Access to E-learning in the Nigerian university system (NUS): a case study of University of Calabar - Eteng, U; Ntui, I (Information Technologist (The), 2010)
In developing countries, the application of electronic learning (e-learning) in the educational system is yet to gain much ground. This study therefore seeks to survey the extent to which elearning is applied in University of Calabar for effective teaching and learning processes. The purpose of this paper is to give a brief insight to the current status of e-learning in the Nigerian university system. University of Calabar located in the Niger delta area was used as a sample. The work assessed the availability and adequacy of e-learning resources [human and material] and infrastructure against some minimum benchmarks for quality. Questionnaire, physical counting, and observations were used to gather information. Questionnaire were administered to lecturers and students spanning art and science based programmes during an e- learning workshop organized by AfriHUB. The findings revealed that lecturers and students are literate in the use of most aspects of Information and Communication Technology (ICT), most e-learning facilities are available and functional but inadequate in the University of Calabar. Lecturers and students employ ICT facilities for teaching and learning respectively. From the findings, implications are drawn for quality development and assurance so that the progress in e- learning will continue.Key Words: E-learning, University, Lecturers, Students, Nigeria.
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Redressing the growing concern of the education sector in Nigeria - Kazeem, Kolawole; Ige, Oluwaseun Joseph (Edo Journal of Counselling, 2010)
The status of the Nigerian educational system at the moment is unenviable.It is low in quality and standard, limited in its reach and disturbing in its future.There have been some deliberate attempt/efforts by government to redress the declining fortune of the educational system.Some International donor agencies, like UNICEF, the World Bank, UNESCO, and DFID are also collaborating with government at all levels with a view to coming up with a holistic approach in addressing educational concerns.The intention of this paper is to enhance debates on how to redress past mistakes and unintended failures within the Nigerian education policies, programmes and provisions.The paper is of the view that Nigeria requires a system that will insulate education from unnecessary politicization.Education formulation and policy consideration should be for the good of all.The paper is also of the view that there is need for a holistic reorientation, re-engineering and re-branding of education, especially teacher training and recruitments, if effective quality of education is to be achieved in Nigeria.Government should also ensure that all reports, pronouncements and positions canvassed by educational accreditation, visitations and probe panels are implemented.
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Beyond corporal punishment : teachers' perceptions and suggested alternatives to the abolishment of corporal punishment in South African schools. - Molepo, Nono (2010)
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Information needs of post-primary school teachers in Jos, Plateau State, Nigeria - Nwokedi, VC; Adah, J.E. (Information Technologist (The), 2010)
This study is aimed at identifying the Information Needs of Post-Primary School Teachers in Jos Metropolitan. The extent to which the Teacher's Information Needs as identified were being met by the Library available to them in their schools and obstacles faced in making sure that enough information resources are provided for the teachers were elucidated. The study covered 286 teachers in Jos Metropolitan. The survey method was used for the study. The Instruments used for data collection were questionnaire, interviews and examination of documents. Descriptive statistics such as Frequency Counts and Percentages were used to analyze the data. The Findings revealed that post-primary school teachers in Jos often preferred to have information resources in their specific fields, that text books are mostly used by the teachers, and there is a serious gross inadequate Library resources and physical facilities in school libraries in Jos. It was therefore, recommended among others that the school libraries should be supplied with current textbooks. Nevertheless, different subjects should be taken into consideration when acquiring information resources as to cover the needs of all teachers. In addition, Plateau State Government should install computers in the school libraries with full Internet services for the teachers. This will help the teachers to keep abreast with the latest trends in their fields of specializations. It was also recommended that the Government should properly fund its post-primary schools Libraries and also passes a Law, which will compel private proprietors of schools in the State to reserve a specific amount of money annually for development of their Libraries. The libraries should be inspected periodically to ensure that the library development fund is not diverted.Key words: Information Needs, School Teachers, Jos, Nigeria.
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The efficacy of conducting teaching and learning through email to a distance learning class in Nigeria - Ojokheta, K. O. (Information Technologist (The), 2010)
Against the backdrop of the huge opportunities provided by internet and electronic mail for useful exchange of information between the learner and the teacher as well as for controlling and evaluating the work of learners, this study was carried-out to determine the efficacy of conducting teaching and learning through e-mail among 300 level distance learning students in the Department of Adult Education, University of Ibadan, Nigeria. The study was conducted in 2007/2008 contact session between the learners and the tutors. However, it actually began in 2006/2007 session. It adopted the descriptive research design of the ex-post facto type. The entire population of the class (82) participated in the study. Four research questions, transformed from the objectives of the study, were raised and addressed. Data were collected through a structured questionnaire tagged efficacy of teaching and learning through e-mail (ETLEMQ) and was complemented with the analysis of students' performance in the examination. Data were analysed through simple percentages and cross-tabulation. The findings showed that there was a persistent increase in the number of assignments written by the learners as they were continuous exposed to e-mail conducted teaching and learning. Similarly, the findings revealed that the learners attached more attention and seriousness to this method which eventually led to the development and enhancement of their computer literacy skills. Based on these findings, it is recommended that distance learning institutions should design a compulsory course on the uses of computer for the learners right from their first year of admission so as to develop their computer literacy and skills. Similarly, distance learning tutors should be encouraged to conduct their teaching mostly through electronic mail. This can be subsequently complemented with face-to-face conventional method.Key words: Teaching, learning, E-mail, Distance-learner, Nigeria
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Effects of learning styles on career preferences of senior secondary school students in Jigawa State, Nigeria. - Shahbazi, Sara (Edo Journal of Counselling, 2010)
The research investigated the effects of learning styles on career preferences of senior secondary school students in Jigawa State, Nigeria.A total of six hundred students, three hundred and sixty male, and two hundred and forty female were randomly selected from ten senior secondary schools across the state for the study.Two different data collection instruments were used to gather data for the research'.These are Kazembe Sorting Test (KST) and Vocational Interest Inventory (VII) to test learning styles, and career preferences respectively.Chisquare, was used to find the effect of independent variable (learning style) and dependent variable (career preference).The findings of the study revealed that: There is significant sex difference in learning styles; there is significant sex difference in career preference.Significant differences do exist between field dependents and field independent subjects (student).Finally, recommendations were offered for appropriate counselling practice on the students having varieties of learning styles.
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Health and behaviours of Tunisian school youth in an era of rapid epidemiological transition. - Aounallah-Skhiri, Hajer; Romdhane, Habiba Ben; Maire, Bernard; Elkhdim, H.; Eymard-Duvernay, Sabrina; Delpeuch, Francis; Achour, Noureddine (PubMed, 2010)
To assess youth health behaviours and related quality of life in urban Tunisia, we conducted a cross-sectional survey of a representative sample of 699 secondary-school students. The overweight rate was 20.7%. Most of the sample had an insufficient level of physical activity and were unfamiliar with the recommended frequency of moderate physical activity. Norm-based scores of psychological state were about average, slightly better for boys than girls. Girls perceived themselves to be more stressed than boys. Of all students, 35% declared having smoked a cigarette and 14% having drunk alcohol at least once in their lives. The main sources of health education were mass media (59%) and medical staff (36%).
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School counsellors’ roles in the implementation of universal basic education [UBE] scheme in Nigeria - Arhedo, PA; Adomeh, Ioc; Aluede, Oyaziwo (Edo Journal of Counselling, 2010)
The Universal Basic Education (UBE) scheme, which came into existence in September 1999, was lauded by the Federal Government of Nigeria as a preferred programme of Nigeria's basic education service.It is expected to provide full and compulsory education from primary one all through to junior secondary school 3 (that is nine years of compulsory schooling).This paper discussed ways in which Universal Basic Education (UBE) could be successfully implemented in order to attain national integration and development.The review of relevant literature shows that lack of resources and political manipulation of programmes are the two critical problems that could hamper a successful implementation of UBE.To get the dividends of Education For All (EFA) by 2015, we need the services of school counsellors in order to be able to implement the UBE programmes successfully.The paper thus recommended that the three-tiers of government local, state, and federal must utilise the services of school counsellors in order to successfully implement the scheme in Nigeria.
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Assessment in Nigerian schools: a counsellor’s viewpoint - Idowu, Adeyemi I.; Esere, Mary O. (Edo Journal of Counselling, 2010)
Assessment is aimed at finding out how much a child has acquired in terms of learning skills but also takes into consideration the personal-social development of the child.In Nigerian schools, assessment, most often than not is concentrated on cognitive achievement to the detriment of affective and psychomotor development of learners.This paper reports the findings of a year long survey examining the implementation of Holistic Assessment Measure (WAM) among secondary school teachers in Ilorin, Nigeria.In WAM, a student is assessed as a total entity using all the psychometric devises such as test and non-test techniques.Data were gathered through interviews and focus group with 500 randomly selected teachers.Results suggested that WAM was perceived as useful by 90% of the teachers to clarify assessment expectations.However, only 5% of the respondents admitted to employing WAM in the assessment of their students.95% of the respondents do not factor affective and psychomotor measure into the overall performance of their students while 10% of the respondents claimed ignorance and incompetence in the use of non-test devises.It is recommended, that in-service training be organised for secondary school teachers in Nigeria, to educate them more on the need for WAM in the attainment of the overall educational goals.
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Policies, Partnerships, and Pragmatism: Lessons from an ICT-in-Education Project in Rural Uganda - Hosman, Laura (Information Technologies and International Development, 2010)
For at least the past decade, political leaders and policy makers have stressed how important it is for Africa to harness technology, leapfrog development, and take part in the global knowledge economy. In numerous initiatives aimed at realizing these goals, education is a primary target, viewed as a mechanism through which information and communication technologies (ICT) can empower societies to develop technologically literate workforces. Unfortunately, there is a considerable gap between policy rhetoric and effective project implementation. Even as ICT-in-education projects increase rapidly in number and scope across the continent, many still lack necessary pre-project assessments, enumerated goals for outcomes, or understanding of what technology can and cannot do. This article’s focus on policies, partnerships, and pragmatism is informed by a case study of a multi-partnered ICT-in-education project in rural Uganda that set pragmatic technology-use goals, a project for which governmental policy provided an important initial incentive, and which was subsequently revised to address actual student needs for acquiring technology skills. The case offers important lessons to inform both similar projects and government-led policy initiatives in the future.
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Comparative Programmes of Business Education in Nigerian Universities (A Case Study of Ambrose Alli University, Ekpoma and Delta State University, Abraka) - Ohiwerei, Franklin Ohiole; Azih, Nonye (2010)
This paper is aimed to critically x-ray the business education curriculum of Nigerian Universities a case study of Ambrose Alli University, Ekpoma and Delta State University, Abraka. It w as observed that in Ambrose Alli University business education is housed in the department of Vocational and Technical Education with two options namely Accounting Education and Secretarial Education while it runs a specialized system right from 100 to 400 levels. On the other hand the Delta State University runs a 100 to 200 levels broad based system. Specialization is done in 300 and 400 levels. Here business education is a unit of its own; housing accounting option, secretarial option, management option, but unfortunately computer education options is not functional. It was observed that the objectives, philosophy and admission requirements of both universities are the same. While courses offered are different in nature. Conclusion and recommendations were made.
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Audit of child and adolescent psychiatry in a teaching hospital in Nigeria: Prevalence, pattern and implication for improved services - Tunde-Ayinmode, M F (South African journal of psychiatry, 2010)
Objective . This study aimed to identify the socio-demographic characteristics, pattern of psychiatric disorders and management of children and adolescents before the setting up of a dedicated child and adolescent unit at the University of Ilorin Teaching Hospital, Ilorin, Nigeria. Method . A retrospective study, carried out at the Department of Behavioural Sciences of the hospital. Results . The age range of the 94 children seen was 7 - 19 years, with a mean of 16.38 years (standard deviation 2.49); 82% were aged 14 - 19 years and 17% 7 - 13 years, while only 1 child was under 7 years old. The majority of the children lived with their parents in monogamous families with 5 or more children. The majority of the parents were educated and gainfully employed. The major diagnoses were schizophrenia (50%), delirium (15%) and seizure disorders (9%). Of the patients 64% were managed as outpatients and 36% as inpatients. Drug therapy was involved in the majority of cases, and the most frequently prescribed medication was haloperidol, atypical antipsychotics such as risperidone being used in only 8% of cases. Most of the patients were referred from the primary care- associated departments of the hospital, i.e. the general outpatient department (40%) and the internal medicine and paediatrics departments (29%). Referrals from welfare, judicial and educational institutions were uncommon (3%). Conclusion . The pattern of patient presentation and management had not changed to any great extent over the past two decades. The introduction of a child and adolescent psychiatric unit is expected to improve consultation/liaison psychiatry and also child psychiatric service delivery and research. Understanding of the prevalence and pattern of presentation of mental disorders and their management is also expected to help improve the strategic planning and organisation of the new clinic.
