured that participants were able to leave the course with knowledge about the latest findings into and methodologies for prevention of traffic accidents and injuries as well information about proven policies, practices and enforcement strategies that continue to be considered effective. This kind of knowledge is imperative for professionals in the traffic industry as it provides the foundation for the development or improvement of traffic safety initiatives.
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Family 2: An Afrikaans Vrou’s [Woman’s] Perspective on Deaf Education in South Africa—A Child’s Perspective - Krige-Henderson, Susanna (American Annals of the Deaf, 2010)
Family 2: An Afrikaans Vrou’s [Woman’s] Perspective on Deaf Education in South Africa—A Child’s Perspective Susanna Krige-Henderson (bio) As a ninth-generation South African, I am proud not only of my heritage but also of being the first Deaf member of my family. As with so many families, the cause of my deafness is unknown. My father was a medical doctor and missionary in Nkhoma, Malawi, when I was born. Over the next few years, my mother and I made numerous [End Page 509] trips from that country back to the Carel du Toit Center in Western Cape Province, since services for Deaf people in Malawi were nonexistent. I received oral training at Carel du Toit, a school designed for Deaf children, which was, at that time, of little benefit to me. Shortly thereafter, my parents decided to enroll me at the De La Bat School, which had a strong penchant for signing, in Worcester, in Western Cape—which was, in my opinion, a wise decision. Fortunately, my family had moved back to Stellenbosch, also located in Western Cape. My mother was strongly devoted to me and made the 1-hour daily commute to and from Worcester every Monday through Friday for my first year at De La Bat, a good hour and a half away. When I was 12 years old, my father found a job that enabled him to relocate the entire family to Worcester. I want to emphasize that most families in South Africa do not have the means to offer what my family was able to provide me—the obstacles are simply too great for most. There was no doubt that my parents wanted the best for me, and through many battles and triumphs, I then went on to complete the 12th grade and subsequently receive a double major in mathematics and education at Gallaudet University in the United States. I am about to finish my graduate degree in deaf education at McDaniel College (formerly known as Western Maryland College), and recently married a Deaf clinical psychologist who now works as a coordinator for a program at Gallaudet. In fall 2010 I began an internship at the Model Secondary School for the Deaf, which is adjacent to the Gallaudet campus in Washington, DC. Although I am blessed and privileged as a Deaf person from a developing country, I feel that I have a responsibility to speak the truth about what it is like to be a Deaf South African. Like many of my peers, I have found that the challenges of Deaf education in South Africa run far deeper than postapartheid society may reveal. I learned the extent of these challenges when I came to America to extend my education, which was not possible in South Africa due to a lack of professional interpreters and other auxiliary services at the university level. For example, the educational system in South Africa is quite complicated by American standards. In South Africa, the majority of Deaf students who go on to finish high school receive NI, N2, N3, N4, and N5 levels of education, which do not qualify one for admission to a university. (The different N levels indicate different levels of training and certification in vocational education.) I was fortunate to be given four HG (higher-grade advanced honor classes) and two SG (standard grade) courses only after my mother fought with the school board to make this an option. This should not be an issue for those who are Deaf and want to advance their position so as to be able to enroll in a university. Once again the issue of choice is the challenge for Deaf learners. This point leads to a second critical area that must be recognized—accessibility of Deaf persons whose primary means of communication is South African Sign Language (SASL). When I was being interviewed by universities in Western Cape, none had the ability to accommodate my needs, which in the United States would be a direct violation of the Americans With Disabilities Act. There is a widespread belief that requirements of this sort exist in South Africa; yet they are hardly enforced, let alone monitored. I...
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Innoverende openbare sektoronderrig en opleiding in 'n ontwikkelende Suid-Afrika: Die impak van en response op globalisering 1 Innovative public sector education and training in a developing South Africa: The impact of and responses to globalisation - Kroukamp, Hendri (Tydskrif vir geesteswetenskappe, 2010)
Innovative public sector education and training in a developing South Africa: The impact of and responses to globalisation The end of the twentieth century witnessed signifi cant changes in governmental administration with increasing reliance on, for example, the application of market mechanisms, and the carrying out of privatisation and deregulation initiatives to be in line with globalisation challenges. The signifi cance of these changes was accelerated by the social transformation which took place HENDRI KROUKAMP is in Kaapstad gebore en het na skool sy tersiere opleiding by die Universiteit van Stellenbosch begin waar hy die BA en BA Hons grade in Publieke Administrasie verwerf het. Sy MA en DPhil grade in Publieke Administrasie het hy by die Universiteit van Port Elizabeth (UPE) - tans die Nelson Mandela Metropolitaanse Universiteit (NMMU) - verwerf. Na 'n tweejaar tydperk in die Staatsdiens, word Hendri in 1988 as lektor in Publieke Administrasie by die UPE aangestel. In 1996 word hy tot senior lektor bevorder en in 1999 word hy by die Universiteit van die Vrystaat (UV) as professor en departe- mentshoof in Openbare Bestuur aangestel. In 2002 word hy as Programdirekteur: Openbare Sektor- bestuur aangestel. Tans is Hendri Sekundus- Dekaan van die Fakulteit Ekonomiese en Bestuurs- wetenskappe aan die UV.
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Plant water relations and photosynthetic activity in three Tunisian chickpea (Cicer arietinum L.) genotypes subjected to drought - Krouma, Abdelmajid (Turkish Journal of Agriculture and Forestry, 2010)
Chickpea (Cicer arietinum L.) is an important food crop grown under rainfed conditions in Mediterranean regions in which drought is a major limiting factor for production. In these areas little attention is given to legumes, and efforts to identify drought-tolerant genotypes are primarily focused on major cereal crops. In the current study a greenhouse experiment was conducted to assess the effects of drought stress on plant growth, photosynthesis, and water relations in 3 Tunisian chickpea genotypes (Cicer arietinum L.). Drought was applied, and soil humidity was maintained at 30% of field capacity (stressed plants) or 100% of field capacity (control plants) for 3 weeks. A close relationship between plant growth, and photosynthesis and leaf water status was observed. In comparison to Chetoui and Kesseb, Amdoun exhibited the greatest plant growth and photosynthetic activity, the lowest drought intensity index, and important osmotic adjustment under drought stress. Water use efficiency clearly differentiated the studied genotypes.
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Stunting, adiposity, and low-grade inflammation in African adolescents from a township high school - Kruger, Herculina S.; Pretorius, Ronel; Schutte, Aletta E. (Nutrition, 2010)
The objective of this study was to compare the inflammatory status of children with differences in nutritional status. This was a cross-sectional study of 184 African children aged 13–18 y from a low socioeconomic background that compared stunted with non-stunted and lean with over-fat (percentage of body fat above normal cutoff points) children. Fasting serum tumor necrosis factor-α, interleukin-6, C-reactive protein, and insulin were measured using high-sensitivity methods. Body composition was assessed using anthropometry and air-displacement plethysmography. T tests for parametric data and the Mann-Whitney test for non-parametric data were used to compare groups. Regression analyses and principal components analyses were done to assess relations between body composition and biochemical variables. Of all participants 18% were stunted. Serum tumor necrosis factor-α of stunted girls was higher than in non-stunted girls. More of the stunted boys were over-fat compared with their non-stunted counterparts. Regression analyses showed that insulin resistance, diastolic blood pressure, and C-reactive protein contributed significantly to interleukin-6 in boys. Serum C-reactive protein, waist circumference, and body mass index clustered together in factor analysis in boys. Serum interleukin-6, waist–hip ratio, and tumor necrosis factor-α clustered together in factor analysis in girls. An association between adiposity and stunting and between adiposity low-grade inflammation was found in this study. Interventions for stunted children focus mainly on correction of undernutrition by providing feeding schemes. Attention should, however, also be paid to changes in body composition over time to prevent excessive abdominal fat accumulation and risk for cardiovascular diseases later in life.
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Incidence and gender differences in bullying behaviour in a South African high school - Krüger, Liani (2010)
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A Look at the Trend of Distance and Adult Education in Ghana - Kumi‐Yeboah, Alex (International Forum of Teaching and Studies, 2010)
[Abstract] Distance learning in sub-Saharan Africa is very limited and inefficient. Information, communication, and technology seem to be struggling in the third world as result of inadequate infrastructure, financial constraints, and social or cultural barriers, as well as minimal government policies as compared to successful programs in the developed world. Not much has been researched on the contribution of distance learning and adult education in Ghana. There has been successful distance learning programs in Ghana that need much recognition in the outside world. Adult educators and researchers in the field of open and distance learning must know the contributions of adult and distance learning in sub-Saharan Africa, especially in the case in Ghana. [Keywords] Distance education for adults; adult education; Ghana; sub-Saharan Africa; distance learning programs; education trends. Introduction In sub-Saharan Africa, adult education is utilized to educate and empower the general population on the most pressing issues in society. Examples include: the use of technology, social awareness, and staff development. With the emergence of technology and e-learning, adult education has taken a different paradigm in Africa. Adult learners are now provided with the most recent technological tools for learning, such as computers, podcasts, radios, laptops, and other accessories. Most public and private universities have started distance education programs for adult workers to create an opportunity for them to advance their skills. So far, there is little research on the impact of distance learning and adult education in any of the sub-Saharan African countries. In most conferences and peer-reviewed journals, the trends and contribution of distance education are not highly considered. However, at the major universities in sub-Saharan Africa, particularly in Ghana, there have been many successful distance education programs using recent technology to help reduce problems in education, such as teacher education, women empowerment, democracy, financial, health education, and human resource development, in continuing education centers at the major universities in Ghana. It is important for adult educators to recognize how technology has influenced distance and adult education in sub-Saharan Africa, particularly in Ghana. Therefore, this article will address the trend of distance and adult education in Ghana and highlight the role distance education has played to promote adult education in both formal and informal sectors in Ghana. It will look at the future trends of adult and distance education in Ghana. Background In Ghana, adult education is primarily focused on providing education and human resources training to individuals at levels so they can solve the most pressing issues adults face in their quest to make a better living. Adult education in Ghana also provides functional literacy programs for individuals above 15 years of age outside the formal school system, thereby offering a second chance for learning. These opportunities include apprenticeships, vocational training, and technical informal that are recognized by the government and training provided by other state institutions. The Institution of Adult Education in Ghana defines adult education as all meant to bring improvement in the living of the individual and the communities in which they live. It embraces leisure, occupations, social roles as well as peripheral activities (Institute of Adult Education Report, 2006). Adult education in the developing world creates a participatory environment for people to be involved in socio-economic and to develop the ability to take leadership initiatives, ultimately leading people at the local level to better understand the social, political, and economic forces that impact their lives. The three main public universities in Ghana have established a distance learning centers, including the Institute of Adult Education to train and offer degree programs to the increasingly rapidly growing population. …
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Singapore- unCrd-jiCa joint Training Programme: africa Training Course on urban and regional development Planning and Management: Phase iii - Kumssa, Asfaw (2010)
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The impact of disability on self and society: an agenda for research on rehabilitation of disabled in Nigeria - Kurawa, Sabo Suleiman (Procedia - Social and Behavioral Sciences, 2010)
Disability requires a complete reorientation of roles by the individual. The disabled individual's redefinition of roles takes place through social interaction with his family, friends, co workers, other disabled persons and members of his community and the medical staff as well as rehabilitation officers. The important difficulty for the disabled is that his disability affects his interaction with others. He cannot rely on old patterns and role expectations. He must therefore reconstruct many of his social relationships with others as he rebuilds his roles and modifies his self- identity. This paper is divided into five major sections. The first section deals with the introduction. The second section is on the conceptual explanations for disability and rehabilitation. It also situates the concepts within relevant theoretical frame of reference(s). The third section is to do with the description of the onset of disability and its consequences. The fourth section explains the effects of disability on values and normative structures. The fifth, which is the final section, is an analysis of rehabilitation as socialization or re-socialization process and its prospects and challenges for the future which may necessitate setting up an agenda for further research in Nigeria.