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Variations in the prevalence of point (pre)hypertension in a Nigerian school-going adolescent population living in a semi-urban and an urban area - Ejike, Chukwunonso E.C.C.; Ugwu, Chidiebere E; Ezeanyika, L. U. S. (BMC Pediatrics, 2010)
Hypertension has been shown to start in early life and to track into adulthood. Detecting adolescents with hypertension and prehypertension will aid early intervention and reduce morbidity and mortality from the disorders. This study reports the point-prevalence of the two disorders in a semi-urban and an urban population of school-going adolescents in Nigeria. A total of 843 adolescents from two places of domicile were studied. Their blood pressures and anthropometric indices were measured using standard protocol. Point-hypertension and point-prehypertension were defined with respect to each subject's gender, age and height. The prevalence of the disorders was calculated and reported age-wise and nutritional status-wise. The prevalence of point-prehypertension in the semi-urban area was 22.2% (20.7% for girls and 23.1% for boys) while it was 25.0% (21.8% for girls and 29.2% for boys) in the urban area. The prevalence of point-hypertension was 4.6% (4.1% for girls and 4.8% for boys) in the semi-urban area and 17.5% (18.0% for girls and 16.9% for boys) in the urban area. Point-prehypertension was not detected among the thin subjects of both places of domicile. The prevalence of point-prehypertension was similar in both the urban and semi-urban areas among the subjects who had normal BMI-for-age, and over-weight/obese subjects respectively. From the semi-urban to the urban area, the prevalence of point-hypertension increased approximately 3-folds among thin and normal BMI-for-age subjects, and 10-folds among overweight/obese subjects. Systolic hypertension was more preponderant in both the semi-urban and urban areas. The prevalence of both disorders is considerably high in the studied populations. Urgent pediatric public health action is needed to address the situation.
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E-Learning and North-South collaboration: the experience of two public health schools in France and Benin - Guévart, E.; Billot, Dominique; Moussiliou, Paraïso; Guillemin, Françis; Khaled, Bessaoud; Briançon, Serge (The Pan African medical journal, 2010)
Distance learning (e-learning) can facilitate access to training. Yet few public health E-learning experiments have been reported; institutes in developing countries experience difficulties in establishing on-line curricula, while developed countries struggle with adapting existing curricula to realities on the ground. In 2005, two schools of public health, one in France and one in Benin, began collaborating through contact sessions organised for Nancy University distance-learning students. This experience gave rise to a partnership aimed at developing training materials for e-Learning for African students. The distance-learning public health course at Nancy teaches public health professionals through a module entitled "Health and Development." The module is specifically tailored for professionals from developing countries. To promote student-teacher exchanges, clarify content and supervise dissertations, contact sessions are organized in centres proximate and accessible to African students. The Benin Institute's main feature is residential team learning; distance-learning courses are currently being prepared.The two collaborating institutions have developed a joint distance-learning module geared toward developing countries. The collaboration provides for the development, diffusion, and joint delivery of teaching modules featuring issues that are familiar to African staff, gives the French Institute credibility in assessing research work produced, and enables modules on specific African issues and approaches to be put online.While E-learning is a viable educational option for public health professionals, periodic contact can be advantageous. Our analysis showed that the benefit of the collaboration between the two institutions is mutual; the French Institute extends its geographical, cultural and contextual reach and expands its pool of teaching staff. The Benin Institute benefits from the technical partnership and expertise, which allow it to offer distance learning for Africa-specific contexts and applications.
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Prevalence and Determinants of Pre-term Deliveries in the University of Ilorin Teaching Hospital, Ilorin, Nigeria - Mokuolu, Olugbenga A.; Suleiman, BM; Adesiyun, OO; Adeniyi, AF (Pediatric Reports, 2010)
In Nigeria, over 900,000 children under the age of five years die every year. Early neonatal death is responsible for a little over 20% of these deaths. Prematurity remains a significant cause of these early neonatal deaths. In some series, it is reported to be responsible for 60-70% of these deaths. This study aimed to determine the prevalence and determinants of pre-term deliveries at the University of Ilorin Teaching Hospital, Ilorin. This was a prospective cohort study conducted over a 9-month period at the University of Ilorin Teaching Hospital. Records of deliveries and data on maternal socio-biological and antenatal variables were collected during this period in order to determine the prevalence and determinants of pre-term deliveries. Out of the 2,489 deliveries that took place over a 9-month period, there were 293 pre-terms, giving a pre-term delivery rate of 120 per 1,000 deliveries. Of the total deliveries, 1,522 singleton deliveries that satisfied inclusion criteria were recruited; 185 of them were pre-term deliveries giving a case:control ratio of 1:7. Significant determinants of pre-term delivery identified were previous pre-term delivery (P=0.001; OR=3.55; 95% CI=1.71-7.30), antepartum hemorrhage (P=0.000; OR=8.95; 95%CI=4.06-19.78), premature rupture of the membranes (P=0.000; OR=6.48; 95%CI=4.33-9.67), maternal urinary tract infection (P=0.006; OR=5.89; 95%CI=1.16-27.57), pregnancy induced hypertension (P=0.007; OR=3.23; 95%CI=2.09-4.99), type of labor (P=0.000; OR=6.44; 95%CI=4.42-9.38) and booking status (P=0.000; OR=4.67; 95%CI=3.33-6.56). The prevalence of pre-term delivery was 120 per 1,000 live births. Factors significantly associated with pre-term delivery were low socio-economic class, previous pre-term delivery, antepartum hemorrhage, premature rupture of fetal membranes, urinary tract infection, pregnancy induced hypertension, induced labor, and booking elsewhere outside the teaching hospital.
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Christian Missionaries and Education in Former African Colonies: How Competition Mattered - Gallego, Francisco; Woodberry, Robert D. (Journal of African Economies, 2010)
Journal Article Christian Missionaries and Education in Former African Colonies: How Competition Mattered Get access Francisco A. Gallego, Francisco A. Gallego * aPontificia Universidad Católica de Chile, Santiago, Chile *Corresponding author: Francisco A. Gallego. E-mail: fgallego@alum.mit.edu Search for other works by this author on: Oxford Academic Google Scholar Robert Woodberry Robert Woodberry bUniversity of Texas at Austin, Austin, USA Search for other works by this author on: Oxford Academic Google Scholar Journal of African Economies, Volume 19, Issue 3, June 2010, Pages 294–329, https://doi.org/10.1093/jae/ejq001 Published: 06 March 2010
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The Counsellor’s Role In Pre-Retirement Education In Nigeria - Aigbekaen, OE (Edo Journal of Counselling, 2010)
Many Nigerian workers are scared at the mention of the word retirement.This is because of the unpleasant experiences of the past retirees in terms of the delay and difficulties encountered in getting their retirement benefitsgratuity and pension.Unfortunately, some retirees have died out of frustration and in abject poverty while waiting to collect their benefits.This paper examined the reasons for retirement, the forms of retirement prevalent in Nigeria, namely the voluntary, the forced or compulsory and the mandatory retirements.It emphasized the need to plan adequately ahead for retirement.Some counselling procedures were suggested particularly on proper preparation for retirement and some forms of pre-retirement education necessary for a more fruitful, tension free, enjoyable and long lasting retirement in Nigeria.
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African American high school students and variability in behavior across classrooms - Gregory, Anne; Thompson, Aisha R. (Journal of Community Psychology, 2010)
Abstract Many African American adolescents who enter high school with low achievement are at‐risk for being perceived as defiant and uncooperative by their classroom teachers. This generalized view of risk, however, offers little understanding of the differentiated behavior these students have with their teachers. The study followed 35 African American students, who have a history of low achievement, across multiple classrooms in their school day. Hierarchical linear modeling showed that there was greater variability in teacher‐perceived defiance, cooperation, and office discipline referrals “within‐student” compared with “between‐students.” This shows that individual students tended to be perceived differently across their teachers. Similarly, the study found that students also tended to differentiate their teachers. Students who reported unfair treatment with a particular teacher were more likely to receive a discipline referral and be perceived as defiant and uncooperative by that teacher. Implications for a strengths‐based approach to classroom behavior are discussed. © 2010 Wiley Periodicals, Inc.
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Sex-Differences In Attitude Towards Mathematics Of Junior High School Students In Ghana - Nyala, JI (Edo Journal of Counselling, 2010)
The study investigated junior high School (JHS) students' attitudes that affect their study of mathematics.Five hundred and eighty-one students selected from nine junior high schools in the Cape Coast Municipality in Ghana were involved in the study.The results of the analyses showed that both boys and girls at the JHS level had positive attitudes towards mathematics in all eight attitudinal dimensions.Both sexes did not see mathematics as a male dominated domain, with girls seeing it less a male domain than boys.Of the attitude variables, confidence in learning mathematics, mathematics anxiety and success in mathematics correlated most positively and significantly with the rest of the variables.A number of implications of the findings for improving JSS students' attitudes are discussed.
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Fish farmers’ perception of climate change in Oyo – State, Nigeria - Oyesola, O. B. (Journal of Environmental Extension, 2010)
The study assessed the perceived effects of climate change on production among fish farmers in Oyo State, Nigeria. Multi stage sampling technique was used in selecting respondents for the study. Simple random sampling was used to select four Local Government Areas (LGAs) with high number of registered fish farmers in each vegetational zone. Proportionate random sampling was used to select 146 respondents for the study. Data were analyzed using both descriptive and inferential statistics. The age of the respondents ranges from 20-50 years. Seventy three percent (73%) are in their active years (20-49 years) and constitute the bulk of the labour force. Majority of the respondents (80.8%) had above six years of experience in fish farming activities and many (61%, earns above N45,000 as income from fish sale. However, most fish farmers (73.3%) engage in mud cat fish production. Respondents’ level of awareness about climate change reveals that 51.5% have low level of awareness about climate change base on scores which is below 14.0. Respondents adopted different strategies to climate change. Fifty-four percent of the respondents have high level of adaptation strategy to change in climate. Majority (72.6%) of the respondents had negative perception about the effects of climate change to fish production. The result of analysis indicated that there is significant relationship between age (r = 0.002, p = 0.05) and perceived effects of climate change on production among fish farmers. There is also a significant relationship (r = 0.039, p = 0.05) between awareness and perceived effect of climate change on production. Furthermore there is also significant relationship (r = 0.032, p = 0.05) between adaptation strategies and perceived effects of climate change. The result of chi-square analysis indicates that there is significant relationship (X2 = 0.003; p = 0.05) between feeding pattern and perceived effect of climate change on production among fish farmers. Respondents perceived a negative effect of climate change on fish production and adopted different strategies to adapt to change in the study area. Alleviation of constraints experienced by the respondents through provision of funds, mitigation measures and adaptive measures to reduce the impact of climate change is recommended.
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Peer Sexual Harassment And Coping Mechanisms Of Female Students In A Nigerian University - Popoola, Bayode Isaiah (Edo Journal of Counselling, 2010)
This study was designed to investigate the prevalence and nature of peer sexual harassment among female Nigerian university students.It also examined the perception of students about peer sexual harassment and ascertained the coping mechanisms adopted by victims of peer sexual harassment.Participants consisted of 387 female undergraduate students selected by convenience sampling from three Faculties at the Obafemi Awolowo University.A selfconstructed instrument with a test-retest reliability coefficient of 0.79 was administered on students to collect data on their experience and perception of peer sexual harassment as well as adopted coping strategies.The results of the study indicated that verbal harassment was the most frequent type of peer sexual harassment experienced by female students.Findings from the study also showed that most victims of peer sexual harassment did not report their harassment to authorities but adopted strategies that did not involve direct confrontation with their harassers.The study concluded that there was the need for a virile counselling programme in all Nigerian universities to stem down the incidence of peer sexual harassment and that such a programme should be targeted not only at victims but also at perpetrators of sexual harassment.
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Sustainable poverty amelioration through early life education in a peri-urban community of Lagos, Nigeria - Abosede, Olayinka A.; Campbell, P C; Okechukwu, Emmanuel I.; Salako-Akande, Ajibike O.; Onyenwenyi, Anthonia O. (African Journal of Primary Health Care & Family Medicine, 2010)
Background: Daycare centres/nurseries have become popular because of the need for working mothers to leave young children with caregivers. However, the high poverty level (54% relative and 35% extreme poverty) makes it difficult for disadvantaged parents to pay the high fees charged by the centres. This study describes an attempt to economically empower mothers through the organisation of free early life education in a peri-urban community in Lagos.Objectives: The aim of the study was to examine early life education for under-fives as a means of economic empowerment of mothers and sustainable poverty amelioration. Method: The methodology included a non-randomised selection of 34 disadvantaged mothers by criteria, a prospective intervention utilising community resources to organise early childhood education, an in-depth interview of mothers, and observation of the outcomes over a 5-year period.Results: The result of the study showed that no mother preferred keeping a child older than three years at home. Access to early childhood education gave mothers opportunity to undergo vocational training (1, 2.8%) and take up new/additional jobs (12, 35.3%). All mothers and 32 (80%) of the participating families more than doubled their income, earning up to twenty thousand Naira (approximately $182) per month from the first year of participation. Finally, selection criteria and periodic assessment of immunisation/growth monitoring records of participants’ children improved compliance with primary health care service utilisation.Conclusion: Organisation of early childhood education had the potential for sustainable poverty amelioration through economic empowerment of mothers.