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THE GROWING ROLE OF COMPUTERS FOR TEACHING STATISTICS IN KENYA. - Kurji, Parin; McDermott, Brigid; Stern, David; Stern, R. D. (2010)
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Usability of PDAs to deliver multi-language health worker training and patient behavioral assessment in Kenya - Kurth, Ann; McClelland, Lucille Hudlin; Kamau, VF; Curioso, Walter H. (2010)
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Investigating science teachers' perceptions of the nature of science in the context of curriculum reform in South Africa - Kurup, Rajasekhar Thanukkothu Sankar Pillai (2010)
An adequate understanding of the nature of science (NOS) has become increasingly important for science teachers in South Africa as comprehensive curricular reforms over the past decade include promoting informed understandings of the ontological and epistemological bases of scientific knowledge and the methods of science. The main objective of this study was to explore the NOS understandings held by a sample of science teachers in the Eastern Cape Province of South Africa. Data were generated via questionnaires (n=136), semi-structured interviews (n=31), and classroom observations (n=8). The teacher interviews, which were informed by the questionnaire data, enabled further interrogation of the teachers’ philosophical positions. Their classroom practices were examined within the framework of these philosophical positions and the requirements of the new curriculum. The effect of implicit and explicit instruction in NOS on these teachers’ beliefs and classroom activities was also considered. A mixed-method approach informed by positivist and interpretivist perspectives was used for the collection and analysis of the data. The data suggests that explicit instruction in NOS resulted in more informed conceptions of science and the scientific enterprise, and that these conceptions were reflected, to a degree, in their classroom behaviours. However, it was noted that the teachers in this study often held philosophically eclectic views of the nature of scientific knowledge and how scientists develop ideas. Similarly, the South African National Curriculum Statement portrays science in contrasting ways, i.e. often within a modern/realist framework, but in other instances within postmodern/relativistic understandings (particularly in terms of indigenous knowledge systems). As such, an approach which aims at providing a firm foundation for understanding NOS ideas within a modern/realist perspective before emphasising the postmodern/relativist aspects of the scientific enterprise is suggested for teacher training and curriculum development.
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THE ROLE OF INDIGENOUS VOCATIONAL TRAINING IN PROMOTING ENTREPRENEURSHIP DEVELOPMENT IN NIGERIA - Kurya, Shitu Bello; Galadima, H. B. (2010)
The role of indigenous vocational training in the development of entrepreneurship has been examined in this paper. The paper highlighted the concept and functions of entrepreneurship: creativity and innovation for self-employment and profitable venturing. The paper also gives a brief historical perspective of indigenous vocational training and different types of entrepreneurial activities that are taking place in form of crafts and trades. The authors recommend that government should reinvigorate the indigenous vocational training and apprenticeship system of training alongside with vocational technical education in order to enhance the speed in which the country moves towards it ambitious goal to become one of the world’s top 20 economies in 2020.
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Exploring ICT use for distance education in Ghana - Kwapong, Olivia A. T. Frimpong; Ofosu, Willie K. (2010)
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Challenges facing headteachers in implementation of AIDS education in secondary school curriculum in Kenya: a case study of Busia, Bunyala and Samia districts - Kwedho, Carolyne Aor; Simatwa, Enose M.W.; Ondigi, Benjamin A. (Educational Research, 2010)
Globally, the impact of Human Immuno-deficiency Virus (HIV) and Acquired Immune deficiency Syndrome (AIDS) is one of the major challenges to all sectors of the society. In Kenya, HIV and AIDS was declared a national disaster in 1999. By 2003, the pandemic was given special attention by the Ministry of Education and the school curriculum was reviewed to integrate AIDS education. The purpose of this study was to investigate challenges facing headteachers in the implementation of AIDS education in secondary school curriculum in Busia, Bunyala and Samia Districts and find out how they were coping. Specifically, it focused on challenges in induction of teachers, provision of teaching and learning materials, supervision and evaluation of the teaching of AIDS education. Descriptive survey research design was used in this study. The study population was 56 headteachers, 423 teachers and 9784 students in 56 secondary schools in Busia, Bunyala and Samia Districts. The study sample consisted of 19 headteachers, 141 teachers, and 978 students in 19 secondary schools. Stratified random sampling technique was used to select the sample. Data was collected by questionnaires, interviews and document analysis. The data from closed ended questions was analyzed using descriptive statistics such as means and percentages and data from interviews and open ended questions were transcribed and organized into themes and sub-themes, categories and sub-categories as they emerged. The study found that in the implementation process the main challenges experienced were intricacies in integration of AIDS education in the curriculum, lack of specific objectives for AIDS education, time limitation, bureaucracy in securing learning materials, stigmatization, inadequate curriculum materials, negative cultural practices, legal issues pertaining to confidentiality and increased demand for performance. In coping with these challenges, the headteachers used the guidance and counseling personnel, sourced for funds from Non-governmental organizations and government agencies. Based on the findings, the study concluded that in spite of lack of objectives for AIDS Education the headteachers have the teacher personnel and the infused components of AIDS education which they should exploit on for successful implementation of AIDS Education. The study recommended that the Ministry of Education needs to incorporate specific objectives for AIDS Education in the curriculum to facilitate efforts in implementation. The findings of this study may be useful to the policy makers in realizing the challenges facing implementation of AIDS education in the districts; headteachers to discover successful strategies for implementation; and in providing baseline information for further research in the fight against HIV and AIDS in Busia, Bunyala and Samia Districts.
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A Survey of CSOs Participation in Policy Dialogue: A Case of Tanzania Education Processes - Kyando, Newton M. (2010)
This report presents a snap shot on education policy dialogue in the context of CSOs involvement in EFA process. Brief as it is the report is divided into three sections. First is an Introduction to the study. In this part methodological issues, which includes the rationale behind this study, are discussed. Second section, aims at connecting issues that respondents of this study brought up to the issues addresses by documents that were used in this study as reference and /or even previous studies related to this study. In a way of concluding the study, the last part, section highlights matters that indicate the state of CSOs linkage / involvement in policy dialogue. It ends by indicating what the ways forward for better linkages are in future. The picture for future CSOs involvement is made as broader as possible to include all key partners in policy processes
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Application of Projects of Constructing Devices in Physics Teaching and Learning for Tanzanian Secondary Schools - Kyomo, Zebedayo Benson (2010)
This study investigated the extent of application of projects of constructing devices (CDs) in ordinary level secondary school physics teaching and learning in Tanzania. The study design was a survey using both qualitative and quantitative methods of data collection and analysis. The study was conducted in Dar es Salaam and Morogoro regions, where six secondary schools were involved namely Azania, Biafra, Kambangwa, Kigurunyembe, Kilakala and Morogoro. A total of 146 respondents were involved, including six secondary schools, 25 physics teachers and 115 Form IV students in 2008. The data were collected through questionnaires, focus group discussion and documentary review. The findings revealed that there are reasonable numbers of proposed projects of CDs in the 1996 and 2007 physics syllabi through which students can learn physics by constructing devices and developing a variety of competences. It has also been revealed in the findings that, the extent of application of projects of CDs in secondary school physics teaching and learning to be low, due to a number of constraints including low competence of teachers, lack of working tools, inadequate materials for constructing devices, and lack of physics laboratory equipment and materials. The findings disclosed many benefits of applying projects of CDs in physics teaching and learning such as making physics popular to many students; constructing devices that can be used as physics teaching aids for own school use; enhance students' achievement in physics tests and examinations; improve students' confidence in studying physics; localize physics to the surroundings of the students; develop creativity and innovative mind among students to construct other devices; develop problem solving skills among students; and promot application of the knowledge of physics in daily life. Based on the findings, it can be concluded that, the low application of projects of CDs in physics teaching and learning is caused by many constraints which must be addressed by collaboration among education stakeholders. The study recommends that, the application of projects of CDs in physics teaching and learning should be promoted by conducting in-service training for physics teachers and by providing to schools all the basic requirements needed for effective implementation of the strategy.
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An exploration of the insight of foundation phase educators in education resilience in a South African public primary school. - Laban, Neera. (2010)
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Discrimination by Microcredit Officers: Theory and Evidence on Disability in Uganda - Labie, Marc; Méon, Pierre‐Guillaume; Mersland, Roy; Szafarz, Ariane (Social Science Research Network, 2010)
This paper studies the relationship between a microfinance institution (MFI) and its credit officers when the latter are biased against a subgroup of the clientele. Using survey data from Uganda, we provide evidence that credit officers are more biased against disabled borrowers than other employees. In line with the evidence, we then build an agency model of a non-profit MFI and a discriminatory credit officer. Since incentive schemes are costly, and the MFI’s budget is limited, even a non discriminating welfare-maximizing MFI may prefer paying smaller incentivizing compensation, and letting its credit officer discriminate to some extent.
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On students' misunderstanding of the basic concepts of Quantum Mechanics: case of Algerian Universities - Ladj, Rabah; Oldache, Mustapha; Khiari, Chams-eddine; Belarbi, Tayeb (Latin-American Journal of Physics Education, 2010)
Through many years of teaching Quantum Mechanics in Algerian universities, we have noticed that students face great obstacles in understanding the meaning of the basic concepts of this theory, such as the Wave Function, the Uncertainly Principle, the Superposition Principle and the Complementarity Principle. We believe that these obstacles rise due to the influence of basic concepts in Classical Mechanics which students studied for many years before studying Quantum Mechanics. For example, in Classical Mechanics, the concept of wave and the concept of corpuscle refer to different things, while in Quantum Mechanics both concepts refer to the same thing, namely a ‘quantum particle’. In order to study the problem, a questionnaire sheet was presented to concerned students third-year (undergraduate physics students) before they studied the subject and after studying it. We note that these third-year students had had, as an introduction, a deep discussion of the meaning of quantum mechanical concepts for about one hour and a half a week during one month. To compare the results and show the importance of the epistemological and educational aspects, we presented again the same questionnaire to fifth-year physics students (B.Sc degree). We mention that the latter learned Quantum Mechanics without an epistemological introduction of the basic quantum mechanical concepts. Before giving our epistemological and didactical analysis of the results, we give a brief review of a previous didactical study related to the subject made by other authors. We conclude by giving some suggestions which we think are necessary in teaching Quantum Mechanics.
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Project 2: Early Childhood development-project i.s.m. Department of Education of the Free State, South Africa - Laevers, Ferdinand; Declercq, Bart; Heylen, Ludo (2010)
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The role of training design to applying trained skills on the job in the public health sector: Case study in Ethiopia - Lagebo (2010 IST-Africa, 2010)
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Disability status and academic performance in a Nigerian university: Instructional implications for inclusive distance education practice - Lagoke, B.A.; Komolafe; Ige, Nelson; Oladejo (2010)
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South Sudan Inclusive - Lako, Clement Lado; Linden, Josje van der; William, Deng (2010)
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Rural Women and the Consequences of Drought : A case study of how severe droughts can affect female farmers living in Babati District in Northern Tanzania, and how this may reflect a global context - Lamborn, Sandra (2010)
This is a thesis regarding a local event that occurred in Babati district in North-Eastern Tanzania during the autumn of 2009. In the district the period between June-November is normally a dry per ...
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Fighting to cope with climate change and drought in the Faguibine System, Northern Mali. - Lamizana, B.; Hamerlynck, Olivier; Chiramba, Thomas; Pérez, Angela Andrade; Fernández, Bernal Herrera; Gatti, Roberto Cazzolla (2010)
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Exclusion from Education a Matter Beyond School : A study of girls’ experiences of exclusion from education in Uganda - Lang, S (2010)
Exclusion from Education a Matter Beyond School : A study of girls’ experiences of exclusion from education in Uganda
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Equity issues in quality assurance in South African higher education - Lange, Lis; Singh, Mala (2010)
This paper outlines the ways in which the quality assurance system developed by the Higher Education Quality Committee (HEQC) of the Council on Higher Education conceptualizes and takes into account issues of equity in South African higher education. The paper takes as its point of departure the historical roots of equity in South African higher education. It points out the challenges that the legacy of apartheid poses to the achievement of equity of outcomes in higher education and the ways in which policy making has tackled different dimensions of equity. Against this backdrop, the paper analyses the frameworks, systems, and approaches developed by the HEQC in order to link equity and quality. The paper concludes with a number of reflections regarding the difficulties of including issues of social justice in the design of a quality assurance system in a manner that is intellectually credible and methodologically practicable.
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Mother Tongue Instruction and Understanding of Natural Science Concepts in a South African Primary School - Langenhoven, Keith Roy (2010)
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In Pursuit of the "Golden Fleece": African Students and Higher Education in the United States, 1925-1959 - Laosebikan, Olanipekun (West Africa Review, 2010)
This article addresses the historical contributions of African students to higher education in the United States from 1925-1959. During this period, African students in the United States actively pursued, what Nnamdi Azikiwe, the great African nationalist and former student himself termed, the “golden fleece.” It represented the promise of American higher education as a panacea to African ills, particularly colonialism. The tendency has been to view African studentship in the United States during this period as a one-sided relationship, with African students as the primary benefactors of this relationship. As illustrated in this study, such a perspective ignores the significant contributions of African students to shaping higher education in the United States. I utilize the narratives of prominent African students, such as Nnamdi Azikiwe, Kwame Nkrumah and Kingsley Ozuomba Mbadiwe among others, to highlight two key areas of African student contributions to higher education in the United States; scholarship and activism.