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A generalized regional design storm rainfall model for Botswana - Alemaw, Berhanu F.; Chaoka, T.R. (Botswana Journal of Technology, 2010)
Design of drainage and dam structures involves a full understanding of the duration, magnitude and volume of peak flood flows anticipated. For gauged catchments a number of established flood frequency models and rainfall-runoff models are used widely. However, most planned developments for bridge or dam or any other water development structures in a catchment are located at a site in a stream where there are no discharge records. In a catchment, records of short duration rainfall data might not also be available in order to transform them to design flood. In this study, a generalized parametric model for rainfall intensity-duration-frequency (IDF) relations is developed for the estimation of rainfall extremes in Botswana. The model is calibrated on available records on rainfall IDF relationships that are in use by the Botswana Roads Department. The proposed formulation allows one to estimate the expected rainfall depth for a duration ranging from 5 minutes to 2 hours and beyond and for low and medium return periods (up to 50 years) in any location within Botswana. A simplified experiment is developed in order to assess the reliability of the proposed formulation, whose performances are tested also in comparison with other regionalization approaches recently proposed by the scientific literature. The proposed model reproduced the observed IDF both qualitatively and quantitatively with high values of R2 ranging between 92.9 to 99.9 % during model calibration and 92.3 to 99.8% during model verification. Given the lack of recorded continuous and short duration rainfall information, the model can be used to assist hydrologists in the design of drainage and other water control structures for ungauged sites in Botswana.Keywords: Design storms, IDF model, Calibration, verification, parameter sensitivity analysis, Botswana
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Return on Investment for Essential Obstetric Care Training in Ghana: Do Trained Public Sector Midwives Deliver Postabortion Care? - Clark, Kathryn Andersen; Mitchell, Ellen M. H.; Aboagye, Patrick (Journal of midwifery & women's health, 2010)
Introduction: In Ghana, the provision of postabortion care (PAC) by trained midwives is critical to the efficient and cost‐effective reduction of unsafe abortion morbidity and mortality. Methods: We performed a secondary analysis of provider data from a representative sample of Ghanaian health facilities in order to consider the determinants of PAC provision among both physicians and midwives. Results: In the previous 5 years, more than 58% of providers had participated in at least one type of essential obstetric training. Overall, 28% of clinicians were offering PAC services (80% of physicians as compared to 20% of midwives). Bivariately, the provision of PAC services was associated with in‐service training. After adjusting for select provider and facility characteristics, PAC/MVA training, working in a facility with the National Reproductive Health Standards and Policy available, and not working in a publicly run facility were associated with midwives offering PAC services. Discussion: Although the provision of PAC by midwives is an efficient and cost‐effective strategy for reducing maternal morbidity and mortality, clinical training of midwives leads to a lower yield of PAC providers when compared to physicians. Policy and practice should continue to support PAC expansion by trained midwives in the public sector and by understanding the barriers to provision of services by midwives working in public facilities. J Midwifery Womens Health 2010;55:153–161 c̊ 2010 by the American College of Nurse‐Midwives. Published by Elsevier Inc. All rights reserved.
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School leadership and teacher professional development in Lesotho : a case study of two secondary schools in Leribe District. - Letsatsi, Setungoane (2010)
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Revisiting Jürgen Habermas’s notion of communicative action and its relevance for South African school governance: can it succeed? - Mabovula, Nonceba (South African Journal of Education, 2010)
I apply as theoretical framework the Habermassian principles of ‘communicative action’ and ‘consensus’ through deliberation and reasoning. In particular, I focus on ‘rational’ and ‘argumentative’ communication through which school governance stakeholders could advance arguments and counter-arguments. I explore perceptions of educators concerning the role of learners, their experience and their democratic participation in school governance. I collected data using focus group discussions with educators in five selected schools in the Eastern Cape province of South Africa. Data were analysed using natural meaning units which represented specific thoughts, feelings or perceptions as expressed by the participants. Results showed that educators were not very eager to accept learners as participants in the structure of school governance. Finally, I suggest that, through the Habermassian notion of communicative action, school governing body stakeholders will be f ree to exchange ideas, and that they will not only voice opinions, but also listen, because through the act of engaging and listening (communicative action) participants can be persuaded and their thinking can be transformed. Keywords: communicative action; Department of Education; governance framework; school governance
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Citizenship education in South Africa : a critique of post-apartheid citizenship education policy. - Mathebula, Philemon Thokozani (2010)
ii DEDICATION v ACKNOWLEDGEMENTS vi PART 1 CHAPTER 1 1 RESEARCH OVERVIEW 1 CHAPTER 2 13 PROTOTYPICAL ATHENIAN DEMOCRACY, PARTICIPATION AND EDUCATION 13 2.
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A case study of continuing teacher professional development through lesson study in South Africa - Ono, Yumiko; Ferreira, Johanna G. (South African Journal of Education, 2010)
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Early childhood education in post apartheid South Africa : stakeholder involvement, policy initiatives and implementation. - Phiri, Boniface John (2010)
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Prevalence of job stress among primary school teachers in South West, Nigeria - rsquo, O.; Olaitan, Lanre; Oyerinde, Oyewole Olusesan; Obiyemi, O.; Kayode, Olariike Oyindasola (African Journal of Microbiology Research, 2010)
The study determined the job stress among primary school teachers in south west, Nigeria, A total of 624 teachers were chosen as subjects using a multistage sampling technique, and a structure questionnaire was used to gather information from the subjects. Research hypotheses were formulated and inferential statistics of test and Analysis of variance ANOVA were employed to analyze significant differences at a = 0.05 level. The differences were significant only for age and gender. Majority of the teachers have headache as symptom of poor health and majority of them engage in watching TV as a strategy for coping with stress. The major source of stress for the subjects is the society. It was recommended among others that, teachers working condition should be improved by planning educational ergonomics and of some social facilities such as: satellite TV; computer connected with Internet; and that the school curriculum should take into cognizance, sporting activities especially for the teachers which should be given a bit of knowledge in health education so to be able to understand themselves and generate more coping techniques for job stress. Key words: Job, stress, ergonomics
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DROUGHT ANALYSIS AND COMPARISON OF METHODS: A CASE STUDY OF WESTERN UGANDA - Rugumayo, Albert; Maiteki, J. M. (2010)
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An investigation into the nature of leadership development programmes for South African principals in Gauteng schools. - Scott, Jackie (2010)
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Malaria: Knowledge and prevention practices among school adolescents in a coastal community in Calabar, Nigeria - Udonwa, Ndifreke E; Gyuse, Abraham N.; Etokidem, Aniekan (African journal of primary health care & family medicine (Print), 2010)
Background: Malaria prevention and treatment constitute an unbearable economic burden to most African countries, especially south of the Sahara, where about 500 million cases occur annually. The problem of malaria among adolescents has largely been overshadowed by the huge burden of the disease among young children. Attention to malaria among adolescents has also been diverted by the huge burden of HIV/AIDS among adolescents. Some surveys reveal a lack of knowledge and many misconceptions about the transmission and treatment of malaria, which could adversely affect malaria control measures and antimalarial therapy. Such a knowledge gap could have an adverse effect on school children, who could be used as change agents and as role models for their siblings and peers in the malaria control strategy.Objectives: To determine the malaria prevention practices of school adolescents in the coastal community of Calabar, Nigeria.Method: This was a cross-sectional survey involving secondary schools in southern Calabar. Four hundred adolescents were randomly selected from the 4565 learners in 5 out of 17 secondary schools in southern Calabar, Cross River State, Nigeria. A self-administered, semi-structured questionnaire was administered to the respondents.Results: Most respondents (77.5%) were aware that the vector transmits the malaria parasite through biting. Fewer respondents would prevent malaria attacks by clearing the vegetation in the peri-domestic environment (13.5%), filling up potholes (16.9%), opening up drainage (11%), using insecticide-treated nets (25.7%) or using antimalarial drugs (11.2%). Less than one-tenth (8%) would use various other methods such as not accepting unscreened blood, while only 11% obtained the information from their teachers.Conclusion: The study identified knowledge gaps among school children. There is a need to empower teachers with information about the cause of malaria and prevention strategies.
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Quality Assurance in Higher Education in Southern Africa: The Case of the Universities of the Witwatersrand, Zimbabwe and Botswana - Mhlanga, Ephraim (2010)
II DECLARATION IV ACKNOWLEDGEMENTS V LIST OF TABLES IX LIST OF FIGURES X LIST OF ABBREVIATIONS AND ACRONYMS XI CHAPTER 1
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Combining Technical Competence and Stakeholder Impact in Environmental Education: The Gambia All Schools Nursery Competition - Paulete, Francisca E.; Orr, Blair (Applied environmental education and communication (Online), 2010)
Under the guidance of the Department of Forestry, the Regional Education Directorate, and Peace Corps/The Gambia, the Gambia All Schools Tree Nursery Competition, an environmental education program, was developed to introduce practical environmental education in The Gambia. Data for this report were collected using a rapid appraisal approach. Specific, predetermined information on each nursery including its management and community support were collected using a mixed team of researchers. Data were verified for consistency with other sources. The technical elements of nursery management (water supply, fencing, daily care, pest protection) are significant for positive outcomes of a nursery. However, the extent to which they work or the motivation behind them are heavily reliant on stakeholder support. Successful schools in the competition combined technical and stakeholder components.
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Impact of internet access in Rwandan schools - Togun, Kehinde (2010)
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The role of social entrepreneurship in HIV/AIDS management across the education sector in Kenya - Ayiro, Laban P. (Journal of European Industrial Training, 2010)
Purpose – The overall purpose of this study is to identify key entrepreneurial variables in the realm of social entrepreneurship that may contribute to enhancing impact mitigation of HIV/AIDS. In addition, the study seeks to establish which of the correlations between the entrepreneurial variables and management of response of impact mitigation of HIV/AIDS were significant at the 0.001 level.
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Responding to the Terror of Genocide: Learning from the Rwandan Genocide of 1994 - Beardsley, Brent (2010)
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Gender, depression and physical impairment: an epidemiologic perspective from Aleppo, Syria - Kilzieh, Nael; Rastam, Samer; Ward, Kenneth D.; Maziak, Wasim (Social Psychiatry and Psychiatric Epidemiology, 2010)
Examine the association of physical impairment with gender, depression, and socio-demographics in the community in Aleppo, Syria.We conducted a cross-sectional, population-based study in Aleppo on adults aged 18-65 (N = 2,038). We used a computerized interviewer-administered structured questionnaire. Physical impairment was measured via an adapted 12-item World Health Organization, Health State Description Individual Questionnaire which includes both physical and emotional items. We used physical impairment items score to classify individuals into low, middle, and high physical impairment category. Self-report of physician-diagnosed depression and chronic diseases active in the past year and their current treatment status were obtained.Sample mean age (SD) was 35.3 (12.1) years, 55% were female, and 4.5% had depression. Female gender, low socioeconomic status (SES), and depression were associated with high physical impairment. Women had more impairment (OR = 3.35, 95% CI: 2.15-5.21) with little change after controlling for depression and chronic diseases, but significantly decreased after controlling for socio-demographics (OR = 1.51, 95% CI: 0.84-2.73). The association with low (vs. high) SES was prominent (OR = 2.48, 95% CI: 1.32-4.67) after controlling for all variables. Depression's association (OR = 4.85, 95% CI: 1.93-12.15) lost significance after controlling for chronic diseases (OR = 2.81, 95% CI: 0.96-8.25), but further adjustment for socio-demographics had little effect.Women and individuals of low SES appear more vulnerable to physical impairment in the community in Aleppo. Depression's association with physical impairment may be mediated through co-existing chronic diseases. Public health planning regarding physical impairment in Syria should encompass these as putative risk factors.
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Libraries and Distance Education in Nigerian Universities: A Revisit - Nwezeh, Chinwe M. T. (New Review of Academic Librarianship, 2010)
The emergence of the system of open and distance education is an inevitable development in the evolution of education internationally. With the increasing popularity of distance education, focus has turned to the role of libraries in the distance learning process. The library is an important tool for individuals' intellectual development. Academic libraries contain resources for research, teaching, and learning. This paper examines the efforts being made by Nigerian university libraries to fulfill the information needs of distance education students in their respective institutions. This study was carried out in four Nigerian universities running distance education programs. The questionnaire method was used for data collection. The respondents used in this study were randomly selected from the distance learning (DL) students of the universities under study. It was discovered that DL students were not adequately catered for as far as the use of library resources is concerned. A student could graduate without having used libraries. The study recommends that adequate planning and financing should be made for DL students to be able to make use of the libraries and information resources. It adds that this would enhance their critical thinking and also enhance their degree of exposure to existing knowledge.