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Managing for Results in Primary Education in Madagascar: Evaluating the Impact of Selected Workflow Interventions - Lassibille, Gérard; Tan, Jee‐Peng; Jesse, Cornelia; Nguyen, Trang Van (The World Bank Economic Review, 2010)
The impact of specific actions designed to streamline and tighten the workflow processes of key actors in Madagascar's primary education sector are evaluated. To inform the strategy for scaling up, a randomized experiment was carried out over two school years. The results show that interventions at the school level, reinforced by interventions at the subdistrict and district levels, succeeded in changing the behavior of the actors toward better management of key pedagogical functions. In terms of education outcomes, the interventions improved school attendance, reduced grade repetition, and raised test scores (particularly in Malagasy and mathematics), although the gains in learning at the end of the evaluation period were not always statistically significant. Interventions limited to the subdistrict and district levels proved largely ineffective.
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Neurocognitive impairment among HIV‐positive individuals in Botswana: a pilot study - Lawler, Kathy; Mosepele, Mosepele; Ratcliffe, Sarah J.; Seloilwe, Esther; Steele, Katherine T.; Nthobatsang, Rudo; Steenhoff, Andrew P. (Journal of the International AIDS Society, 2010)
Background The primary objective of this study was to determine the prevalence of neurocognitive impairment among HIV‐positive individuals in Botswana, using the International HIV Dementia Scale (IHDS). We also compared performance on the IHDS with performance on tests of verbal learning/memory and processing speed, and investigated the association between performance on the IHDS and such variables as depression, age, level of education and CD4 count. Methods We conducted a cross‐sectional study of 120 HIV‐positive individuals randomly selected from an outpatient HIV clinic in Gaborone, Botswana. Patients provided a detailed clinical history and underwent neuropsychological testing; measures of depression, daily activities and subjective cognitive complaints were recorded. Results Despite the fact that 97.5% of subjects were receiving highly active antiretroviral therapy (HAART), 38% met criteria for dementia on the IHDS, and 24% were diagnosed with major depressive disorder. There was a significant association between neurocognitive impairment as measured by the IHDS and performance on the other two cognitive measures of verbal learning/memory and processing speed. Level of education significantly affected performance on all three cognitive measures, and age affected processing speed and performance on the IHDS. Depression and current CD4 count did not affect performance on any of the cognitive measures. Conclusions The prevalence of neurocognitive impairment in HIV‐positive individuals in Botswana is higher than expected, especially since almost all of the subjects in this study were prescribed HAART. This suggests the need to reconsider the timing of introduction of antiretroviral therapy in developing countries where HAART is generally not administered until the CD4 cell count has dropped to 200/mm 3 or below. The contribution of other factors should also be considered, such as poor central nervous system penetration of some antiretrovirals, drug resistance, potential neurotoxicity, and co‐morbidities. Memory impairment and poor judgment may be underlying causes for behaviours that contribute to the spread of HIV and to poor adherence. It is important to identify these neurobehavioural complications of HIV so that effective treatments can be developed.
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Perceptions of collaborative learning from African American males at a predominantly white institution (PWI) - Lee, Delmar I. (2010)
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A U of T AIDS intern posted to DEEP bicycle repair shop, Oshikati Namibia, staffed by persons with disabilities - Lee, Richard (2010)
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Islamic Organizations and the Provision of Education: Evidence from the D.R. Congo - Leinweber, Ashley E. (Social Science Research Network, 2010)
Political scientists have repeatedly demonstrated that several states on the African continent fall into the category of failed, quasi, or weak states. Though these distinctions are useful, for the most part they neglect to acknowledge how and by whom governance functions, such as the provision of public goods, are being carried out in the context of state weakness. Increasingly the provision of such goods has become the work of non-state actors, such as religious, international, and rebel organizations. I argue that the reality of public goods provision in African weak states is extremely complex, and that we need to examine how faith based organizations are stepping in to either collaborate with or fill the void left by states unable to perform such tasks. In the particular case of the Democratic Republic of Congo, the state has a long history of relegating the good of education to religious organizations, primarily Catholic and Protestant. The paper explores the changing role of Islamic organizations in the Congo from primarily spiritual institutions to collaborators with the central state and other religious communities in the provision of education. This paper not only examines empirical evidence from comparative fieldwork in four Congolese towns, but also discusses the impact Muslim non-state organizations are having both on the authority of the formal Congolese state and the provision of public goods in this post-conflict setting. In conclusion, the data provide a basis from which to extrapolate to the larger scholarly discussions of public goods, faith based organizations, state capacity and reconstruction, and the role of Muslim minorities in contemporary politics.
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Vocational education and training in secondary schools: investigation into a VET model for Papua New Guinea. - Leke, Daniel Kaki (2010)
Vocational education and training (VET) was introduced into the secondary school curriculum in many developed countries because of its economic and social benefits. Papua New Guinea (PNG), a developing nation, appeared to overlook VET as an important tool for economic and social development since independence in 1975. Its secondary schools have provided only an academic pathway for the top quarter of its students. Thousands of secondary school students become school leavers at Grade 10 and 12 levels, without having VET knowledge and employability skills/attributes. This student transition problem negatively impacted on PNG society through high level youth unemployment and unrest. The purpose of this study was to investigate and determine the characteristics of a VET program model at the secondary school level which might address the current student transition problem in PNG. The following question was used to direct this research: How can a VET model address and minimise the current student transition problem at the secondary school level in Papua New Guinea? This study applied the positivist (qualitative) and descriptive (quantitative) mixed methodology. The use of mixed/triangulation methods was considered important because one data collection form would supply strengths to offset the possible weaknesses of the others. The data was gathered using applied discourse/text analysis, questionnaires and semi-structured interviews from purposely selected PNG stakeholders: students, teachers, policy- makers/school principals and business/industry personnel. The results illustrated how VET in PNG was given little priority at the policy level. Most stakeholders thought that academic subjects would assure a better future than VET subjects. Although VET subjects and employability skills and attributes were considered to have some importance by most stakeholders, almost always they expressed some reservations. Most students and teachers thought that VET subjects were less valuable than academic subjects. Similarly, most business/industry personnel expressed that postgraduate students and other tertiary graduates possessed better skills for work than the secondary school graduates. This was
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Empathy education about working animals in primary schools of central Ethiopia. - Lemessa, G.; Alemayehu, Frework; Bojia, E.; Amare, B.; Tesfaye, M.; Price, Shirley C.; Blakeway, Stephen (2010)
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Quality of Life Measures for the Visually Impaired: Sub-Sahara Africa - Leplège, Alain; Schémann, Jean-François (2010)
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Has the Department of Education done enough for girls in South Africa - Letsatsi, Setungoane (2010)
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ANALYSIS OF CLUSTERED MEASUREMENTS: A COMPARISON OF THE PERFORMANCE OF FOUNDATION YEAR STUDENTS, 1994 COHORT WITH THOSE OF DIRECT STUDENTS, 1995 COHORT, AT THE UNIVERSITY OF LIMPOPO, SOUTH AFRICA - Letsoalo, Maupi E.; Lesaoana, Maseka (2010)
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The public opinion of African-Americans and Education - Leung, Devin; Smith, Raymond Arthur (2010)
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Between Home and Homeland: Ethiopian Youth Making Do with Theatre in a Boarding School - Lev‐Aladgem, Shulamith (2010)
In this chapter I focus on a group of Jewish Ethiopian youth at the Alon boarding school who were offered a theatre project as one of their recreational activities. In this case study my intention is to consider the politics of the boarding school as one of the settings of community-based theatre in Israel, and to investigate the extent to which a specific group of young black immigrants managed to make do with theatre for their own needs in such a location. The chapter opens with an examination of the general and the local social contexts and presents the construction of the Jewish Ethiopians as a new co-culture in Israel. It then considers the state’s boarding school policy in general and the Alon boarding school policy in particular, setting this discussion against other nations’ models of boarding schools for their native populations and the recent Australian government’s declaration of regret over their past boarding school policy.
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Wild genius - domestic fool? Spatial learning abilities of wild and domestic guinea pigs - Lewejohann, Lars; Pickel, Thorsten; Sachser, Norbert; Kaiser, Sylvia (Frontiers in Zoology, 2010)
Domestic animals and their wild relatives differ in a wide variety of aspects. The process of domestication of the domestic guinea pig (Cavia aperea f. porcellus), starting at least 4500 years ago, led to changes in the anatomy, physiology, and behaviour compared with their wild relative, the wild cavy, Cavia aperea. Although domestic guinea pigs are widely used as a laboratory animal, learning and memory capabilities are often disregarded as being very scarce. Even less is known about learning and memory of wild cavies. In this regard, one striking domestic trait is a reduction in relative brain size, which in the domesticated form of the guinea pig amounts to 13%. However, the common belief, that such a reduction of brain size in the course of domestication of different species is accomplished by less learning capabilities is not at all very well established in the literature. Indeed, domestic animals might also even outperform their wild conspecifics taking advantage of their adaptation to a man-made environment.In our study we compared the spatial learning abilities of wild and domestic guinea pigs. We expected that the two forms are different regarding their learning performance possibly related to the process of domestication. Therefore wild cavies as well as domestic guinea pigs of both sexes, aged 35 to 45 days, were tested in the Morris water maze to investigate their ability of spatial learning.Both, wild cavies and domestic guinea pigs were able to learn the task, proving the water maze to be a suitable test also for wild cavies. Regarding the speed of learning, male as well as female domestic guinea pigs outperformed their wild conspecifics significantly. Interestingly, only domestic guinea pigs showed a significant spatial association of the platform position, while other effective search strategies were used by wild cavies.The results demonstrate that domestic guinea pigs do not at all perform worse than their wild relatives in tests of spatial learning abilities. Yet, the contrary seems to be true. Hence, artificial selection and breeding did not lead to a cognitive decline but rather to an adaptation to man-made environment that allows solving the task more efficiently.
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Mass Graves and a Thousand Hills: University Student Perspectives on the Gacaca Courts in Post-Genocide Rwanda - Lewis, J. M. T. (Inquiry Journal, 2010)
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Prospects for Peace: Student Perceptions of Transitional Justice in Post-Genocide Rwanda - Lewis, J. M. T. (2010)
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Antagonist effect of sodium salicylate on hearing impairment of cisplatin in guinea pigs - Li, Wanrong (China Journal of Modern Medicine, 2010)
【Objective】To investigate the antagonist effects of sodium salicylate(NaSA) on the ototoxicity of cisplatin(CDDP) in guinea pigs.【Methods】Thirty clean adult albino guinea pigs were used in this experiment which were healthy and prier reflex was sensitive.They were randomly divided into 2 groups: ① CDDP+NaSA(100 mg/kg) group(experimental group) and ② control group.ABR,the activity of superoxide dismutase(SOD) and the content of malondialdehyde(MDA) in serum and cochlea tissue,light microscope was used to evaluate their effects on hearing threshold,function of outer hair cells,serum and cochlea levels and morphology.【Results】The ABR threshold,serum and cochlea MDA levels in the experimental group were significantly lower than those in the control group(P 0.05).The activity of SOD in serum and cochlea tissue of the experimental group was significantly higher than that of the control group(P 0.05).The light microscope showed that the structural damage of hair cells was serious in the control group,while the structural damage of hair cells was milder in the experimental group than that in the control group.【Conclusion】Sodium salicylate can effectively reduce ototoxicity of cisplatin.