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An investigation of inside school factors which may contribute towards the high drop out rate in some of Lesotho secondary school. - Setlolela, Isaac M. M. (2010)
Statistics both from inside Lesotho and outside Lesotho indicate that there is a high drop-out rate in Lesotho schools (Ministry of Education and Training, 2007; Unite Nations Sub-Saharan Regional Report, 2006). This is despite the efforts of the government of Lesotho to try to bring down the rates of drop-out on all levels of schooling. In an effort to try to achieve this, the government in 2002 implemented a long waited programme of free education for all which was in line with the undertaking of many countries who are signatories to the Education for All (EFA) initiative. This was done so that all children can have access to free basic education. However this initiative along with other reforms and initiatives taken by the government which provide bursaries for poor children (Nyabanyaba, 2008; MOET, 2007) so that learners can go to school, many learners still continue to drop-out of school. It is upon this basis that I decided to investigate whether there are factors inside schools which may be responsible for such a high drop out rate among learners in Lesotho secondary schools. In carrying out this research it was important that I engaged with actors within schools to get an understanding of what it is that may be pushing learners out of school. The interactionist approach in this regard was very appropriate and helpful as Blumer (1969) and Cohen (1985) point out that through interactionism, one is able to get an understanding as to the processes that shape people‟s actions, thinking and why they react to circumstances the way they do. And interactionism again offered me an opportunity to understand what „strategies‟ they use to „cope‟ with the world Woods (1983). From this perspective ways in which actors make choices, improve and counter others‟ strategies in their „habitus‟ (Bourdieu, 1977) come under scrutiny. My reason for taking this direction was based on my belief that it is not only factors outside school which can contribute to the high drop-out rate, but other
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Timing, choice and duration of perioperative prophylactic antibiotic use in surgery: A teaching hospital based experience from Eritrea, in 2009 - Yohannes, Yosief; Mengesha, Yohannes; Tewelde, Y (Journal of Eritrean Medical Association, 2010)
Background: The continuum from surgically clean, through antiseptic techniques to the use of perioperative antibiotic prophylaxis has revolutionized surgical practice and significantly reduced morbidity.Adherence to use of prophylactic antibiotic guidelines varies in different set ups and different diseases.Objective: To document the practice of perioperative prophylactic antibiotic use in a teaching hospital in Eritrea Methods: This is a prospective study conducted in 2009 in Halibet Hospital, Asmara, Eritrea Results: One hundred and one patients were enrolled in the study.Sixty nine percent received prophylactic antibiotics.Of these, 30% were preoperatively and 39% postoperatively.Twenty one percent the majority of whom were in the clean/contaminated group did not receive the required prophylaxis.The surgery site infection rate was 6% mostly from emergency operations recognized during the period of hospitalization.Discussion and conclusion: The use of prophylactic antibiotics in Halibet Hospital needs to be standardized and monitored based on evidence and international benchmarks.
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The attitudes of Kenyan in-school adolescents toward sexual autonomy. - Adaji, SE; Warenius, Linnéa U.; Ong'any, Antony A.; Faxelid, Elisabeth (PubMed, 2010)
This was a cross-sectional study to examine the attitudes of Kenyan in-school adolescents towards premarital sex, unwanted pregnancies/abortions and contraception. Data collection was undertaken using a structured questionnaire. Kenyan in-school adolescents have conservative attitudes toward premarital sex, disagreeing that adolescent boy and girls should be left alone to satisfy their sexual needs. The girls had the view that boys have uncontrollable sexual appetites. With regards to unwanted pregnancies, the majority of the respondents disagreed with allowing abortions for pregnant school girls while they agreed that a pregnant school girl should be allowed to return to school. However, the majority of the girls held the view that a school boy who had impregnated a school girl should be expelled from school. The attitudes of the respondents to contraception were also largely conservative. The conservative attitudes of the respondents conflicts with the findings of high levels of unsafe sex and reproductive ill-health among Kenyan adolescents. There is need to help Kenyan in-school adolescents to develop more realistic attitudes toward sexuality in order to improve their reproductive health.
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Types and Prevalence of Peer Victimization among Secondary School Students in Osun State, Nigeria: Implications for Counselling - Adefunke, Ehindero Serifat (International Journal for Cross-Disciplinary Subjects in Education, 2010)
The study investigated the types and prevalence of peer victimization among secondary school students in Osun State.This was with a view to improving peer relationships among secondary school students.Survey research design was adopted for the study.The population for the study consisted of junior secondary school students in Osun State.Multidimensional Peer Victimization Scale was used to elicit information on the types and prevalence of peer victimization.The result showed that four types of peer victimization were experienced by the students and there was high prevalence of peer victimization among school going adolescent.These types were widespread among secondary school students.The study therefore concluded that peer victimization was a recurring problem among secondary school students and could be reduced through appropriate counseling of students.The implications of the findings to counseling services were discussed.
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Review of skull base surgery in a Nigerian teaching hospital. - Adeolu, AA; Ao, Adeniji; Komolafe, EO; Amusa, Y B; So, Olateju; Eo, Oyebamiji; Olabanji, JK; Faponle, AF; Ov, Akinpelu (2010)
BACKGROUND AND OBJECTIVES: There is dearth of information on skull base surgery in Nigerians. This study was conducted to determine types of skull base lesions describe surgical approaches to the lesions and determine outcome of surgical management of the lesions over the study period. METHODS: We retrospectively reviewed the case notes of the patients who underwent skull base neurosurgical procedures between January 2001 and June 2007 in our centre. We obtained information on demography, clinical presentation, diagnosis, cranial computerised tomography findings, type of surgery, intraoperative findings and outcome of surgical management at the time of discharge from the hospital. RESULTS: Brain tumours were diagnosed in 28 patients, head injuries in 9 patients and one patient each had anterior encephalocele and frontal sinus mucocele. Eighteen patients had frontal craniotomy, three patients had temporal craniotomy and two patients had lateral rhinotomy in addition to bifrontal craniotomy. Two patients had frontoorbitotomy while retrosigmoid craniectomy was performed in one patient. Thirty three patients showed significant postoperative improvement at discharge. CONCLUSION: Brain tumour was the most common indication for skull base surgery in our centre. These tumours were mainly located in the anterior cranial fossa. Frontal craniotomy was the most common surgical approach. Non-availability of modern neurosurgical facilities confined us to the use of mainly traditional approaches. The availability of these facilities will assist in improving our management outcome in the future.
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Application of ICTs in Nigerian Secondary Schools - Adomi, Esharenana E.; Kpangban, Emperor (Library Philosophy and Practice, 2010)
Introduction Information and communication technologies (ICT) are electronic technologies used for information storage and retrieval. Development is partly determined by the ability to establish a synergistic interaction between technological innovation and human values. The rapid rate at which ICTs have evolved since the mid 20th century, the convergence and pervasiveness of ICTs, give them a strong role in development and globalization (Nwagwu, 2006). ICTs have a significant impact on all areas of human activity (Brakel and Chisenga, 2003). The field of education has been affected by ICTs, which have undoubtedly affected teaching, learning, and research (Yusuf, 2005). A great deal of research has proven the benefits to the quality of education (Al-Ansari, 2006). ICTs have the potential to accelerate, enrich, and deepen skills, to motivate and engage students, to help relate school experience to work practices, create economic viability for tomorrow's workers, as well as strengthening teaching and helping schools change (Davis and Tearle, 1999; Lemke and Coughlin, 1998; cited by Yusuf, 2005). In a rapidly changing world, basic education is essential for an individual be able to access and apply information. Such ability must find include ICTs in the global village. The Economic Commission for Africa has indicated that the ability to access and use information is no longer a luxury, but a necessity for development. Unfortunately, many developing counties, especially in Africa, are still low in ICT application and use (Aduwa-Ogiegbean and Iyamu, 2005). This paper focuses on ICT application in Nigerian secondary schools. It particularly dwells on the importance of ICT and the causes of low levels of ICT application in Nigerian secondary schools. Recommendations for improvement are offered. The Need for ICT Application in Nigerian Secondary Schools Improved secondary education is essential to the creation of effective human capital in any country (Evoh, 2007). The need for ICT in Nigerian secondary schools cannot be overemphasized. In this technology-driven age, everyone requires ICT competence to survive. Organizations are finding it very necessary to train and re-train their employees to establish or increase their knowledge of computers and other ICT facilities (Adomi and Anie, 2006; Tyler, 1998). This calls for early acquisition of ICT skills by students. The ability to use computers effectively has become an essential part of everyone's education. Skills such as bookkeeping, clerical and administrative work, stocktaking, and so forth, now constitute a set of computerized practices that form the core IT skills package: spreadsheets, word processors, and databases (Reffell and Whitworth, 2002). The demand for computer/ICT literacy is increasing in Nigeria, because employees realize that computers and other ICT facilities can enhance efficiency. On the other hand, employees have also realized that computers can be a threat to their jobs, and the only way to enhance job security is to become computer literate. With the high demand for computer literacy, the teaching and learning these skills is a concern among professionals (Oduroye, n.d.). This is also true of other ICT components. New instructional techniques that use ICTs provide a different modality of instruments. For the student, ICT use allows for increased individualization of learning. In schools where new technologies are used, students have access to tools that adjust to their attention span and provide valuable and immediate feedback for literacy enhancement, which is currently not fully implemented in the Nigerian school system (Emuku and Emuku, 1999 & 2000). ICT application and use will prove beneficial in improving Nigeria's educational system and giving students a better education. A technologically-advanced workforce will lead to ICT growth in Nigeria, with the potential to improve military technology and telecommunications, media communications, and skilled ICT professionals who will be well-equipped to solve IT problems in Nigeria and other parts of the world (Goshit, 2006). …
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Extended spectrum β-lactamase production at the Komfo Anokye Teaching Hospital, Kumasi, Ghana - Adu‐Sarkodie, Yaw (International journal of infectious diseases, 2010)
Background: In recent times enterobacteriaceae isolated at the Komfo Anokye TeachingHospital (KATH) have shown significant resistance to 2nd and 3rd generation cephalosporins. In 2006, 18-32% of all enterobacteriaceae isolated from urine and blood were resistant to the cephalosporins cefuroxime, ceftriaxone, ceftazidime and cefotaxime. These antibiotics are the mainstay for the treatment of severe infections in the hospital. Microbial resistance to these antibiotics if due to the production of Extended spectrum β-lactamases (ESBL) may also indicate resistance to the fluoroquinolones, aminoglycosides and other antibiotics. This limits therapeutic options for the treatment of severe infections. We studied the extent of ESBL production amongst Klebsiella sp and E. Coli at KATH. Methods: ESBL production in 300 non-selected, non-duplicate isolates of Klebesiella sp and E.coli obtained from blood, urine, wounds, and sputum of both in-patients and out-patients was determined by the combined disc method using ceftazidime, ceftriaxone and cefpodoxime discs singly and in combination with clavulanic acid. Results: 44% and 55% respectively of E.coli and Klebsiella sp (57.8% K.pneumo,) were ESBL producers. ESBL production in the organisms was commoner in in-patients (75.4%) than out-patients (24.6%), though not statistically significant (OR=1.40, 95% CI 0.79-2.46, p=0.31). In general, ESBL producing organisms apart from being resistant to cephalosporins were also resistant to gentamicin and ciprofloxacin. They were however susceptible to the carbapenems. Conclusion: The high level of ESBL production found in these enterobacteriaceae with the resultant microbial resistance to available cephalosporins and other agents implies difficulties with the choice of therapeutic options for the treatment of severe infections. Carbapenems are expensive on the Ghanaian market and their use in non-severe infections (as may be suggested by these results) may be inappropriate. Both prescribers and pharmaceutical agents will need to reflect soberly on their contribution to this sordid state of affairs. We need to put an end to our practice of cracking nuts with sledge hammers! Abstracts for SupplementInternational Journal of Infectious DiseasesVol. 14Preview Full-Text PDF Open Archive
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Sexual Maturation and Psychiatric Morbidity among Persons with Sickle Cell Anaemia in a Nigerian Teaching Hospital - Aina, Olatunji F.; Fadaka, Kate; Temiye, Edamisan; Renner, James K. (The International Journal of Psychiatry in Medicine, 2010)
Sickle Cell Anaemia (SCA), an inherited HbSS disease, is common in Nigeria with attendant high morbidity and mortality most especially in the setting of poor health care services. Impaired physical and sexual development is one of the prominent complications of SCA; and with attendant secondary psychiatric sequelae.A cross-sectional study was carried out at the haematology clinic of Lagos University Teaching Hospital (LUTH), among adolescent attendees (10-19 years) with SCA. Age and sex-matched controls were recruited from Action Health Incorporated (AHI), an NGO to promote adolescent health advocacy. The haemoglobin genotypes SS for subjects and AA for controls were confirmed with gel electrophoresis. Each subject and control was physically examined for the assessment of external genitalia (sexual) maturation using Tanner Staging Method, and were also evaluated with General Health Questionnaire-version 12 (GHQ-12).In all, 136 adolescents with SCA and of equal sex distribution and equal number of controls were studied, with mean ages of 14.3 +/- 2.8 and 13.5 +/- 2.6 years, respectively. On GHQ assessment, 113 (83%) subjects and 25 (18.4%) controls had GHQ scores of 5, indicating probable presence of psychopathology. For both males and females, the subjects significantly lagged behind the controls in different areas of sexual maturation, with corresponding significant higher GHQ scores among the subjects. For example, in sexual maturation rate (SMR) stage 1 of pubic hair development, the mean ages for male subjects and controls were 11.9 +/- 1.5 and 10.7 +/- 0.9 years, respectively, with significant "t" of 5.06 at p < 0.03*; for females: 13.0 +/- 2.6 and 10.4 +/- 0.6 years for subjects and controls respectively with significant "t" of 4.36 at p < 0.04*. The corresponding GHQ scores were for subjects: < 5 for 6 and > or = 5 for 20 of the subjects respectively; and for controls, the GHQ scores were < 5 for 9 and nil of controls for > or = 5 score. The difference in GHQ scores for subjects and controls in this stage 1 pubic hair maturation was significant with chi2 = 16.15, df = 1, p = 0.00.It is concluded that SCA subjects had significantly delayed sexual maturation and increased risk of psychiatric morbidity when compared to controls. The need for genetic counseling to reduce the prevalence of SCA was emphasized.
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Post partum haemorrhage in a teaching hospital in Nigeria: a 5-year experience. - Ajenifuja, KO; Adepiti, CA; Ogunniyi, Solomon O. (PubMed, 2010)
The aim was to determine the incidence, causes and the maternal mortality associated with postpartum haemorrhage in a tertiary centre in Nigeria.Case records of all patients that had postpartum haemorrhage after vaginal delivery at Obafemi Awolowo University Teaching Hospital Complex, Ile-Ife unit over a 5-year period (January 1st, 2002 to December 31st, 2006) were reviewed and analysed. Post-partum blood loss was calculated by estimating blood loses in graduated containers and in bed lines and gauze packs.112 women had postpartum haemorrhage during the period under review. 76(67.86%) had primary postpartum haemorrhage and 36(32.14%) had secondary postpartum haemorrhage. The commonest cause of post partum haemorrhage was retained products of conception due mismanagement of the third stage of labour, this occurred in 88 women (78.57%) of cases. Other causes were uterine atony 12(10.71%), genital tract laceration 9(8.04%), disseminated intravascular coagulopathy 1(0.8%) puerperal sepsis 1(0.8%) and broken down episiotomy, 1(0.8%). The maternal mortality during the period was 90 out of which 6 were due to postpartum haemorrhage.Retained products of conception resulting from mismanagement of the third stage of labour is the most common cause of post partum haemorrhage in our centre.
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ECONOMIC IMPACT OF CLIMATE CHANGE ON IRRIGATED RICE AGRICULTURE IN NIGERIA - Ajetomobi, Joshua Olusegun; Abidun, Ajiboye; Hassan, Rashid M. (RePEc: Research Papers in Economics, 2010)
This study employed the Ricardian approach to test the relative importance of climate normals (average long-term temperature and precipitation) in explaining net revenue from Nigerian rice agriculture under irrigation and dry land conditions. A survey was done by interviewing 1200 rice farmers from 20 rice producing states in Nigeria. The states covered all the six geopolitical zones in the country. The results showed that increase in temperature will reduce net revenue for dry land rice farms while net revenue rises with increase in temperature for irrigated rice farms. Precipitation had similar effects on rice net revenue. Increase in precipitation will cause reduction in revenue for dry land rice farms whereas it will cause increase in revenue for irrigated farms. The results clearly demonstrate irrigation as a significant techniques used by the farmers to adapt to the climate change. Other adaptation options include Keeping of livestock, engaging in off farm works and the use of different market channels.
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Gender and Agency in History, Civics, and National Education Textbooks of Jordan and Palestine - Alayan, Samira; Al-Khalidi, Naseema (Journal of Educational Media, Memory, and Society, 2010)
This article analyzes history, civics, and national education textbooks used between grades seven to twelve of the Palestinian and Jordanian school systems from a gender perspective. It focuses on the ways in which men and women are presented within the context of the prevalent culture, which portrays men as the more superior, capable, creative, productive, and therefore dominant, and women as weaker, inferior, dominated, and thus unable to play more than minor roles. As culture affects the perceptions, desires, and ambitions of both males and females, it becomes a key factor in changing the role of women in modern society, and is developed and transferred from one generation to another. This study also emphasizes the need to identify the approaches toward gender adopted by the curricula of Jordan and Palestine, as well as the nature of the language they use. The results from the sample used in this study indicate that although the stereotyping of men and women in both the public and the private sectors varies according to school grade and subject, there is an obvious bias in favor of men.
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Curriculum change in Uganda: Teacher perspectives on the new thematic curriculum - Altinyelken, Hülya Koşar (International Journal of Educational Development, 2010)
Based on a fieldwork study, this article seeks to investigate the implementation of ‘thematic curriculum’ in Uganda from the perspectives of teachers. The article shows that although the majority of teachers are enthusiastic about the new curriculum, their implementation efforts are constrained by a multitude of challenges. The findings raise questions with regard to the appropriateness of the new curriculum initiative to the structural realities of Ugandan classrooms, and calls for increased attention to the implementation process.
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Finding the best fit: the adaptation and translation of the Performance Indicators for Primary Schools for the South African context - Archer, Elizabeth; Scherman, Vanessa; Coe, Robert S.; Howie, Sarah J. (Perspectives in Education, 2010)
Reform and improvement are imperative in the current South African education system. Monitoring of school and learner achievement is an essential for establishing praxis for school improvement. Diversity of cu lture and South Africa’s 11 official l anguages m ake it difficult to develop valid monitoring systems. Limited resources, time constraints and the need to redress neglect of large portions of the education infrastructure from the apartheid era make it problematic to develop new monitoring systems for all official languages. Adaptation and translation of existing international monitoring instruments provide a lternative solutions to developing new monitoring systems. Adaptation and translation of existing instruments is a daunting process, which balances statistical analysis, translation processes and user and expert evaluations. We investigate how to balance these different processes in order to create an instrument that provides valid data for educational decisions. The processes utilised in the adaptation and translation of the vocabulary subtest of the Performance Indicators for Primary Schools (PIPS) test for the South African context are used to illustrate the complex interplay between user and expert input as well as psychometric rigour. It is hoped this paper will contribute to the development of the necessary instrument adaptation skills in South Africa.
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USA-South African Partnership for Lymphedema Education - Armer, Jane M.; Stout, Nicole L.; Stewart, Bob R. (Nursing Outlook, 2010)
Background: Curricula for providing lymphedema education varies internationally The Lymphology Association of North America (LANA) has established curriculum criteria (135 hours), accepted as the standard model across the United States (US) This educational mode was successfully introduced in the Western Cape, South Africa (SA) in an inaugural course in 2008.Purpose: This report outlines the necessary resources and preparation, the cultural experiences and challenges, and the mechanisms for training and ongoing support central to the success of this program.Methodology: A collaboration between the University of Missouri and the University of Western Cape (UWC) was developed in 2008 to provide for the exchange of nursing expertise, skill-training and education for lymphedema best practices. This collaboration evaluated the current state of lymphedema management, leading to the development of an inaugural lymphedema training class in Western Cape. US lymphedema instructors donated their time, UWC partners allocated space for the program, and curricular materials were shared. Students were required to be licensed healthcare professionals (physical, occupational, or massage therapists, nurses or physicians).Findings: In 2008, the first lymphedema education class in South Africa took place in Cape Town at UWC. Twenty-two therapists were certified according to the 135-hour curriculum standard. The program followed the LANA criteria of dedicating two-thirds of the curriculum to practical learning and one-third to didactic teaching. Competency testing was conducted using pre- and post-class written examinations, practical laboratory skills testing and case study presentations.Summary Concluding Statement: Education for healthcare professionals in the specialized techniques required to treat lymphedema is disparate world-wide. The authors' experience in South Africa presents an optimal construct for planning, implementing, and sustaining a lymphedema education program across international boundaries. Extrapolation of the US model requires a proactive team approach that includes academic, clinical, and community support. Background: Curricula for providing lymphedema education varies internationally The Lymphology Association of North America (LANA) has established curriculum criteria (135 hours), accepted as the standard model across the United States (US) This educational mode was successfully introduced in the Western Cape, South Africa (SA) in an inaugural course in 2008. Purpose: This report outlines the necessary resources and preparation, the cultural experiences and challenges, and the mechanisms for training and ongoing support central to the success of this program. Methodology: A collaboration between the University of Missouri and the University of Western Cape (UWC) was developed in 2008 to provide for the exchange of nursing expertise, skill-training and education for lymphedema best practices. This collaboration evaluated the current state of lymphedema management, leading to the development of an inaugural lymphedema training class in Western Cape. US lymphedema instructors donated their time, UWC partners allocated space for the program, and curricular materials were shared. Students were required to be licensed healthcare professionals (physical, occupational, or massage therapists, nurses or physicians). Findings: In 2008, the first lymphedema education class in South Africa took place in Cape Town at UWC. Twenty-two therapists were certified according to the 135-hour curriculum standard. The program followed the LANA criteria of dedicating two-thirds of the curriculum to practical learning and one-third to didactic teaching. Competency testing was conducted using pre- and post-class written examinations, practical laboratory skills testing and case study presentations. Summary Concluding Statement: Education for healthcare professionals in the specialized techniques required to treat lymphedema is disparate world-wide. The authors' experience in South Africa presents an optimal construct for planning, implementing, and sustaining a lymphedema education program across international boundaries. Extrapolation of the US model requires a proactive team approach that includes academic, clinical, and community support.
openalex: W2028839816 mag: 2028839816
Keywords: openalex:import

Does former learners' of the Star for Life Programme comply with the model beyond the learning workshops? : an evaluation of the long-term impact of the programme objectives on former learners' at Siphosabadletshe High School in the province of KwaZulu-Natal in South Africa - Asplund, Peter Brengt Paul (2010)
openalex: W146025540 mag: 146025540
Keywords: openalex:import

Knowledge and attitude of guardians towards eye health of primary school pupils in Ilorin, Nigeria. - Ayanniyi, Abdulkabir Ayansiji; Fo, Olatunji; Mahmoud, A. Ben; Ro, Ayanniyi (PubMed, 2010)
To determine guardians' knowledge and attitude towards pupils' eye health and draw implication for designing children-oriented ocular health messages.A survey of 1,393 guardians selected through multistage random sampling in Ilorin, Nigeria. Using structured questionnaire, information sought included guardians' demographic characteristics, relationship to pupils, occupation, awareness of eye specialists, perception of normal vision, pupils' eye complaints, and ways of treating children eye conditions. Data analysis was done with SPSS 12.0.1. The test of significance was performed using Chi square test and significance was taken at p < 0.05.Guardians comprised 689 (49.4%) males and 704 (50.6%) females, mean age 43.61 SD 11.45. Most (88.54%) were pupils' parents and (11.46%) were relations (n=1,318); (55.15%) were in low-paying occupations (n=1,311); (87.92%) were aware of eye specialists, (12.08%) unaware, (n=1192); (97.27%) adjudged normal vision at least important, (2.73%) not important (n=1,174). Pupils' eye complaints (n=914) included pain (26.04%), itching (24.73%), redness (21.12%), discharge (8.53%), blur vision (8.21%), photophobia (7.33%) and lacrimation (4.05%). Guardians (n=1,069) managed pupils' eye diseases using hospital treatment (61.65%), neglect (21.33%), self medication (9.26%) and traditional medication (7.76%). There were no significant associations between guardians' ways of managing pupils' eye diseases and their views on normal vision (p = 0.940); awareness of eye care specialists (p = 0.952); and economic occupational grouping (p = 0.959).The negative implications of neglecting eye diseases and use of self and harmful traditional eye-medications by some of the guardians need to be discouraged by appropriate eye health education.
openalex: W2403471694 mag: 2403471694
Keywords: openalex:import

Critical Postcolonial Dance Pedagogy: The Relevance of West African Dance Education in the United States - Banks, Ojeya Cruz (Anthropology & education quarterly, 2010)
This dance ethnography examines work conducted by the Dambe Project—a nonprofit organization that specializes in African performing arts education and mentorship. The study focuses on the implications of the organization's dance pedagogy in light of its postcolonial context and the importance of West African dance education in the United States. The study strives to be a conversation between the fields of anthropology and education, dance studies and postcolonial studies. [pedagogy, African dance, urban education, decolonization]
openalex: W2124978789 mag: 2124978789
Keywords: openalex:import

The Galapagos and Hawaii Volcanoes: Two Analogues of Syria Planum on Mars - Baptista, A. R.; Craddock, R. A. (Lunar and Planetary Science Conference, 2010)
openalex: W3046826183 mag: 3046826183
Keywords: openalex:import

A COMPARATIVE STUDY OF FEARS IN MIDDLE-CHILDHOOD SOUTH AFRICAN CHILDREN WITH AND WITHOUT VISUAL IMPAIRMENTS - Bensch, Lisa S. (2010)
The experience of fear is a normal phenomenon in the development of children. However, the often marginalised population of children with visual impairments, is one which has been neglected in past fear research. As far as could be ascertained, no research assessing the fears of children with visual impairments has been carried out the past 18 years, and studies within the South African context are non-existent. Previous research has suggested that children, who have a physical disability, are more prone to the development of a psychopathology than their non-disabled peers. It has also been suggested that, due to their physical limitations, children with visual impairments would express a higher prevalence of anxiety and fear. Therefore it is important to identify these children‟s fears, to enable those involved in their day-to-day lives to gain a greater understanding of their emotional world. The present study aimed to determine whether significant differences exist between the fear profiles of middle-childhood South African children with visual impairments when compared to their sighted counterparts. A differential research design was employed, and results were examined across the four independent variables of gender, age, culture, and vision. A total of 129 assenting children from three schools in the Western Cape participated in the present study, including 67 children with varying degrees of visual impairments, and 62 genderand age-matched controls. All the children were administered a short biographical questionnaire and Burkhardt‟s (2007) child friendly South African Fear Survey Schedule for Children (FSSC-SA). The administration of these measures was adapted according to the children‟s degree of visual impairment. Results of the FSSC-SA indicated that the most feared item for the children with visual impairments was “Fire getting burned”, while the children without visual impairments feared “Getting HIV” the most. The 10 most common fears related mainly to situations in which the possibility of danger and harm is present, with the majority of fears loading onto Factor I (fear of danger and death) of the FSSC-SA.