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The protective effect of dopamine on the noiseinduced hearing loss of guinea pigs - Li, Xingqi (2010)
OBJECTIVE To investigate the protective effect and its frequency selection of dopamine on the inner cell in cochlea when exposed to white-noise;In order to offer an important step on understanding of negative protective modulation of dopamine in the cochlear auditory afferent nerve. METHODS Forty guinea pigs were randomly divided into 4 groups and whole intracochlear perfusions were performed. ① exposed to the 100dB white-noise; ② perfused with artificial perilymph solutions; ③exposed to the white-noise and perfused with artificial perilymph solutions; ④exposed to the white-noise and perfused with Artificial perilymph solutions containing 1mmol/L dopamine. Compound action potential(CAP)evoked by different frequencies tone pip, and cochlear mirophonics(CM)evoked by 4kHz tone burst were recorded from the round window of guinea pigs before and 2h after perfusion. RESULTS In the groups exposed to the white-noise, the CM amplitude and the linearity of input-output function both significantly decreased at 2h(P 0.05). An increase of CAP threshold of most detecting frequencies was observed in the groups which were exposed to the white-noise. But compared with group ① and ③, the increasing extent of CAP threshold of most frequencies in group ④ were significantly smaller(P0.05). Except 8 KHz, the CAP threshold shift under other frequencies of threshold shift were statistically significant(P0.05)before and after perfusion. The threshold shifts of high-frequencies were more obvious, especially at 16 kHz. CONCLUSION Under the conditions of white noise, dopamine has a protective effect on the cochlear auditory afferent nerve, but no obvious effect on outer hair cell. The protective effect has frequency selection. The protection on high frequencies is stronger than on low frequencies.
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On the Periodical Development of Technical Education,Vocational and Entrepreneurship Training in Zambia - Lijuan, Cai (Studies in Foreign Education, 2010)
Technical Education,Vocational and Entrepreneurship Training(TEVET) in Zambia is closely related to global and domestic political and economic development,which can be mainly divided into three phases.The first phase(1964-1991) is characterized by the focus on training needs of formal sectors.The second phase(1991-2008) is marked by establishing Management Boards to achieve decentralization of education and integrating entrepreneurship training to encourage the youth to be self employed.The third phase(2008-) is the period while Zambia makes effort to achieve 2030 Vision,indicating TEVET as one of the driving forces.After nearly 50 years' development,TEVET has reserved huge human resources for Zambia,but fundamentally it has not solved such problems as poor educational quality and low employment of graduates.
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INCLUSIVE ELITE BARGAINS AND CIVIL WAR AVOIDANCE: THE CASE OF ZAMBIA - Lindemann, Stefan (2010)
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Working Paper No. 77. Inclusive Elite Bargains and Civil War Avoidance: the case of Zambia - Lindemann, Stefan (2010)
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Description of Factors Related to the Grade Level Retention Rates of Elementary School African American Students. - Linder, Rozlyn T. (2010)
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Regional fire history shows abrupt responses of Mediterranean ecosystems to centennial-scale climate change (Olea–Pistacia woodlands, NE Morocco) - Linstädter, Anja; Zielhofer, Christoph (Journal of Arid Environments, 2010)
The reconstruction of regional fire history with the aid of a sedimentary charcoal record (1.4–4.0 ka cal BP) of semiarid Pistacia and Olea woodlands from NE Morocco demonstrates a high sensitivity of desert margins in the SW Mediterranean towards Rapid Climate Changes. The sedimentary charcoal record derives from alluvial archives of the Lower Moulouya River. These archives contain a centennial-scale proxy record for Mid- to Late Holocene fire histories. We analyse the charcoal data together with proxy data from the same record (palaeomagnetics, anthracological and snail analyses, palaeoflood chronology) to determine palaeoenvironmental conditions. The environmental history of the SW Mediterranean is discussed with respect to our data, and in the context of other regional palaeoenvironmental archives. We demonstrate a strong coupling of charcoal accumulation with Holocene Rapid Climate Changes. We deduce low charcoal densities and pronounced Lower Moulouya flood events in the course of Holocene cooling between 2.7 and 3.2 ka cal BP, and interpret them carefully as a fuel load limited ecosystem during a regional phase of aridity with lower mean annual rainfall but more intense precipitation patterns.
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Perceptions of European American and African American instructors teaching race-focused courses. - Littleford, Linh Nguyen; Ong, Katherine; Tseng, Andy; Milliken, Jennifer C.; Humy, Sonya L. (Journal of Diversity in Higher Education, 2010)
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Hope in a changing climate and Rwanda – back to the garden - Liu, John D. (2010)
This DVD includes the full length versions of two movies by John D. Liu: Hope in a Changing Climate (29 minutes) and Rwanda – Back to the Garden (27 minutes).
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An ethnic cultural study on African EFL students＇ learning statuses - Liu, Ming; Bo, Bo (美中外语, 2010)
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Distance education of safety and health professionals at a higher education institution in South Africa : curriculum development - Loggerenberg, Van; Swanepoel (Journal of Contemporary Management, 2010)
Figures released by the Annual Report of the Compensation Fund depict a dim picture of the safety record of industries in South Africa. Billions are paid out on compensation and medical benefits. These figures have remained at these high levels over the past three years and highlight the dire need for professional safety practitioners in South Africa. To upgrade the professionalism of safety practitioners, the University of South Africa has embarked on developing a curriculum to offer a bachelor in commerce degree in safety management with the view of adding postgraduate courses up to doctoral level. Research was undertaken to ensure that the curriculum of the undergraduate course is in line with international courses (benchmarked against the American Society of Safety Engineers guidelines), requirements of industry professional associations (Delphi technique) and safety practitioners (questionnaire survey: 314 respondents). Although a strong preference existed for the national diploma in safety, the BCom (Safety management) was preferred over the BTech (Safety management). A definite need for postgraduate degrees surfaced. Clear preferences with regard to the role of the safety manager, the subject matter and the topics that should be included emerged. The course content for each of the three years of the BCom (Safety management) is discussed - the very first degree of its kind in South Africa.
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Encyclopedia of African American Education - Lomotey, Kofi (2010)
The Encyclopedia of African American Education covers educational institutions at every level, from preschool through graduate and professional training, with special attention to historically black and predominantly black colleges and universities. Other entries cover individuals, organizations, associations, and publications that have had a significant impact on African American education. The Encyclopedia also presents information on public policy affecting the education of African Americans, including both court decisions and legislation. It includes a discussion of curriculum, concepts, theories, and alternative models of education, and addresses the topics of gender and sexual orientation, religion, and the media. The Encyclopedia also includes a Reader's Guide, provided to help readers find entries on related topics. It classifies entries in sixteen categories: Alternative Educational Models Associations and Organizations Biographies Collegiate Education Curriculum Economics Gender Graduate and Professional Education Historically Black Colleges and Universities Legal Cases Pre-Collegiate Education Psychology and Human Development Public Policy Publications Religious Institutions Segregation/Desegregation. Some entries appear in more than one category. This two-volume reference work will be an invaluable resource not only for educators and students but for all readers who seek an understanding of African American education both historically and in the 21st century.
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Engendered theological education: a case of women theological educators in the Baptist Convention of Malawi - Longwe, Molly (Journal of constructive theology, 2010)
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BARRIERS TO LEARNING WITHIN A SOUTH AFRICAN CONTEXT - Loopoo, V.; Singh, Poonam (ICERI2010 Proceedings, 2010)
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Responsible Leaders for Inclusive Globalization: Cases in Nicaragua and the Democratic Republic of the Congo - Lozano, Josep M. (Social Science Research Network, 2010)
The current globalization process excludes a significant part of humanity, but organizations can contribute to a more inclusive form by means of dialogue with other organizations to create economic and social value. This article explores the main leadership traits (visions, roles and virtues) necessary for this dialogue. This exploration consists of a comparison between two theoretical approaches and their illustration with two cases. The theoretical approaches compared are Responsible Leadership, a management theory focused on the contribution of business leaders to create a better society as developed by Maak and Pless; and the Work of Translation, a sociological theory which stresses the need for dialogue between organizations to build an alternative to hegemonic or the so-called neo-liberal globalization as formulated by Santos. Both approaches, in what seems an unlikely pairing at first, are compared in terms of their perspectives, diagnoses of the present situation, the main task to be performed by leaders, styles of this task and leadership outcomes. The illustrative cases include a federation of co-ops in Nicaragua and an employer organization in the Democratic Republic of the Congo. We contend that, although these economic development organizations are not private firms, the leadership characteristics of their respective leaders are highly valuable and inspiring for business leaders and multinational corporations wishing to act responsibly at the local and global levels, thus contributing to this more inclusive form of globalization.
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Implementation of social constructivist learning environments in grade 9 natural science in the Western Cape Province, South Africa - Luckay, Melanie B. (2010)
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Knowledge claims and codes of legitimation : implications for curriculum recontextualisation in South African higher education - Luckett, Kathy (Africanus, 2010)
This article responds to calls for the recontextualisation and Africanisation of the South African higher education curriculum by drawing on the social realist tradition of the sociology of knowledge - particularly on Maton's (2000; 2006; 2007 and 2009) 'legitimation code theory' - in order to assess some of the implications for curriculum change. The paper first briefly analyses the current South African context in terms of the contending demands of post-colonial and globalising imperatives. A theoretical framework for a sociology of curriculum knowledge is then set out. Examples from current South African curriculum debates are used to illustrate the different positions described by the theory. Maton's legitimation code theory enables a more nuanced approach in which different knowledge types are seen to be more or less amenable to recontextualisation. Furthermore, the theory enables one to distinguish between different approaches to Africanisation - showing how an exclusive Afro-centric approach is likely to limit knowledge progression (verticality), whilst an inclusive approach is more likely to realise verticality. In conclusion, the paper argues for an inclusive approach that takes the debate forward beyond the crude dichotomies established by essentialist versus relativist views on culture and identity. Instead, it is suggested that the South African higher education curriculum should offer students subject positions that transcend and subsume the old Western or African identities.
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The influence of gender stereotyping on career choices among secondary school students in Muleba district in Tanzania - Lugumira, Upendo Kokuhirwa (2010)
Available in print form, East Africana Collection, Dr.Wilbert Chagula Library, ( THS EAF HQ1742.T34L83)
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Strategic Planning of Higher Education Institutions in Africa: A Case Study of the University of Dar-es-Salaam - Luhanga, Matthew L. (Procedia - Social and Behavioral Sciences, 2010)
Socio-economic and political changes which swept through Africa in the 1980 s had a major impact on African universities; including the University of Dar-es-Salaam. In response to these changes, the University of Dar-es-Salaam embarked on a self-controlled strategic planning exercise starting in 1989. The model adopted by the University of Dar-es-Salaam and the lessons learnt are summarized in this paper.
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Enhancing the Capacity of Kenya on Climate Risk Reduction and Climate Change Adaptation for Sustainable Agricultural Productivity and Food Security - Lukorito, C.B.; Ouma, Gilbert (Second RUFORUM Biennial Regional Conference on "Building capacity for food security in Africa", Entebbe, Uganda, 20-24 September 2010., 2010)
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Developing Leadership for Learning in Ghana: opportunities and challenges - Lumpur, Kuala; MacBeath, John; Swaffield, Sue; Oduro, G.; Bosu, Rosemary Seiwah (2010)
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Learner Errors and Misconceptions in Elementary Analysis: A Case Study of a Grade 12 Class in South Africa. - Luneta, Kakoma; Makonye, Paul J. (Acta Didactica Napocensia, 2010)
The paper focuses on analysing grade 12 learner 1 errors and the misconceptions in calculus at a secondary school in Limpopo Province, South Africa. As part of the analysis the paper outlines the nature of mathematics errors and misconceptions. Coding of learners' errors was done through the lens of a typological framework. The analysis show ed that most of the errors and misconceptions were due to knowledge gaps in basic algebra. Also noted was that errors and misconceptions in calculus were related to learners' over-dependence on procedural knowledge which had no conceptual basis. On the other hand, learners sometimes had sound conceptual knowledge for which they had not acquired allied procedural knowledge needed to perform in particular questions. Implications of the study to the wider mathematics education community are highlighted.
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Long-Term Impact of Health and Nutrition Status on Education Outcomes for Children in Rural Tanzania - Luzi, Lucia; Irc, Unicef (2010)
This paper investigates the long-term effects of malnutrition presented by individuals during early childhood on subsequent education attainment of young adults living in a rural area of Tanzania. The data used are of an exclusive long term panel data set collected in the Kagera Health and Development Survey. Infants born in the early Nineties are traced and interviewed in 2004. To perform the main objective of the work, any attrition due to family or environmental characteristics is removed by differencing among siblings. Additionally, a broad investigation on weather conditions during infancy is conduced, in order to attain the instruments to face the existing endogeneity proper of the health variable. By comparing the anthropometric measures of a Tanzanian preschooler with those of a child in a wealthy reference country, estimation results show that malnutrition and poor health experienced during early childhood have long term effects on her human capital growth. More precisely, improving child health status, she would have an additional 28% probability of completing primary education. This result emerges if the two districts laying on the western board, where the refugees escaped from the genocides of Burundi and Rwanda in the early Nineties, are excluded from the analysis. The possibility of a strong connection between nutrition and schooling in developing countries is of growing importance; the analysis presented in this work makes progress in sorting out such a casual relationship.
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HIV/AIDS KNOWLEDGE, RISK PERCEPTION, AND ATTITUDE TOWARD SAFER SEX PRACTICES OF VISUALLY IMPAIRED AND SIGHTED PUPILS IN THIKA MUNICIPALITY, KENYA - Lydia, Kendi (2010)
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Examining Teachers’ Beliefs about African American Male Students in a Low-Performing High School in an African American School District - Lynn, Marvin; Bacon, Jennifer Nicole; Totten, Tommy L.; Bridges, Thurman; Jennings, Michael (Teachers College Record, 2010)
Background/Context The study examines teachers’ and administrators’ perspectives on the persistent academic failure of African American male high school students. The study took place between 2003 and 2005 in a low-performing high school in Summerfield County, a Black suburban county in the Mid-Atlantic region of the United States with a poverty rate below 8%, according to the 2000 United States census. At the time of the study, there were a number of initiatives across the state designed to address what was being referred to as “the minority achievement gap.” The researchers—most of whom were African American faculty and graduate students at the University of Maryland—were interested in understanding what teachers and other school personnel such as counselors and administrators would have to say about why African American students, particularly males, tended to persistently underperform on standardized measures of achievement, had higher rates of suspension and expulsion from school, were overrepresented in special education, and had significantly higher dropout rates than all other subgroups in this mostly Black and middle-class suburban school district. Purpose and Research Questions In the present article, we build on the work of scholars of critical race studies in education and scholars concerned about teachers’ impact on student achievement to explore teachers’ beliefs about African American students, and we discuss the possible implications for African American males in troubled schools. We used critical race ethnographic methods to collect data on the following research questions: (1) How does a low-performing high school in a low-performing school district cope with the persistent problem of African American male underachievement? (2) In particular, how do teachers and administrators understand the problem? (3) How might this impact their ability to work successfully with African American male students? Setting The study took place in Summerfield County, a majority-Black suburban county in the Mid-Atlantic region of the United States. The county is known as the wealthiest Black county in the nation. With over 100,000 students, its school district is one of the largest and lowest performing in the state. At the time of the study, the district was ranked 23rd out of 24 districts in the state in measures of standardized achievement. The research took place in a midsized all-Black high school in a section of the county that is contiguous with one of the poorer sections of a nearby city. The high school, with a 99% Black population of slightly fewer than 1,000 students, was one of the lowest performing high schools in the district. Participants The main participants in the study consisted of two groups: (1) a sample of 50 teachers, administrators, and counselors, and (2) a subsample of 6 teachers in art, music, technology, social studies, and math who participated in ongoing individual interviews, a focus group, and classroom observations. Research Design This study involved a series of focus groups, formal and informal interviews with teachers, counselors, and administrators, and 18 months of ethnographic observations in the school. Conclusions Researchers found that school personnel overwhelmingly blamed students, their families, and their communities for the minority achievement gap. In short, the school was pervaded by a culture of defeat and hopelessness. Ongoing conversations with a smaller group of teachers committed to the success of African American male students revealed that the school was not a safe space for caring teachers who wanted to make a difference in the lives of their students.
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Education for Some? : Community-based primary education programs in Africa moving from access to quality – a look at World Learning programs in Ethiopia - Ma, Shenglin; Specialist, Basic Education; Ezra (2010)
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The Current State of Agribusiness Education and Training in Africa - Mabaya, Edward; Christy, Ralph D.; Bandama, Maureen (RePEc: Research Papers in Economics, 2010)
To spur rural development and food security, agricultural education and training in Africa has traditionally focused on increasing agricultural productivity on the farm. More recently, development practitioners and policy makers have broadened their attention to include agribusiness or agro-industries. However, the role of Agricultural Education and Training in fostering agribusiness growth in developing countries is relatively underexplored. This paper analyses the current state of agribusiness education and training in Sub-Saharan Africa. The paper is organised around five objectives. First, the paper characterises the macroeconomic environment—political, economic, social and technological—in which agribusiness development is taking place in Africa. Against this background, the implications for Agricultural Education and Training of a growing and evolving agribusiness sector are explored. With a focus on agricultural economics departments, the paper assesses the current status of agribusiness education and training offered in African academic institutions. While significant progress has been made in integrating agribusiness management into university curricula, the current offerings are far from comprehensive. Using a case study approach, new models of executive training for agribusiness being offered by non-governmental organisations, academic institutions and the private sector are benchmarked. The paper concludes by recommending strategies for developing agribusiness education and training initiatives so as to bridge the gap between current offering and industry needs.
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The Current State of Agribusiness Education and Training in Africa - Mabaya, Edward; Christy, Ralph D.; Bandama, Maureen (2010 AAAE Third Conference/AEASA 48th Conference, September 19-23, 2010, Cape Town, South Africa, 2010)
To spur rural development and food security, agricultural education and training in Africa has traditionally focused on increasing agricultural productivity on the farm. More recently, development practitioners and policy makers have broadened their attention to include agribusiness or agro-industries. However, the role of Agricultural Education and Training in fostering agribusiness growth in developing countries is relatively underexplored. This paper analyses the current state of agribusiness education and training in Sub-Saharan Africa. The paper is organised around five objectives. First, the paper characterises the macroeconomic environment—political, economic, social and technological—in which agribusiness development is taking place in Africa. Against this background, the implications for Agricultural Education and Training of a growing and evolving agribusiness sector are explored. With a focus on agricultural economics departments, the paper assesses the current status of agribusiness education and training offered in African academic institutions. While significant progress has been made in integrating agribusiness management into university curricula, the current offerings are far from comprehensive. Using a case study approach, new models of executive training for agribusiness being offered by non-governmental organisations, academic institutions and the private sector are benchmarked. The paper concludes by recommending strategies for developing agribusiness education and training initiatives so as to bridge the gap between current offering and industry needs.
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The revitalisation of planning education in Africa: a review of planning education at the Catholic University in Beira, Mozambique - Mabin, Alan; Todes, Alison; Boshoff, Brian; Cenit-Gbaffou, C; Karam, Azza; Klein, Gary; Klug, N; Sihlongonyane, Mfaniseni Fana; Winkler, Tanja (2010)
Planning education at the Catholic University of Mozambique consists of undergraduate and post graduate programmes. These programmes aim to provide an overall understanding of the human-environment nexus by addressing physical, economic and human development needs as well as proposing appropriate and effective planning for different regions. The programmes are also part of the institution‟s way of complementing government efforts of decentralization by building the requisite manpower targeted for policy implementation. Of the post-graduate studies, the MSc in Regional Development Planning was introduced in February 2008 while the MSc in Geographic Information Systems (GIS) began in March 2009. In March 2010, the University will introduce a BSc Honours in Regional, District and Town Planning programme. The need to focus education towards development and planning was necessitated by the government's emphasis on decentralisation in planning and management of districts and noted uneven regional development between the north and south of the country. This noted uneven development then entailed the need for capacity building in the planning profession. This paper gives an overview of planning programmes at the Catholic University of Mozambique, Beira. It outlines economic, socio-political and physical environment within which programmes are offered in Mozambique as well as Beira City. Major challenges faced in delivering these programmes are highlighted. It concludes by outlining how regional development and planning programmes in the 21st Century are designed to equip graduates for employment in development oriented research, planning, education and management in both public and private sectors where they can contribute meaningfully to sustainable regional development.
openalex: W3014128924 mag: 3014128924
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The teaching of Amazigh in France and Morocco : language policies and citizenship between pedagogy and power politics - Mabrour, Abdelouahad; Mgharfaoui, Khalil (2010)
openalex: W3119448511 mag: 3119448511
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Democratic leadership and management practices in a rural Namibian secondary school - Mabuku, Robert Nalisa (2010)
The primary purpose of this research was to investigate the understanding and implementation of democratic leadership and management in schools by school managers and other members of the school community in leadership and management roles as advocated by the policy of Education for all. The study also aimed at identifying any gaps in the understanding and practice of the participants in order to enhance democratic leadership and management in schools. Qualitative research using the interpretive approach was the methodology employed in order to fulfill the intention of the study, namely to investigate the participants` experiences and understanding of democratic education leadership and management. The case study method was appropriate to understand the meanings the participants attached to their practice in their natural setting. Data were collected by using semi-structured interviews, document analysis, and observation. The sample for the study consisted of ten participants: the principal, the head of department, two School Board members, two senior teachers, two Learner Representative Council members and two class captains. The findings suggest that the participants understood and practised democratic ELM in terms of broader participation, open communication, delegation for empowerment, learning organisation, shared decision-making, shared leadership and teamwork. However, the data suggest areas of concern in the participants` understanding and implementation of the policy which could be strengthened to entrench the policy. The study recommends that education policy makers, education managers, school managers, teachers, parents and learners all work towards improving democratic ELM in schools. In order to achieve this objective, policy makers are urged to avoid ambiguity to enable all implementers to fully understand policies. Education managers could ensure school-wide training on the policy while school managers and other stakeholders should engage in self-reflection and introspection and be more proactive towards improving their own understanding and practice.
openalex: W2275869096 mag: 2275869096
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Actor-network view of the Distance Education Policy Process in Mozambique - Macanze, Jamo (2010)
Governments and public institutions are in most cases biased to follow rational arguments linked to social events when evaluating their policies. They focus on social aspects of the outputs and outcomes to formulate and implement policies. This paper explores the influence of humans and non-human actors in the formulation and implementation of distance education policies in Mozambique. For that, an actor-network theory is used to explore how actors define the problem, propose solutions, implement the programs, and attempt to influence the each other and the all policy formulation and implementation process of distance education in Mozambique. An interpretative case study approach was used. To explore the phenomenon (policy formulation and implementation), it was realized some documents analysis (education policies, education strategic plans, distance education papers and distance evaluation reports) and semi-structured interviews targeting policy makers (National Institute for Distance Education) and practitioners (Universidade Eduardo Mondlane). At the end, key challenges and suggestions are also presented based on the findings of the research.
openalex: W640781702 mag: 640781702
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Adventures in comparative cognition: training wild elephants in northern Kenya - MacDonald, Suzanne E.; Dupuis‐Désormeaux, Marc (2010)
openalex: W2914322482 mag: 2914322482
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Coastal Marine Pollution in Dar es Salaam (Tanzania) relative to Recommended Environmental Quality Targets for the Western Indian Ocean - Machiwa, John F. (Western Indian Ocean journal of marine science, 2010)
Pollution surveys were undertaken during 2007 and 2008 in the coastal marine environment of Dar es Salaam and the remote Ras Dege Creek. The objective was to determine the levels of microbial contamination, heavy metals and persistent organic pollutants and compare these with the recommended environmental quality targets (EQTs) for the West Indian Ocean (WIO). Levels of microbial pollution in urban coastal waters off Dar es Salaam were excessive, indicating that water within the port channel was not safe for contact recreation. Seafood from areas adjacent to Msimbazi Creek and the Ocean Road sewer outfall was unfit for human consumption. Conversely, the water quality of Ras Dege Creek was excellent for contact recreation as well as for the collection of seafood. Concentrations of heavy metals, even in the coastal marine environment off Dar es Salaam, were not significantly high compared with the recommended EQTs. Although some persistent organic pollutants exceeded the recommended EQTs in sediment and oysters along the coast of Dar es Salaam, this was not the case at Ras Dege. The lack of sufficient wastewater treatment facilities is the main cause of current levels of some pollution in the coastal marine environment off Dar es Salaam. The implementation of industrial and municipal wastewater management would greatly improve this situation. The results show that the proposed EQTs would constitute appropriate standards for coastal marine water quality in Tanzania.