openalex: W2102653690 mag: 2102653690
Keywords: openalex:import

Increasing Access and Equity in Higher Education in Tanzania: A Case Study of University of Dar es Salaam - Bernadetha, Kapinga; Dun-rong, Bie (The Social Sciences, 2010)
openalex: W2326748434 mag: 2326748434
Keywords: openalex:import

Spirituality in Social Work: A Survey of Students at South African Universities - Bhagwan, Raisuyah (Social Work Education, 2010)
Academic discourse related to spirituality has proliferated globally. The rationale for its inclusion in social work education rests on the premise that spirituality is a critical strength in social work practice. This paper explores this aspect and highlights empirical research related to the inclusion of spirituality in training. It does this within the context of a SA study that was undertaken to explore the views of students with regard to the role of religion and spirituality in practice and the extent to which South African curricula considers religion and spirituality. The research was conducted by distributing questionnaires to final year social work students at schools of social work (N = 21); 342 completed surveys were returned yielding a response of 47%. The findings revealed high levels of religiosity or spirituality amongst students, a gap in the curriculum on spirituality and support for its inclusion in social work education.
openalex: W2065249065 mag: 2065249065
Keywords: openalex:import

Economic Analysis of Large-Scale Upstream River Basin Development on the Blue Nile in Ethiopia Considering Transient Conditions, Climate Variability, and Climate Change - Block, Paul; Strzepek, Kenneth (Journal of Water Resources Planning and Management, 2010)
The upper Blue Nile Basin in Ethiopia harbors considerable untapped potential for irrigation and large-scale hydropower development and expansion. Numerous water resources system models have been developed to evaluate these resources, yet often fail to adequately address critical aspects, including the transient (e.g., filling) stages of reservoirs, relevant streamflow retention policies and downstream consequences, construction staggering, and the implications of stochastic modeling of variable climate and climate change. This omission has clear economic impacts on benefits and costs and could be pivotal in national policy and decision making. The Investment Model for Planning Ethiopian Nile Development dynamic water resources system model is outlined and applied to address these aspects. For the hydropower and irrigation development projects specified, model results disregarding transient and construction stagger aspects demonstrate overestimations of $6 billion in benefits and 170% in downstream flows compared to model results accounting for these aspects. Benefit-cost ratios for models accounting for transient conditions and climate variability are found to range from 1.2–1.8 under historical climate regimes for the streamflow retention policies evaluated. Climate change scenarios, represented either by changes in the frequency of El Niño and La Niña events or by the Special Report on Emissions Scenarios projections, indicate potential for small benefit-cost increases, but also reflect the potential for noteworthy decreases, relative to the historical climate conditions. In particular, stochastic modeling of scenarios representing a doubling of the historical frequency of El Niño events indicates benefit-cost ratios as low as 1.0, even under perfect foresight optimization modeling, due to a lack of timely water. However, even at this ratio, Ethiopia, at current growth rates, may still be unable to absorb all the potential energy developed, reinforcing the need for significant economic planning and the necessity of securing energy trade contracts prior to extensive expansion.
openalex: W1980382202 mag: 1980382202
Keywords: openalex:import

Teachers' Accounts of the Usefulness of Multigrade Teaching in Promoting Sustainable Human-Development Related Outcomes in Rural South Africa - Brown, Byron A. (Journal of Southern African Studies, 2010)
Abstract Education has an enormous role to play in efforts to promote and achieve sustainable development in South Africa. But one challenge facing the education sector is a shortage of teachers in different phases of the school system. Multigrade teaching is seen as a means to overcome the effects of the teacher shortage and, through the opening of access to basic education, to contribute towards achieving Education For All (EFA). Furthermore, with multigrade teaching there is scope for ‘interactions’ among learners of, inter alia, different ages, levels of maturity, grades, and abilities. Because the diversity and differences among learners is sharply increased in a multigrade class, the interaction processes and curricula aspects are affected. The multigrade teaching debate has largely ignored the possibility that aspects of the multigrade teaching process could be utilised to support sustainable human development (SHD). Using a qualitative approach, this article examines multigrade teachers' views about multigrade teaching and group-work as its methodology, and the extent to which teachers use group-work to promote measures relevant to SHD – such as peaceful social interaction, shared responsibility, and civic participation. Evidence from 10 case studies, which involved 25 multigrade teachers, shows that while multigrade teaching seems a useful medium to promote social outcomes necessary for SHD, the ways in which it is implemented, and the context in which this is done, matter. It highlights key implementation and contextual issues to address whether multigrade teaching is to contribute meaningfully to sustainable human development. Notes 1 B. Brown, ‘Multigrade Teacher Experiences, Skills and other Dilemmas’ (paper presented at the Eastern Cape Provincial Department of Education Conference, Regent Hotel, East London, 12 March, 2007); A. Kassiem, ‘Educators Feel Crunch of Teacher Shortage’, IOL Bulletin Online, http://www.iol.co.za/index.php?from = rss_South+Africa&set_id = 1&click_id = 13&art_id = vn20070520235116644C994448, accessed 18 August 2007. 2 Brown, ‘Multigrade Teacher Experience’; J. Joubert, ‘Training of Teachers for Rural / Multi-Grade Schools in SA’ (paper presented at the International Rural Network Conference, Inverness, Scotland, June 2004). 3 Brown, ‘Multigrade Teacher Experience’; G. Mathot, ‘A Survey of Multigrade Schools in the Eastern Cape’ (University of Fort Hare In-service Programmes, University of Fort Hare, 1998); DoE, Teachers for the Future: Meeting Teacher Shortage to Achieve Education for All (Pretoria, Department of Education, 2005). 4 DoE, ‘Report of the Ministerial Committee on Rural Education: A New Vision for Rural Schooling’ (Pretoria, Department of Education, 2005); A. Little, ‘Learning and Teaching in Multigrade Settings’ (Paper prepared for the UNESCO 2005 EFA Monitoring Report. Online, available at www.skoleplassen.hisf.no/Rapportar/LearningandTeachinginMultigrade, accessed September 2007). 5 S. Veenman, ‘Cognitive and Noncognitive Effects of Multigrade and Multi-Age Classes: A Best-Evidence Synthesis’, Review of Educational Research, 65, 4 (1995), pp. 319–81; B. Miller, Teaching and Learning in the Multigrade Classroom: Student Performance and Instructional Routines (1991); ERIC Digest, ERIC Document Reproduction Service No. ED335178; D.A. Mason and R. Burns, ‘Reassessing the Effects of Combination Classes’, Education Research and Evaluation, 3, 1 (1997), pp. 1–53; A. Little, Multi-grade Teaching: Evidence from Practice and Research (London, ODA, 1995); A. Little, ‘Multigrade Teaching: Towards an International Research and Policy Agenda’, International Journal of Educational Development, 21 (2001), pp. 481–97. 6 Little, ‘Learning and Teaching in Multigrade Settings’; V. Juvane, ‘Redefining the Role of Multi-Grade Teaching: Policy Lessons, Options and Priorities’, ADEA, Working Group on the Teaching Profession-Education for Rural People, Working Paper 092 (2005); I. Birch and M. Lally, ‘Multigrade Teaching in Primary Schools’ (Asia-Pacific Centre of Educational Innovation for Development, Bangkok, UNESCO Principal Regional Office for Asia and the Pacific, 1995). 7 Veenman, ‘Cognitive and Noncognitive Effects of Multigrade and Multi-age Classes’; V. Russell, K. Rowe and P. Hill, ‘Effects of Multigrade Classes on Student Progress in Literacy and Numeracy: Quantitative Evidence and Perceptions of Teachers and School Leaders’ (paper presented at the Annual Meeting of the Australian Association for Research in Education (AARE), Adelaide, March 1998); C. Kyne, ‘The Grouping Practices of Teachers in Small Two-teacher Primary Schools in the Republic of Ireland’, Journal of Research in Rural Education, 20, 17 (2005), pp. 1–20. 8 Little, ‘Learning and Teaching in Multigrade Settings’. 9 WCED, Our Common Future: Report of the World Commission on Environment and Development (Cape Town, Oxford University Press, 1987). 10 WCED, Our Common Future: Report of the World Commission on Environment and Development (Cape Town, Oxford University Press, 1987), p. 57. 11 Cited in J. Oucho, ‘Population Policies and Sustainable Development in Africa’ (paper presented at the Seminar for Population Commission Officials, Nairobi, Kenya, March 24–26 1998), p. 7. 12 C. Butz, ‘Socially Responsible Investment: Avoiding the Financial Materiality Trap’, Discussion Paper, ETHOS, 2 (2007), p. 2. 13 C. Butz, ‘Socially Responsible Investment: Avoiding the Financial Materiality Trap’, Discussion Paper, ETHOS, 2 (2007), p. 2. 14 Cited in Oucho, ‘Population Policies and Sustainable Development in Africa’, p. 7. 15 S. Castles, ‘Studying Social Transformation’, International Political Science Review (Special issue, 2000), 16 UNDP, Human Development Report 1999 (New York, Oxford University Press, 1999), p. 34. 17 Castles, ‘Studying Social Transformation’, p. 10. 18 Castles, ‘Studying Social Transformation’; Butz, ‘Socially Responsible Investment’, p. 2. 19 R. Morgan, Population Growth and Policies in Sub-Saharan Africa (Washington, DC, World Bank, 1994), p. 46. 20 K. Corrigan, B. Hemmings and R. Kay, ‘Single-age and Multi-age Groupings in Kindergarten and their Effect on Literacy Achievement’, available at www.multigradeliteracy.ac.au, accessed March 2008. 21 Little, ‘Learning and Teaching in Multigrade Settings’; Juvane, ‘Redefining the Role of Multi-Grade Teaching’. 22 Mason and Burns, ‘Reassessing the Effects of Combination Classes’; P. Ninnes, ‘The Bhutan Multi-grade Attachment Program’, in L. Cornish (ed.), Reaching EFA through Multi-grade Teaching: Issues, Contexts and Practices (Armidale, Kardoorair Press, 2006), pp. 115–36. 23 B. Brown, ‘Challenges in the Use of Multigrade Teaching to Promote Sustainable Human Development in South Africa’, Commonwealth Youth and Development, 6, 2 (2008), pp. 70–82; V. Jordaan and J. Joubert, ‘Training of Teachers in Poor Areas Through a Multigrade Intervention to Achieve Millennium Development Goals: Our Experiences’. Available at url: www.wikieducator.org/images/f/ff/PID_708.pdf, accessed March, 2007. 24 Brown, ‘Challenges in the Use of Multigrade Teaching’; Jordaan and Joubert, ‘Training of Teachers in Poor Areas Through a Multigrade Intervention’. 25 S. Aikman and P. Pridmore, ‘Multigrade Schools in Remote Areas of Vietnam’, International Journal of Educational Development, 21, 6 (2001), pp. 521–36; E. Brinswic and J. Valerien, ‘Multigrade Schools: Improving Access in Rural Africa’ (Paris, UNESCO, 2004); E. Hargreaves, C. Montero, N. Chau, M. Sibli and T. Thanh, ‘Multigrade Teaching in Peru, Sri Lanka and Vietnam: An Overview’, International Journal of Educational Development, 21, 6 (2001), pp. 499–520. 