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Leading school improvement: African American women principals in urban educational settings - Mack, Yejide Safiya (2010)
openalex: W136454972 mag: 136454972
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Gender, self‐efficacy and achievement among South African Technology teacher trainees - Mackay, James; Parkinson, Jean (Gender and Education, 2010)
This article considers the relationship between gender and self‐efficacy in teacher trainees engaged in an electricity‐related design and construction task. Quantitative data (examination scores, task assessment, and questionnaire) and qualitative data (interviews and written student reflections) were collected. There is a gender bias in student teachers entering the University with more male than female students having done Science to grade 12 level. In addition, the continuing differential in standards of education in South African schools necessitated distinguishing those who had attended educationally advantaged from those who had attended educationally disadvantaged schools. In the examination, a test of theoretical knowledge, male students in each group outperformed female students. This we explain in terms of school background, gender responses from family members who regarded Science as a male domain, and the resulting lower self‐efficacy of female students. However, female students achieved as well as male students in the design and construction task. We argue that although males had better self‐efficacy levels than females at the outset, the hands‐on, individual nature of a task in a domain usually constructed as male led to female students developing increased levels of self‐efficacy, which ensured task performance matching that of the more knowledgeable male students.
openalex: W1983975248 mag: 1983975248
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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 (Education for health, 2010)
openalex: W4377840588
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Effect of Information Communication Technology Facilities on Students’ Performance: A Comparative Study of Federal Government College and Bosso Secondary School, Minna, Nigeria - Madu, EC (Annals of Modern Education, 2010)
This study examined the effect of ICT facilities on students’ performance by comparing Federal Government College with ICT facilities and Bosso Secondary without ICT facilities,. The comparison was conducted using subtests of English language and Mathematics on 62 JSS students from the two secondary schools both in Minna metropolis, Nigeria. Results indicated a significant difference in performance in both tests between Federal Government College and Bosso Secondary School. Differences in mean score were statistically significant in English language (t = 2.60) and Mathematics (t = 4.96). The study recommended that government should make available ICT facilities in all secondary schools to enhance teaching and learning. Key words: ICT, students’ performance, secondary school, ICT, Nigeria.
openalex: W138994843 mag: 138994843
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Teaching of Information Literacy Skills in Nigerian Universities: A Theoretical and Practical Perspectives from Federal University Minna, Nigeria - Madu, EC (Annals of Modern Education, 2010)
This study is a theoretical and practical examination of the role of information literacy in teaching and learning process. The study appreciates the tremendous challenges facing both staff and students in the face of declining academic productivity. A questionnaire was used to collect data for this study. Interviews and focus group discussion (FGO) were also used to complement the information collected with questionnaire. Frequency, count and simple percentage were used to analyse the data collected. The results showed that most of the staff and students had no clear understanding of information literacy. Factors identified to enhance information use included availability of information resource which ranked highest (75.5%), qualified instructors (60.5%), adequate training (57.3%), infrastructure (57.5%) and appropriate lecture method (40%). We suggest that early training of both staff and students be emphasized; also, government should make more funds available for the acquisition of resources necessary for information literacy training and learning. Key Words: Teaching, information, literacy, skills, University.
openalex: W228567230 mag: 228567230
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Use of the Internet by Students in Nigerian Universities: A Case Study of Federal University of Technology, Minna, Nigeria - Madu, EC (Annals of Humanities and Development Studies, 2010)
This study examined the use of internet resource by students of the Federal University of Technology, Minna, Nigeria. The survey technique was used for this study because it involved a large number of people. The studied population was students of the Federal University of Technology, Minna Nigeria. One thousand five hundred out of the 15,000 students of the university were sampled during the 2006/2007 academic session for study, using stratified random sampling. The result showed that the students made use of internet resources such as World Wide Web (www), Electronic mail (E-mail) and Discussion Groups (DG). The most common way of locating information for leaning according to the students, is the E-mail. Based on findings from this study, it was recommended that the University authority and government should make access to internet readily available, by encouraging private sector involvement and provision of broadband internet access. Key words: Internet, students, University, Nigeria.
openalex: W614168220 mag: 614168220
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Organization and Supervision of Inventions and Innovations at the Basic Level of Education in Nigeria - Madumere-Obike (The Academic Leadership Journal, 2010)
openalex: W2279136411 mag: 2279136411
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Sustainable Teacher Developemnt Programmes for Effective Teaching in Public and Private Secondary Schools in Abia State, Nigeria - Madumere-Obike (The Academic Leadership Journal, 2010)
openalex: W2412504838 mag: 2412504838
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Sustainable Teacher Development Programmes For Effective Teaching In Public And Private Secondary Schools In Abia State, Nigeria - Madumere-Obike, null; null, null; null, null; null, null (Academic Leadership The Online Journal, 2010)
Effective implementation of any programme, especially that of improving the performance of theteacher, no doubt depends largely on continuous development and update of relevant educationalmaterials. While many nations around the world have embraced, the need for education to achievesustainability, only limited progress has been made at the level of secondary education, especially inAbia State. This limited progress emanate from many sources. In some cases, lack of vision orawareness has impeded progress, in others; it is lack of policy or funding. It then requires thegovernment at all levels addressing issues that are specific to the immediate or local conditions. Forexample, the quality of relationships between the school principals and the teachers is an area thatrequires attention.
openalex: W4319152148
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A Teaching/Learning Case History of CROP in Zimbabwe - Madzivire, Alex Benjamin (2010)
This article is a derivative of the author's doctoral thesis at the University of South Africa’s (UNISA) School of Business Leadership (SBL) from 2001 to 2003. The electronic version of the thesis is available on the Unisa Institutional Repository.
openalex: W2233662035 mag: 2233662035
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A Teaching/Learning Case History of FINANCE in Zimbabwe - Madzivire, Alex Benjamin (2010)
This teaching/learning case history of FINANCE in Zimbabwe is a derivative of the author's doctoral thesis at the University of South Africa’s (UNISA) School of Business Leadership (SBL) from 2001 to 2003.
openalex: W2302544742 mag: 2302544742
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A Teaching/Learning Case History of LEISURE in Zimbabwe - Madzivire, Alex Benjamin (2010)
A derivative of author's doctoral thesis at the University of South Africa’s (UNISA) School of Business Leadership (SBL) 2001 to 2003
openalex: W2232871280 mag: 2232871280
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Effect of education on fertility in the republic of Congo - Magawi, Pauline A (2010)
openalex: W2483925806 mag: 2483925806
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Predictors of Sexual Risk Behavior among Zimbabwean Adolescents With and Without Disabilities: Implications for HIV/AIDS Prevention. - Magaya, Lindiwe (2010)
openalex: W231925977 mag: 231925977
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Assessment of the teaching learning resources on the academic performance of mentally retarded learners in Bwiri location Funyula division, Samia Distrist Kenya - Magero, Makokha Esther (2010)
openalex: W3017128236 mag: 3017128236
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Deaf Education in South Africa - Magongwa, Lucas (American Annals of the Deaf, 2010)
openalex: W1531150940 mag: 1531150940
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Requirements for Establishing Smart School System in Algeria Based on Malaysian Smart School - Mahammed, Boukerraf (2010)
This project was proposed to identify the needed requirements for adoption of Smart School System in Algeria based on Malaysian Smart School. This study was conducted to seek the current weaknesses and the requirements. It proposes a feasible model to adopt this system. The methodology has been adapted from the method of Magliaro and Eziefe which consist of both qualitative and quantitative study. The results have been sought by questionnaire and literature review, which helped to identify the weaknesses and requirements to carry out this adoption in Algeria. The requirements have been achieved can motivate the Algerian government to launch an effective strategy, and to create a base on which future studies on the ICT integration into the Algerian educational system can be built. In addition the decision makers enable to apply this study for preparing the policy on using ICT to develop the educational sector in Algeria.
openalex: W94016575 mag: 94016575
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Sources of common errors in the written English of Yemeni secondary school students - Mahdi, Amenah Abdul Ali (2010)
openalex: W2761261295 mag: 2761261295
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Achieving universal primary education in Sudan - Mahgoub, Sali Salah (2010)
openalex: W2894382905 mag: 2894382905
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Terminology and School Books in Southern African Languages - Mahlalela-Thusi, Babazile; Heugh, Kathleen (2010)
openalex: W2975924105 mag: 2975924105
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NRIAG's Effort to Mitigate Earthquake Disasters in Egypt Using GPS and Seismic Data - Mahmoud, Salah (cosp, 2010)
openalex: W3000597050 mag: 3000597050
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Drought risk assessment in pasture arid Morocco through remote sensing - Mahyou, Hamid; Karrou, Mohamed; Mimouni, J.; Mrabet, Rachid; Mourid, Mohamed El (2010)
During the last three decades, Morocco has experienced several stern and extended episodes of drought that severely affected pasture production. To cope with this phenomenon, the policy makers have put emphasis on a reactive short term management approach rather than on pro-active risk-based management measures. The purpose of this study is the assessment of drought by remote sensing, which is an important step in the design and implementation of drought management plan. To reach this objective we used bi-weekly TERRA Moderate Resolution Imaging Spectroradiometer (MODIS 250 m) data in arid pasture of Morocco. A Preliminary mapping by using Landsat TM5 of major land cover types was carried out to extract the pasture area. A comparison of annual and seasonal Normalised Difference Vegetation Indices (NDVI), Vegetation Condition Index (VCI) and rainfall during the time period of 2000 - 2008 were carried out. Results showed that stronger relationship of NDVI with previous seasonal rainfall as compared to VCI indicating that NDVI variation is a good indicator of vegetation changes and consequently can give a better idea on drought conditions in the study area.
openalex: W2148744141 mag: 2148744141
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The Education and Licensing of Attorneys and Advocates in South Africa - Maisel, Peggy (2010)
This article explores the current organization of the South African bar and describes the legal education system and the licensing requirements for both attorneys and advocates, as well as those for foreign attorneys. Interspersed throughout the article are discussions of the system’s strengths and weaknesses, particularly in light of the transformation required after the end of apartheid, including some of the key challenges still facing South Africa.
openalex: W3121814594 mag: 3121814594
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The Education and Licensing of Attorneys and Advocates in South Africa - Maisel, Peggy (Social Science Research Network, 2010)
This article explores the current organization of the South African bar and describes the legal education system and the licensing requirements for both attorneys and advocates, as well as those for foreign attorneys. Interspersed throughout the article are discussions of the system’s strengths and weaknesses, particularly in light of the transformation required after the end of apartheid, including some of the key challenges still facing South Africa.
openalex: W2222992059 mag: 2222992059
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An evaluation of postgraduate social science students' knowledge of conducting research responsibility in a South African university. - Maitin-Casalis, Wendy. (2010)
Conducting research responsibly is an essential part of ethical research (Steneck & Bulger, 2007). When research is not conducted responsibly, the result is often research misconduct, which may cause harm to research participants (Aita & Richer, 2005). Although numerous methods and policies have been developed, both to prevent and to deal with research misconduct, such effects are ongoing (Howard Stone, 2001). A study conducted in the United States of America (USA) by Heitman, Olsen and Anestidou (2007) suggested that postgraduate biomedical students did not have sufficient knowledge of conducting research responsibly. This study aimed to adapt Heitman et al.’s (2007) study to social science postgraduate students at the University of KwaZulu-Natal in South Africa. Although findings indicated that the participants had adequate knowledge of conducting research responsibly, the variables hypothesised to have an impact on the results – such as age, research experience, and research training – did not produce any significant findings.
openalex: W2309625656 mag: 2309625656
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Assessment of spatio-temporal redistribution of major crops and livestock mobility due to climate change and variability in Uganda. - Majaliwa, J. G. M.; Isubikalu, P.; Mukwaya, Paul Isolo; Aribo, L.; Makuma-Massa, H.; Nandozi, C.; Tumuhairwe, S.; Komutunga, Everline; Adipala, E.; Tusiime, G. (Second RUFORUM Biennial Regional Conference on "Building capacity for food security in Africa", Entebbe, Uganda, 20-24 September 2010, 2010)
openalex: W1847386394 mag: 1847386394
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Climate change adaptation strategies in the semi-arid region of Uganda. - Majaliwa, J. G. M.; Mukwaya, Paul Isolo; Isubikalu, P.; Adipala, E.; Tusiime, G. (Second RUFORUM Biennial Regional Conference on "Building capacity for food security in Africa", Entebbe, Uganda, 20-24 September 2010., 2010)
openalex: W1475630435 mag: 1475630435
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Effect of land-use and climate change and variability on pollution loading in rivers of eastern Uganda and Albertine rift. - Majaliwa, J. G. M.; Mukwaya, Paul Isolo; Isubikalu, P.; Adipala, E.; Tusiime, G. (Second RUFORUM Biennial Regional Conference on "Building capacity for food security in Africa", Entebbe, Uganda, 20-24 September 2010, 2010)
openalex: W314028461 mag: 314028461
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Concentration of heavy metals in tree barks as indicator of atmospheric pollution in Oyo Town, Southwest, Nigeria - Majolagbe, Abdulrafiu O.; Paramole, A. A.; Majolagbe, H. O.; Oyewole, O. O.; Sowemimo, Mutiu (Archives of Applied Science Research, 2010)
10 different species of trees from 42 sampling locations were taken in Oyo town, southwest, Nigeria. The barks of these trees were analysed for trace metals: lead, copper, cadmium, chromium, zinc and iron, employing Flame Atomic Absorption Spectrophotometry. The results of the analysis indicate various anthropogenic sources. Mean values of Pb, 3.64 μgg-1; Cu, 8.54 μgg-1; Zn, 20.84 μgg-1 and Cr, 2.02 μgg-1 correlate with the traffic volume of the study area. However, the statistical comparison of some high and low traffic locations did not show significance difference. This study further demonstrate the suitability of Azardiractha indica (Dongoyaro) as a good bio- indicator as well as projecting Ficus vopelli (Odan-abebe) and Terminalia catapa (Indian almond or fruit tree) as also a good bio - monitor .