26 Brown, ‘Challenges in the Use of Multigrade Teaching’; DoE, Teachers for the Future, p. 7; Jordaan and Joubert, ‘Training of Teachers in Poor Areas Through a Multigrade Intervention’; HRW, ‘Forgotten Schools: Rights to Basic Education for Children on Farms in South Africa’ (A Human Rights Watch Report, May 2004). 27 Brown, ‘Challenges in the Use of Multigrade Teaching’; DoE, Teachers for the Future, p. 7; Mathot, ‘A Survey of Multigrade Schools in the Eastern Cape’. 28 DoE, Teachers for the Future; DoE, ‘An Assessment of Multigrade Schools in the Eastern Cape’, Working Paper, 2008c, p. 14. 29 HRW, ‘Forgotten Schools’, p. 1. 30 Brown, ‘Challenges in the Use of Multigrade Teaching’. 31 See Mathot, ‘A Survey of Multigrade Schools in the Eastern Cape’. 32 L. Benveniste and P. McEwan, ‘Constraints to Implementing Educational Innovations: The Case of Multigrade Schools’, International Review of Education, 46, 1 & 2 (2000), pp. 31–48. 33 Mathot, ‘A Survey of Multigrade Schools in the Eastern Cape’. 34 Brown, ‘Challenges in the Use of Multigrade Teaching’. 35 Joubert, ‘Training of Teachers for Rural / Multi-grade Schools in SA’. 36 G. Lingam, ‘Pedagogical Practices: The Case of Multi-class Teaching in Fiji Primary School’, Educational Research and Review, 2, 7 (2007), pp. 186–92. 37 Corrigan et al., Single-age and Multi-age Groupings in Kindergarten'; B. Brown, ‘Multigrade Teaching: A Review of the Literature – Trends, Issues’, Research Project for the CEPD, 2007. 38 P. Pridmore, ‘Adapting the Primary-School Curriculum for Multigrade Classes in Developing Countries: A Five-Step Plan and an Agenda for Change’, Journal of Curriculum Studies, 39, 5 (2007), pp. 559–76. 39 Little, ‘Learning and Teaching in Multigrade Settings’. 40 V. Son, P. Pridmore, B. Nga, D. Mi and P. Kick, ‘Renovating the Teaching of Health in Multigrade Primary Schools: A Teacher's Guide to Health in Natural and Social Sciences (Grades 1, 2 and 3) and Science (Grade 5)’, (Hanoi, Vietnam, British Council/National Institute of Educational Sciences, 2002). 41 Little, ‘Learning and Teaching in Multigrade Settings’, p. 13; Pridmore, ‘Adapting the Primary-School Curriculum for Multigrade Classes in Developing Countries’. 42 Little, ‘Learning and Teaching in Multigrade Settings’, p. 13. 43 V. Colbert, C. Chiappe and J. Arboleda, ‘The New School Program: More and Better Primary Education for Children in Rural Areas in Colombia’, in H. Levin and M. Lockheed (eds), Effective Schools in Developing Countries (London, Falmer Press, 1993), pp. 45–61. 44 Kyne, ‘The Grouping Practices of Teachers in Small Two-Teacher Primary Schools in the Republic of Ireland’; Ninnes, ‘The Bhutan Multi-grade Attachment Program’; p. 125. 45 Colbert et al., ‘The New School Program’; G. Psacharopoulos, C. Rojas and E. Velez, ‘Achievement Evaluation of Colombia's Escuela Nueva: Is Multigrade the Answer?’, Comparative Education Review, 37, 3 (1993), pp. 263–76; C. Forero-Pineda, D. Escobar-Rodriquez and D. Molina, ‘Escuela Nueva's Impact on the Peaceful Social Interaction of Children in Colombia’, in A. Little (ed.), Education for All and Multigrade Teaching: Challenges and Opportunities (Netherlands, Springer, 2006), pp. 265–300. 46 Kyne, ‘The Grouping Practices of Teachers in Small Two-Teacher Primary Schools’. 47 Colbert et al., ‘The New School Program’. 48 E. Schiefelbein, ‘Redefining Basic Education for Latin America: Lessons to be Learnt from the Colombian Escuela Nueva’ (Paris, UNESCO, 1992). 49 Colbert et al., ‘The New School Program’. 50 Benveniste and McEwan, ‘Constraints to Implementing Educational Innovations’. 51 V. Colbert de Arboleda, ‘Learning to Learn and Coexist Peacefully’, Presentation by the Escuela Nueva Foundation, Bogotá, Colombia, June, 2007. Online: www.escuelanueva.org, accessed 10 March 2007. 52 V. Colbert de Arboleda, ‘Learning to Learn and Coexist Peacefully’, Presentation by the Escuela Nueva Foundation, Bogotá, Colombia, June, 2007. Online: www.escuelanueva.org, accessed 10 March 2007, p. 2. 53 Benveniste and McEwan, ‘Constraints to Implementing Educational Innovations’. 54 Colbert et al., ‘The New School Program’. 55 Colbert de Arboleda, ‘Learning to Learn and Coexist Peacefully’. 56 Colbert de Arboleda, ‘Learning to Learn and Coexist Peacefully’, p. 3. 57 Colbert de Arboleda, ‘Learning to Learn and Coexist Peacefully’, p. 14. 58 Colbert et al., ‘The New School Program’; Schiefelbein, ‘Redefining Basic Education for Latin America. 59 Colbert de Arboleda, ‘Learning to Learn and Coexist Peacefully’, p. 15. 60 Colbert de Arboleda, ‘Learning to Learn and Coexist Peacefully’, p. 47. 61 M. Veenman and J. Raemaekers, ‘Long-term Effects of a Staff Development Programme on Effective Instruction and Classroom Management for Teachers in Multigrade Classes’, Educational Studies, 21, 2 (1995), pp. 167–85; Ninnes, ‘The Bhutan Multi-grade Attachment Program’. 62 Veenman and Raemaekers, ‘Long-term Effects’, p. 167. 63 Veenman and Raemaekers, ‘Long-term Effects’, p. 167. 64 Veenman and Raemaekers, ‘Long-term Effects’; M. Vithanapathirana, ‘Training Modules on Multigrade Teaching for Multigrade Teachers in Sri Lanka’ (Colombo, University of Colombo, Faculty of Education, 2006). 65 Mason and Burns, ‘Reassessing the Effects of Combination Classes’; Wright, ‘Multigrade Teaching in Belize’. (paper presented to the Belize Teacher Training College, August 2000). 66 Little, ‘Learning and Teaching in Multigrade Settings’; Lingam, ‘Pedagogical Practices’. 67 Joubert, ‘Training of Teachers for Rural/Multi-grade schools in SA’; A. Croft, ‘Prepared for Diversity? Teacher Education for Lower Primary Classes in Malawi’, in Little (ed.), Education For All and Multigrade Teaching (Netherlands, Springer, 2006), pp. 103–26. 68 Forero-Pineda et al., ‘Escuela Nueva's Impact on the Peaceful Social Interaction of Children in Colombia’; Psacharopoulos et al., ‘Achievement Evaluation of Colombia's Escuela Nueva’. 69 Wright, ‘Multigrade Teaching in Belize’. 70 Forero-Pineda et al., ‘Escuela Nueva's Impact on the Peaceful Social Interaction of Children in Colombia’; Psacharopoulos et al., ‘Achievement Evaluation of Colombia's Escuela Nueva’; A. Sadovnik, P. Cookson and S. Semel, Exploring Education: An Introduction to the Foundations of Education, 2nd edn (London, Allyn & Bacon, 2001), p. 120. 71 Croft, ‘Prepared for Diversity?’; Joubert, ‘Training of Teachers for Rural/Multi-grade Schools in SA’; Pridmore, ‘Adapting the Primary-School Curriculum for Multigrade Classes in Developing Countries’, p. 559. 72 Forero-Pineda et al., ‘Escuela Nueva's Impact on the Peaceful Social Interaction of Children in Colombia’. 73 Butz, ‘Socially Responsible Investment’, p. 1; Castles, ‘Studying Social Transformation’, p. 10; UNDP, Human Development Report 1999 (New York, Oxford University Press, 1999), p. 34. 74 A. Bates, ‘Transitioning to Sustainability’, available at www.thefarm.org/permaculture/petrocolecovilab.htm, accessed 10 May 2005. 75 Forero-Pineda et al., ‘Escuela Nueva's Impact on the Peaceful Social Interaction of Children in Colombia’. 76 Forero-Pineda et al., ‘Escuela Nueva's Impact on the Peaceful Social Interaction of Children in Colombia’; Psacharopoulos et al., ‘Achievement Evaluation of Colombia's Escuela Nueva’; Colbert et al., ‘The New School Program’; D. Pratt, ‘On the Merits of Multi-age Classrooms’, Research in Rural Education, 3, 3 (1986), pp. 111–15. 77 Lingam, ‘Pedagogical Practices’. 78 Croft, ‘Prepared for Diversity?’; Pridmore, ‘Adapting the Primary-School Curriculum for Multigrade Classes in Developing Countries’. 79 Forero-Pineda et al., ‘Escuela Nueva's Impact on the Peaceful Social Interaction of Children in Colombia’, p. 267. 80 Forero-Pineda et al., ‘Escuela Nueva's Impact on the Peaceful Social Interaction of Children in Colombia’, p. 267. 81 Forero-Pineda et al., ‘Escuela Nueva's Impact on the Peaceful Social Interaction of Children in Colombia’ 82 Psacharopoulos et al., ‘Achievement Evaluation of Colombia's Escuela Nueva’; Miller, ‘Teaching and Learning in the Multigrade Classroom’; B. Ford, ‘Multi-age Grouping in the Elementary School and Children's Affective Development: A Review of Recent Research’, The Elementary School Journal (1977), pp. 149–59. 83 Forero-Pineda et al., ‘Escuela Nueva's Impact on the Peaceful Social Interaction of Children in Colombia’. 84 Forero-Pineda et al., ‘Escuela Nueva's Impact on the Peaceful Social Interaction of Children in Colombia’ 85 Little, ‘Learning and Teaching in Multigrade Settings’. 86 Little, ‘Learning and Teaching in Multigrade Settings’, p. 5. 87 Croft, ‘Prepared for Diversity?’, p. 130. 88 D. Wood, How Children Think and Learn: Understanding Children's Worlds (London, Blackwell, 2005), p. 12. 89 Cited in Wood, How Children Think and Learn, p. 18. 90 Croft, ‘Prepared for Diversity?’. 91 M. Mpotokwane, ‘The Concept of Sustainable Development’, in B. Chilisa, L. Mafela and J. Preece (eds), Educational Research for Sustainable Development (Gaborone, Lighthouse, 2003), pp. 105–21. 92 C. Berry, ‘Learning Opportunities For All’, in Little (ed.), Education For All and Multigrade Teaching, pp. 67–86. 93 Morgan, Population Growth and Policies in Sub-Saharan Africa. 94 Wood, How Children Think and Learn; B. Bernstein, ‘Social Class and Pedagogic Practice’, in B. Bernstein (ed.), Class, Codes and Control: The Structure o Pedagogic Discourse, Volume 4 (London, Routledge, 1990), pp. 63–93. 95 D. Denver and G. Hands, ‘Does Studying Politics Make a Difference? The Political Knowledge, Attitudes and Perceptions of School Students’, British Journal of Political Science, 20 (1990), pp. 263–79; J. Bynner and S. Ashford, ‘Politics and Participation: Some Antecedents of Young People's Attitudes to the Political System and Political Activity’, European Journal of Social Psychology, 24, (1994), pp. 223–36. 96 B. Crick, ‘The Presuppositions of Citizenship Education’, Journal of Philosophy of Education, 33 (1999), pp. 337–52; F. Haegel, ‘The Effect of Education on the Expression of Negative Views of Immigrants in France: The Influence of the Republican Model Put to the Test’, in L. Hagendoorn and S. Nekuee (eds), Education and Racism (Aldershot, Ashgate, 1999), pp. 33–46. 97 C. Hahn, Becoming Political (New York, State University of New York Press, 1998), p. 117; D. Campbell, Voice in the Classroom: How an Open Classroom Environment Facilitates Adolescents' Civic Development (Notre Dame IN, University of Notre Dame, 2004). 98 Forero-Pineda et al., ‘Escuela Nueva's Impact on the Peaceful Social Interaction of Children in Colombia’. 99 See M. Saunders, P. Lewis and A. Thornhill, Research Methods for Business Students, 3rd edn (Harrow, Prentice Hall, 2003), p. 140. 100 See M. Saunders, P. Lewis and A. Thornhill, Research Methods for Business Students, 3rd edn (Harrow, Prentice Hall, 2003), p. 140 101 DoE, Teachers for the Future, p. 44. 102 M. Miles and A. Huberman, Qualitative Data Analysis: An Expanded Sourcebook (Thousand Oaks, Sage, 1994). 103 M. Miles and A. Huberman, Qualitative Data Analysis: An Expanded Sourcebook (Thousand Oaks, Sage, 1994); J. Corbin and A. Strauss, Basics of Qualitative Research: Grounded Theory, Procedures and Techniques (Newbury Park, Sage, 1990). 104 Cited in B. Brown and S. Schulze, ‘The Development of Working Relationships between Indigenous and Expatriate Teachers’, Journal of the Botswana Educational Research Association, 10, 1 (2002), pp. 3–20. 105 ‘The Revised National Curriculum Statement’, Maskew Miller Longman, www.mml.co.za/revised_national_curriculum_statement.htm, accessed June 2002. 106 Forero-Pineda et al., ‘Escuela Nueva's Impact on the Peaceful Social Interaction of Children in Colombia’, p. 267. 107 Cited in Little (ed.), Education For All and Multigrade Teaching, p. 18. 108 DoE, Teachers for the Future. 109 Joubert, ‘Training of Teachers for Rural / Multi-grade Schools in SA’.