openalex: W2340286024 mag: 2340286024
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Factors Influencing The Teacher In Effective Curriculum Implementation In Public Secondary Schools In Mbooni West District, Kenya - Makau, Naomi N (2010)
openalex: W2565607353 mag: 2565607353
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Nurses' experience of the transition from student to professional practitioner in a public hospital in Lesotho - Makhakhe, Malethola Anna (2010)
The aim of the study on which this paper is based was to develop guidelines for the support of newly qualified nurses to ease their transition from student to professional practitioners in Lesotho; and to get their first-hand experience of their transition from student to professional practitioners in a public hospital in Lesotho. An explorative, descriptive, contextual, qualitative research design was chosen. The sample included all newly qualified professional nurses who worked in a public hospital in Lesotho for a period of one year or less. Data was International Journal of Nursing Science Research Vol. 1, No. 1, December 2013, PP: 01 -22 Available online at http://acascipub.com/Journals.php 2 collected by means of semi-structured individual interviews with ten (10) participants and a focus group interview with eight (8) of the original participants. Content analysis of the data in the qualitative tradition was independently done by two coders who identified four (4) themes and ten (10) sub-themes. The first theme was described as reality shock, including the sub-themes emotional reactions and limited resources. The second theme, competence, includes the sub-themes of knowledge, skills and attitude. A third theme describes the participants experience of the support from management, colleagues, the Ministry of Health and Social welfare, nursing educational institutions and the community. The fourth theme describes the participants‟ vision for the future. Each of the themes was discussed together with relevant data obtained from literature and reduced to a conclusive statement which served as basis for the formulation of guidelines to ease the transition from student to professional practitioner in Lesotho. The paper concluded with the researcher‟s evaluation of the study and recommendations for nursing education, nursing management and further research. Copyright © acascipub.com, all rights reserved. Key concepts: Experience, Transition, Newly qualified professional nurse practitioner. ____________________________________________________________________
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An exploration of how secondary schools in the Qacha's Nek District of Lesotho manage their finances : a case study of three schools. - Makhasane, Sekitla Daniel (2010)
This research explored the phenomenon of school financial management in three secondary schools located in the Qacha’s Nek district of Lesotho. In particular, the study focused on ways in which secondary schools obtain their finances. In addition, this study also discussed ways in which the said schools budget their finances. It explored measures that the schools put in place to monitor and control their budgets. Through the use of purposive sampling, three schools were selected as cases in order to ensure that there was a representation of the type of schools that are found in the Qacha’s Nek district of Lesotho. The principals of the three schools were selected as participants since they are chief accounting officers and as such they have knowledge relevant to this study. Document reviews were used to supplement information obtained from interviews with the principals. This study concluded that the three case study secondary schools obtain financial resources from a number of sources which include, inter alia, sponsors, school fees and fund raising activities. The government also allocate subvention to its schools. Furthermore, the three case study schools prepare their main budgets and department budgets. However, principals play a major role in decisions regarding school budgets. In two schools, for example, the principals provide teachers with guidelines to follow in preparing departmental budgets. With regard to budget monitoring and control this study revealed that there are no clear measures in place regarding schools’ main budgets in the three case study schools though departmental budgets seemed to be well monitored and controlled by the principals. It was also found that there seems to be a lack of policies that guide schools on the management of finances. Schools were also found to use secretaries as bursars though secretaries have limited knowledge of financial matters. In addition, the study revealed that principals, school secretaries and heads of departments need capacity building on financial matters. This study recommends an in-depth investigation of experiences of principals on the use of subvention. The study also recommends, inter alia, formulation of financial policies by schools and changes to the law on school funding by the Ministry of Education and Training.
openalex: W197013573 mag: 197013573
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Teacher conflict within schools in Lesotho : exploring the dynamics - Makibi, Marabele Alphoncina. (Journal of Educational Studies, 2010)
This article presents the findings of a study that examined factors associated with teacher conflict in 16 schools in Lesotho. Teachers at the school and either the principal or the deputy principal completed a survey questionnaire. Individual interviews were held with eight teachers. The findings revealed that teachers experienced institutional, cultural and personal conflict within the school settings. The complexity of teacher conflict was evident in the intersection of factors such as educational policy, religion, cultural norms and beliefs, ideologies and social groupings within schools. The article argues that embedded in teacher conflict are forms of oppression and domination and related power struggles.
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The nature of teacher conflict and conflict management in sixteen selected primary schools in Lesotho. - Makibi, Marabele Alphoncina. (2010)
openalex: W1831208247 mag: 1831208247
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Are noun class markers in kiswahili really such a learning difficulty? A study of the use of noun class markers by pupils of the busibi primary school in Kenya - Makokha, Walter O (2010)
The purpose of this study was to establish the extent to which the Standard Seven pupils of the Busibi Primary School in the Samia District in western Kenya would misuse the pairs of noun class markers AWA-, LI-YA-, KI-VI-, IZIand U-ZIin their written Kiswahili. A sample of thirty pupils was used in the study. A grammar test consisting of nineteen sentences containing a total of forty mistakes was used. The respondents were required to write the correct version of each sentence in the spaces provided on the questionnaire. The study tested the hypothesis that the respondents would make over 50% mistakes for each of the five pairs of noun class markers. The hypothesis was based on the widespread belief, but yet to be tested, among users of Kiswahili in Kenya that the five pairs are a source of great difficulty in achieving agreement between them and the nouns they refer to. So, the study assumed that the difficulty would definitely manifest itself in the Kiswahili of primary school pupils, especially those from an area of Kenya far away from the main towns where Kiswahili is used on a daily basis. However, the results did not support the hypothesis. The highest number of non corrected mistakes made was actually only 41%. The average was just 31%. These unexpected results may have to do with the type of test used.
openalex: W2246513280 mag: 2246513280
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Pastoral adaptation strategies to climate change in selected areas of the cattle corridor of Uganda - Makuma-Massa, H.; Majaliwa, J. G. M.; Isubikalu, P.; Tumuhairwe, S.; Mukwaya, Paul Isolo; Adipala, E.; Tusiime, G. (Second RUFORUM Biennial Regional Conference on "Building capacity for food security in Africa", Entebbe, Uganda, 20-24 September 2010, 2010)
openalex: W2188376186 mag: 2188376186
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CLIMATE CHANGE IMPACTS ON CROP YIELDS AND ADAPTIVE MEASURES FOR AGRICULTURAL SECTOR IN THE LOWLANDS OF LESOTHO. - Malebajoa, Maoela A. (2010)
Summary: Climate change has emerged as the most outstanding of the environmental challenges and there is a necessity to evaluate its impacts on the vulnerable development sectors such as agriculture. In this study, spatially adjusted general circulation models and crop models were used to simulate climate change scenarios and the associated cereal crops yields for the western lowlands of Lesotho for the year 2030-2050 and 2080-2100. Focus was placed on three main cereal crops namely sorghum, wheat and maize. The models predicted an increase in monthly mean temperature and a decline in monthly rainfall for the area. With these variations on temperature and rainfall, the study indicated that the yield per hector for the three cereals would decline considerably. These findings suggest that Lesotho should initiate adaptive measures, such as switching to drought resistant crops, in order to offset the negative impacts of climate change on crop yields. The government is advised to organise small farming groups into larger farming communities and to strife for efficient irrigation. Research geared towards the development of technologies that may equip farmers to adapt to climate change effects is recommended for the country.
openalex: W2115847992 mag: 2115847992
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English as a Medium of Instruction in Post-Primary Education in Tanzania - Malekela, G.A. (2010)
openalex: W2977025106 mag: 2977025106
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Causes of indiscipline among students in selected secondary schools in Kathonzweni District, Kenya - Malonza, Josephine N (2010)
openalex: W1492122665 mag: 1492122665
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Big Gaps, Small Gaps: Some Colleges and Universities Do Better Than Others in Graduating African-American Students - Mamie, B Y; A, Ly Nch; Engle, Jennifer (2010)
openalex: W2288965334 mag: 2288965334
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African Countries with Highly Impacted Road Infrastructure due to Climate Change Impacts - Manahan, Kyle (2010)
openalex: W2280084119 mag: 2280084119
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Research as a measure of creativity of MBA students: the case of Nkumba University, Uganda - Mande, Wilson Muyinda (2010)
openalex: W1711046 mag: 1711046
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Senteza Kajubi's philosophy of widening accessing to higher education and its implications for research and development in Uganda - Mande, Wilson Muyinda (2010)
openalex: W22645301 mag: 22645301
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Apparent tidal influence on magmatic activity at Oldoinyo Lengai volcano, Tanzania, as observed in Moderate resolution Imaging Spectroradiometer (MODIS) data - Manen, S. M. van; Kervyn, Matthieu; Blake, Stephen; Ernst, Gérald (Journal of Volcanology and Geothermal Research, 2010)
This paper investigates the relative timing of solid Earth tides and thermal anomalies associated with volcanic activity at Oldoinyo Lengai (OL), Tanzania, from 2000 to 2008. The low viscosity of OL's carbonatite magmas may make it particularly susceptible to tidal stresses. Thermal data from the Moderate resolution Imaging Spectroradiometer (MODIS) were filtered using the MODLEN algorithm and Earth tides were modeled using TSoft. Application of the Schuster and Chi-squared tests resulted in apparent correlations between times of thermal anomalies and the phase of the semi-diurnal and biannual solid Earth tides. However, for semi-diurnal and biannual tides limited acquisition times of the MODIS data account for the apparent correlations. Re-examining the data while accounting for the bias introduced by the limited acquisition times, correlations are no longer found. Onset times of eruptive events and times of thermal anomalies show no statistically significant correlation with the fortnightly tide, indicating this is not an influence on activity at OL. Tidal influences on magmatic activity, if at all present, cannot be observed in coarse resolution thermal data on semi-diurnal and fortnightly time scales. Based on the available data, correlations on biannual timescales cannot be ruled out.
openalex: W1975340922 mag: 1975340922
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More opportunities and better platforms: learning from women's experiences in local governance in Uganda - Mangeni, J.W.; Onyango, Eria Olowo (Mawazo, 2010)
openalex: W1592759097 mag: 1592759097
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Understanding the gender dimensions of the impact of climate change on agriculture and adaptation among small holder farmers in eastern Uganda. - Mangheni, Margaret Najjingo; Bashaasha, Bernard; Majaliwa, J. G. M.; Adipala, E.; Tusiime, G. (Second RUFORUM Biennial Regional Conference on "Building capacity for food security in Africa", Entebbe, Uganda, 20-24 September 2010., 2010)
openalex: W920477344 mag: 920477344
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Sustainable Innovation Strategies in Education: OLPC Case Studies in Ethiopia and Uruguay - Mangiatordi, Andrea; Pischetola, Magda (2010)
In the Knowledge Society great importance is given to sharing knowledge and information. The ICTs not only provide a very efficient infrastructure for this task, they also have radically changed the way we interact and access information. This effect is even more consistent among the younger generations, who were born and raised in an era when network communications were already nearly as common as any other service. This also means they met another generation, the one of their parents and teachers who did not experience the same immersion in technology as they did. A sort of conflict arises from this encounter: children who have been exposed to such a wide range of possibilities are taught by adults who consolidated a method based on analogical instruments and who think using different patterns. It seems necessary, given this scenario, to spend a great deal of effort in integrating teachers’ methodologies with ICTs in order to create a better environment for children’s education. This paper reflects on two different experiences from One Laptop Per Child deployments. The project, which is the largest attempt in the world to promote one-to-one computing in primary schools, is particularly interesting for the role it is having in changing the student-teacher relationship. Giving a laptop to every child in a country does not seem to be enough to reform a school system: strong effort must be made to teach the teachers how to better use these new resources in order to improve the quality of their pupils’ learning experience. This means that the whole process must be sustainable and participated. The two environments studied are Ethiopian primary school classes and Uruguayan schools for children with special needs: in both cases the role of technology is critical for sustainable innovation. In the first case, there is evidence that the teachers need to be taught how to use the ICTs to enhance the quality of their work, while in the second case they need to learn how to use assistive technology to make the classroom environment really inclusive. Both researches tend to highlight the important role of ICTs for social inclusion and suggest strategies to use one-to-one technologies for this purpose.
openalex: W1598731101 mag: 1598731101
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Adapting to climate change: the ecosystem approach to fisheries and aquaculture in the Near East and North Africa region - Mannini, Piero; Beveridge, M. C. M.; Curtis, Leonard F. (2010)
openalex: W2971096581 mag: 2971096581
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Child abuse and its long term consequences: An exploratory study on Egyptian university students. - Mansour, Khalid A; Roshdy, Eman H.; Langdon, Peter E.; Daoud, Omaima A.; El-Saadawy, Mahmood; Al-Zahrani, Ali Hassan; Khashaba, Abdulshafi (2010)
Introduction: child abuse and its long term consequences in adulthood have been recently gaining increased attention in the Arab world. This study is an extension of a similar study in Saudi Arabia, and aims to explore some epidemiological characteristics of the problem in Egypt. Aims: to study the prevalence of child abuse and associated psychological problems in adulthood, as presented in a sample of university students in Egypt. Method: 963 students, from three different colleges of Zagazig University (Medicine, Education and Arts and Literature) answered multi-questionnaires including: General health Questionnaire (GHQ), Child Traumatic Questionnaire (CTQ) and Psychological Problem Scale (PPS). Results: Students reported having suffered Emotional neglect (19%), Emotional abuse (8.9%), Physical neglect (44%) and Physical abuse (6%) and Sexual abuse (13%). Moderate to severe childhood abuse was correlated with various combinations of psychological problems (Low Self-Esteem, Dissociation, Self Harm, Impulsivity and Aggression) in adulthood. Gender and situational stresses, as indicated by GHQ, did not seem to influence the results as much as low income and big family size. Conclusion: a large proportion of our sample reported both child abuse and several long term pathological consequences of abuse in adulthood. The problem seems to be serious in this middle class sample and it remains possible that these problems could be worse in lower social classes.
openalex: W45967836 mag: 45967836
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Crisis Management: A challenge in Institutions of Higher Learning in Kenya - Manyasi, Beatrice N. (2010)
The purpose of the study was to investigate how crises are managed in institutions of higher learning in Kenya. The objectives of the study were: to find out the different types of crises anticipated by the organisation, to establish the strategic actions used in the organisation to prepare for crises, and to determine the elements in the organisation’s crises management plan. A Case Study Design was used. The sample size was ten managers including public relations practitioners. Interview Schedules and Document Analysis were used as instruments for data collection. The study revealed that managers in the institution do not use a proactive approach to crises management. They lack knowledge about strategic actions such as integrating crises management into strategic planning process, integrating crises management into statements of corporate excellence, creating crises management teams and including outsiders on the board. The organisation did not have a crisis management plan. The researcher recommends that: Competent public relations officers should be employed to perform all functions including crises management. Training and workshops in crises management should be provided to strategic managers and public relations practitioners. Managers should use strategic actions such as integrating crises management into strategic planning process, integrating crises management into statements of corporate excellence, creating crises management teams and including outsiders on the board. A location to act as a crisis management centre should be identified. Organisational members should be exposed to crisis simulations.
openalex: W2743562844 mag: 2743562844
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Impairment Effect of Amikacin on Cochlear Hair Cells in Guinea Pig - Mao, Hua (Journal of Liaoning Medical University, 2010)
Objective To investigate the impairment effect of amikacin(AMK) on cochlear hair cells in guinea pig at different injection time,and to explore ototoxicity of AMK.Methods Guinea pigs were randomly assigned to four groups: control group,AMK 3-day group,7-day group and 11-day group.Tetramethylrhodamine isothiocyanate-labeled phalloidine staining and auditory brainstem response(ABR) measurement were used to evaluate the changes of hair cells morphology and auditory function before and after the drug treatment.Results Outer hair cells(OHCs) in the basal turns were first impaired by AMK,and the impairment of OHCs developed to the apical turns with time prolonging,and the loss of OHCs was increased significantly.The injury of inner hair cells(IHCs) induced by AMK was lighter than OHCs.Change of auditory function was basically consistent with that of morphology.Conclusions AMK can damage the cochlear hair cells,leading to decline in auditory function.
openalex: W2381024839 mag: 2381024839
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Education Needs Assessment for the City of Kumasi, Ghana - Maoulidi, Moumie (2010)
openalex: W1500325751 mag: 1500325751
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Zimbabwe : mobilizing local safety nets for enhanced adaptive capacity to climate change and variability in Zimbabwe - Mapfumo, Paul; Mtambanengwe, Florence; Chikowo, Régis (2010)
Library has French version: Zimbabwe : mobiliser les filets de securite locaux pour ameliorer la capacite d'adaptation a la variabilite et aux changements climatiques au Zimbabwe
openalex: W1568862933 mag: 1568862933
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Higher risk of unsafe sex and impaired quality of life among patients not receiving antiretroviral therapy in Cameroon: results from the EVAL survey (ANRS 12–116) - Marcellin, Fabienne; Bonono, Cécile-Renée; Blanche, Jérôme; Carrieri, Patrizia; Spire, Bruno; Koulla‐Shiro, Sinata (AIDS, 2010)
Objective: Cameroon has initiated a national programme of HIV care decentralization providing access to antiretroviral therapy (ART) for patients with CD4 cell counts less than 200 cells/μl or AIDS stage. Current clinical research suggests these criteria may be too stringent. This study aimed at evaluating the effect of not receiving ART on patients' psychosocial outcomes. Design: The national cross-sectional survey EVAL (ANRS 12-116) collected psychosocial and clinical data for 3151 patients attending HIV services (September 2006 to March 2007). Methods: Propensity score matching was used to control for demographic/clinical–immunological differences between patients receiving ART and those who did not. Generalized linear models were used to assess the impact, for different CD4 cell levels, of “not receiving” ART on health-related quality of life (HRQoL) inconsistent condom use with a sexual partner either serodiscordant or of unknown HIV status, self-reported symptoms and disclosure of HIV status to relatives or friends. Results: Seventy-eight per cent of patients included in the survey were receiving ART. Non-treated patient breakdown was as follows: 8% (CD4<200 or AIDS stage), 5% (200≤CD4≤350) and 8% (CD4>350). In the multivariate matched-pairs analysis, impaired physical HRQoL, more frequent inconsistent condom use, more self-reported symptoms and less frequent disclosure of HIV status were all significantly associated (P < 0.0001) with not receiving ART, irrespective of the CD4 cell level. Conclusion: In addition to increasing clinical effectiveness, earlier initiation of ART at less severe immune-depression levels than previously recommended by World Health Organization guidelines for low-resource settings may be justified for improving subjective health and positive prevention among people living with HIV.
openalex: W2069315785 mag: 2069315785
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Climate change and migration in sub-Saharan Africa - Marchiori, Luca; Maystadt, Jean-François; Schumacher, Ingmar (2010)
This paper analyzes the effects of climate change on international migration. Theoretically, we show how climate change induces rural-urban migration that subsequently triggers international migration. Empirically, based on annual, cross-country panel data for sub-Saharan Africa, our results suggest that climate change increased internal and international migra tion. Moreover, when endogeneity is dealt with, urbanization mitigates the effect of climate change on international migration. Temperature and rainfall variations caused a total displacement o f 2.35 million people in net terms over the period 1960-2000 in sub-Saharan Africa, and predicted climate variations would lead to an additional annualdisplacement of 1.4 million people.
openalex: W2183525276 mag: 2183525276
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Editorial: Reflecting on 16 years of freedom in South African education - from hopeless to hopeful? - Maree, Jacobus G. (2010)
The first issue of PiE for 2010 is also the first general issue of the year. As usual, the interested reader will find a captivating collection of national, international, transdisciplinary and interdisciplinary contributions. Careful scrutiny, however, will quickly reveal a golden thread running through all these contributions, namely, the education perspective. To a greater or lesser extent, all the contributions deal with matters pertaining to the field of education. Whereas, separately, these contributions represent the f ruits of hard work and dedication, together, they provide an imposing collection of perspectives on important issues in t he science of education, including the pivotal issues of discovering a pedagogy of hope, mathematics education, inclusion in our classrooms, aspects of religion, as well as developing valid and reliable systems to monitor school and learner achievement. As has been customary for contributors to PiE over the years, the authors have positioned their contributions in quantitative and (predominantly) qualitative research traditions in their efforts to shed light and proffer perspective on postmodern educational phenomena. Having identified gaps or silences in the field and literature, they succeed in addressing these silences satisfactorily. Our cont ributors are attached to different institutions in South Africa and abroad, and the authorship is therefore diverse in terms of gender, age, institution, and nationality. We are particularly pleased about the number of international contributions, as well as consistent evidence of the rising percentage of younger (and older!) black writers who have selected PiE as their publication outlet of choice.
openalex: W2168566929 mag: 2168566929
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Development of women's education in Kenya - Mareng, Chuei (2010)
From century to century, education for women/girls has always been an issue in the world, especially in developing countries. Education has also been seen by some cultures as root causes of change to their cultural norms. Having education indeed does allow a person to make proper choices about their future life. However, this idea of choices has not always been the case in the countries where most of the population is not educated. This article analyzed the significance of education by looking at the women with education and women without education in Kenya. It is obvious that women with education have great autonomy when it comes to decision-making process that involves choices.
openalex: W2184115228 mag: 2184115228
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The relationship between hip hop music and aggression among secondary school youth in Kenya - Mareri, Lydia A. (Egerton Journal of Humanities, Social Sciences and Education, 2010)
openalex: W1599557164 mag: 1599557164
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Videoteleconferencing (VTC) Adoption In Higher Education In Kenya. - Marika, Nancy K. Mogikoyo (2010)
openalex: W2224803841 mag: 2224803841
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CLIMATE CHANGE AND POVERTY: CONCERNS FOR BOTSWANA AND THE AFRICAN CONTINENT - Maripe, Kgosietsile (2010)
Climate change poses serious challenges and takes centre stage in the global agenda as an issue calling for corporate strategies and appropriate measures by countries, communities, and individuals. The United Nations and other actors are responding to the challenge with the major focus on the development of strategies, and policy framework. These approaches set standards for relevant and contextualized country’s specific approaches to attain sustainable community-climate related livelihoods. On this premises, this review is pre-occupied with Climate Change and Poverty as it concerns Botswana and the African Continent. It was revealed from the study that current trends indicate that Botswanans are gradually shifting from crop production and livestock to tourism partly due to drought related losses. Therefore, there is need for widespread Climate Change Community Education (CCCE) and intensified advocacy at all levels of government in Botswana and the African Continent.
openalex: W2467152868 mag: 2467152868
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Enabling stakeholders in Moroccan coastal management to develop sustainable climate change adaptation policies and plans : final report (28th March 2007 to 28th August 2010) - Maroc, École Nationale Forestière d’Ingénieurs. Adaptation aux Changements Climatiques au (2010)
openalex: W561457498 mag: 561457498
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The Education System in Swaziland: Training and Skills Development for Shared Growth and Competitiveness - Marope, Mmantsetsa (RePEc: Research Papers in Economics, 2010)
In September 2007, the Government of the Kingdom of Swaziland (GoS) approved a broad national development reform agenda in the form of a poverty reduction strategy and action plan (PRSAP). The plan is intended to update and operationalize the National Development Strategy (NDS) of 1999, as well as to begin to actualize Vision 2022; which was also launched in 1999.The ultimate outcome of these instruments is 'improved quality of life for all Swazis.' Their key goal is 'growth acceleration with equity or accelerated and shared growth.' A critical intermediate goal expressed in the PRSAP is a 30 percent reduction in poverty by 2015, and ultimate poverty eradication by 2022. It is estimated that reaching these targets will require a five percent average annual Gross Domestic Product (GDP) growth over a sustained period of time. This report presents an analysis of the adequacy of Swaziland's education, training and skills development sector (ETSDS) to effectively contribute toward addressing the outlined challenges and toward achieving national development goals presented in the PRSAP. Key sector weaknesses are identified and recommendations for their redress are made.
openalex: W3140750962 mag: 3140750962
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