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Managing teaching and learning in South African schools - Bush, Tony; Joubert, Rika; Kiggundu, Edith; Rooyen, Jean van (International Journal of Educational Development, 2010)
This paper examines the significance of leadership and management in enhancing classroom practice and improving learner outcomes in two provinces of South Africa. It is increasingly recognised, internationally and in South Africa, that managing teaching and learning is one of the most important activities for principals and other school leaders. Managing teaching and learning is one of the core modules in South Africa's new national qualification for school principals. Drawing on case studies of eight schools, mostly in disadvantaged contexts, the paper shows that managing teaching and learning are often inadequate, and largely fails to compensate for the social and educational problems facing learners and their communities.
openalex: W2111490617 mag: 2111490617
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How Can Better Mobility Make African Cities More Inclusive - Candiracci, Sara (Public transport international, 2010)
Africa has the fastest rate of urbanization in the world, and over 70% of this urban population lives in slums. Since mobility is fundamental for the functioning of a city and is a precondition for enhancing economic opportunity and the well-being of all urban residents, authorities must undertake the challenge of making cities more inclusive by making basic infrastructure and services available to all. Provision of adequate, efficient and safe transportation infrastructure and service is constrained by financial, institutional, environmental and political factors. The central challenge for cities is to devise strategies that increase mobility for a broad segment of the population at an affordable price without negatively impacting the environment. To meet this challenge, urban space must be designed to allow different transportation modes to operate and cater to different needs and financial situations. A competitive market environment is needed, but regulation should be implemented to ensure safety and a fair allocation of road space. Travel by private automobile should be discouraged, and bus rapid transit should be established to both improve mobility and to serve as a symbol that public transportation has priority over private transportation. Better collaboration between national and local governments, nongovernmental organizations, industry and consumers should be established within a framework of joint but differentiated responsibilities. Although implementing these ideas will requires substantial financial and institutional resources, progress must be made soon since the demand for increased mobility and social inclusion is already present.
openalex: W1553198714 mag: 1553198714
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Exploring factors affecting perfomance of bachelor of education (educational administration, planning and policy studies) students in educational statistics: case study of Zimbabwe Open University, Mashonaland West Region - Chinamasa, Emmanuel (Zimbabwe Journal of Educational Research, 2010)
A ZJER study aimed at investigating the causes that affected students to fail Educational Statistics using Zimbabwe Open University students, from Mash West Province, as a case study.
openalex: W1484981278 mag: 1484981278
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Challenges of training and delivery of pediatric surgical services in Africa - Chirdan, Lohfa B.; Ameh, Emmanuel A.; Abantanga, Francis A.; Sidler, Daniel; Elhalaby, Essam A. (Journal of Pediatric Surgery, 2010)
The practice of pediatric surgery in Africa presents multiple challenges. This report presents an overview of problems encountered in the training of pediatric surgeons as well as the delivery of pediatric surgical services in Africa.A returned structured self-administered questionnaire sent to pediatric surgeons practicing in Africa was reviewed and analyzed using SPSS version 11.5 (SPSS, Chicago, IL).Forty-nine (57%) of 86 questionnaires were returned from 8 countries. Great variability in the requirements and training of pediatric surgeons, even within the same country, was found. Many surgical colleges are responsible for standardization and board certification of pediatric surgeons across Africa. There were 6 (12%) centers that train middle level manpower. Twenty-six (53%) participants have 1 to 2 trainees, whereas 22 (45%) have irregular or no trainee. A pediatric surgical trainee needs 2 to 4 (median, 2) years of training in general surgery to be accepted for training in pediatric surgery, and it takes a trainee between 2 to 4 (median, 3) years to complete training as a pediatric surgeon in the countries surveyed. The number of pediatric surgeons per million populations is lowest in Malawi (0.06) and highest in Egypt (1.5). Problems facing adequate delivery of pediatric surgical services enumerated by participants included poor facilities, lack of support laboratory facilities, shortage of manpower, late presentation, and poverty.The training of pediatric surgical manpower in some African countries revealed great variability in training with multiple challenges. Delivery of pediatric surgical services in Africa presents problems like severe manpower shortage, high pediatric surgeon workload, and poor facilities. Standardization of pediatric surgery training across the continent is advocated, and the problems of delivery of pediatric surgical services need to be addressed urgently, not only by health care planners in Africa but by the international community and donor agencies, if the African child is to have access to essential pediatric surgical services like his or her counterpart in other developed parts of the world.
openalex: W1991624411 mag: 1991624411
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Discourse practices of mathematics teacher educators in initial teacher training colleges in Malawi. - Chitera, Nancy (2010)
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Laparoscopic Cholecystectomy at the Korle Bu Teaching Hospital, Accra, Ghana - Clegg-Lamptey, J.N.A.; Amponsah, G. (2010)
openalex: W2954353482 mag: 2954353482
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The process of lesson study as a strategy for the development of teaching in primary schools : a case study in the Western Cape Province, South Africa - Coe, Karen (2010)
openalex: W67821775 mag: 67821775
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Learning about a New Technology: Pineapple in Ghana - Conley, Timothy G.; Udry, Christopher (The American Economic Review, 2010)
This paper investigates the role of social learning in the diffusion of a new agricultural technology in Ghana. We use unique data on farmers' communication patterns to define each individual's information neighborhood. Conditional on many potentially confounding variables, we find evidence that farmers adjust their inputs to align with those of their information neighbors who were surprisingly successful in previous periods. The relationship of these input adjustments to experience further indicates the presence of social learning. In addition, applying the same method to input choices for another crop, of known technology, correctly indicates an absence of social learning effects. (JEL D83, O13, O33, Q16)
openalex: W2005029869 mag: 2005029869
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Learning about a New Technology: Pineapple in Ghana - Conley, Timothy G.; Udry, Christopher (The American Economic Review, 2010)
This paper investigates the role of social learning in the diffusion of a new agricultural technology in Ghana. We use unique data on farmers' communication patterns to define each individual's information neighborhood. Conditional on many potentially confounding variables, we find evidence that farmers adjust their inputs to align with those of their information neighbors who were surprisingly successful in previous periods. The relationship of these input adjustments to experience further indicates the presence of social learning. In addition, applying the same method to input choices for another crop, of known technology, correctly indicates an absence of social learning effects. (JEL D83, O13, O33, Q16)
openalex: W2005029869 mag: 2005029869
Keywords: openalex:import; openalex:yes

Musical tastes of secondary school students' with different cultural backgrounds: A study in the spanish north african city of Melilla - Cremades, Roberto; Quiles, Oswaldo Lorenzo; Herrera, Lucíaa (Musicae Scientiae, 2010)
The purpose of this study is to analyze the musical tastes of secondayr school students in terms of cultural origin, in the Spanish city of Melilla, a North African enclave bordered by Morocco and characterized by its cultural diversity. The study also examines the musical environment of the students since, as different studies have shown (Frith, 2004; Hargreaves, Marshall & North, 2003; Lundquist, 2002; Pitts, 2007), there is no direct relationship between music studied formally in school and the music listened to in daily life. Some 667 students from first to fourth year in compulsory secondary education level (334 females and 323 males), between the ages of 12 and 16 participated, of which 55.9% were of Berber origin, 39.1% of European origin, and 4.9% of mixed origin. The results that were derived from the Questionnaire on Preferences of Musical Styles prepared by Lorenzo, Herrera & Cremades (2008) reflect that the musical tastes of students are oriented towards popular music (Reggaeton, Pop, Hip-Hop or Rap, amongst others) and, on the other hand, they differ according to the cultural group of origin. These musical preferences are clearly influenced by several agents of socialization that are part of informal education (principally peer groups, TV, radio, and the Internet), that shape the cultural and musical consumption habits of young people. Finally, a number of proposals are made for the integration of formal and informal musical education.
openalex: W2076673411 mag: 2076673411
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Automatic InSAR Systematic Processing and Web Based Tool for Efficient Data Mining: Application to Volcano Monitoring in Africa - d’Oreye, Nicolas; Celli, Gilles (ESA Special Publication, 2010)
openalex: W3134989457 mag: 3134989457
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Effects of education on poverty: evidence from Senegal - Diawara, Barassou (経済論究, 2010)
openalex: W584579138 mag: 584579138
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Implementing a multi-faith Religious Education curriculum in Botswana junior secondary schools - Dinama, Baamphatlha (Perspectives in Education, 2010)
I explore the ways in which RE teachers understand and implement a multi-faith Religious Education curriculum in Botswana junior secondary schools. The multi-faith RE curriculum came about as a result of an educational policy change in 1994. The study is based on case studies and draws its data from classroom observations, interviews and documents such as the RE teaching syllabus, and the schemes of work. In highlighting the teachers' understanding and classroom practices, I adopted the concept of the teachers' professional knowledge landscape. When the multi-faith RE curriculum was introduced in Botswana, there were two groups of teachers, those who taught the multi-faith curriculum and those who taught both the single faith and the multi-faith Religious Education. Five themes emerged from the data, namely: pedagogical and content knowledge, assessment, mentoring, and collaboration. I conclude that there are no marked differences between these two groups of teachers in terms of their understanding of the curriculum and their classroom practices.
openalex: W1531028619 mag: 1531028619
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Development of a crop model to examine crop management and climate change in Senegal - Dodds, Paul E. (2010)
Frequent droughts and sub-optimal crop management have been identified as the principal constraints on agricultural intensifcation in the Sahel. A new model, the Crop Model for Sahelian Adaptation Studies (CROMSAS), was developed to examine the influence of climatic variability, climate change and crop management strategies on millet yields. To improve the simulation of environmental stresses, several original features were implemented including a new leaf expansion methodology, semi-independent tillers, stress-dependent partitioning, and intercropping. CROMSAS was designed in a structured, accessible way to facilitate the use of the model by other researchers who want to examine climate change impacts in Africa. The influences of rainfall and crop management decisions over the period 1950{}2009 were assessed for six locations in Senegal with average rainfall from 200mm to 1200 mm. Poor rainfall severely restricted yields in the north of the country in most years while having little impact in the more humid south. In the highly-populated groundnut basin, rainfall variability reduced the effectiveness and hence the profitability of fertiliser application. Current planting densities were found to lie within the optimal range but higher grain yields could have been produced, with lower risk of crop failure, by delaying planting by 2-3 weeks. The benefits of adapting crop management strategies according to the conditions in previous years were assessed. Using a fixed long-term strategy produced higher long-term yields and profits, at lower risk of crop failure, than frequently changing strategies. Projections from three GCMs for the period 2000-2100 were converted to daily weather data using a novel methodology and used to examine the impact of climate change on millet cultivation across Senegal. Grain yields were projected to be relatively unchanged for the SRES A2 and B1 scenarios, with losses due to temperature increases and higher vapour pressure deficits being balanced by CO2 fertilisation.
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An exploration of the relationship between language attitudes and ideologies in a study of Francophone students of English in Cameroon - Dyers, Charlyn; Abongdia, Jane-Francis Afungmeyu (Journal of Multilingual and Multicultural Development, 2010)
Abstract What are the similarities and differences between the concepts ‘language attitudes’ (LAs) and ‘language ideologies’ (LIs)? The need to answer this question arose from a study done by Abongdia in Cameroon with Francophone high school students of English to determine their attitudes towards English as well as their motivation for learning the language. The study revealed much deeper ideological positions towards English and the Anglophone community in Cameroon than what could be meaningfully captured by existing theories of attitudes and motivation. Consequently, the findings were assessed using studies on LIs by linguistic anthropologists like Kroskrity, Milroy and Haviland as theoretical framework, after an attempt to clarify the areas of similarity and difference in studies on LAs and LIs. After the presentation of the theoretical framework, this article discusses the LIs of the Francophone students against the background of the sociopolitical and historical factors that have led to these ‘constructed assessments’.
openalex: W2058116631 mag: 2058116631
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Knowledge and Beliefs about HIV/AIDS among Male and Female Students of Nigerian Universities - Ebeniro, Chioma Daisy (DOAJ (DOAJ: Directory of Open Access Journals), 2010)
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Khat, driver impairment and road traffic injuries: a view from Ethiopia - Eckersley, William; Salmon, Ruth W.; Mulugeta, Gebru (Bulletin of The World Health Organization, 2010)
This article comments on the problem of driver impairment due to khat and the resulting road traffic injuries in Ethiopia. The authors maintain that research into traffic accidents has been dominated by issues of concern to high-income countries while issues of primary concern to developing countries have been neglected. One of these is the stimulant effect of the leaf khat (Catha edulis, also spelled qat or kat), commonly chewed by drivers in Ethiopia and other countries in eastern Africa and the Arabian peninsula. The authors first review the traffic and safety statistics from Ethiopia, which has some of the most dangerous roads in the world. Although there is no equipment available to law enforcement officers to measure drug use, both police and government officials as well as the general public believe khat use is a major cause of driver error and crashes. Khat is a stimulant and its regular use as been integral to social life in Ethiopia. The use of khat initially leads to euphoria, feelings of alertness and excitability, typically followed by irritability and insomnia and, later, lethargy. The authors review the legalities of growing and using khat in Ethiopia; the inclusion of khat use under a little-enforced law regarding driving under the influence of mind-affecting drugs; how Ethiopia can learn from the international experience of dealing with driving under the influence (DUI) problems; and the need for more road safety research, particularly regarding khat-related impairment. The authors suggest that khat-related impairment could be an overlooked contributor to the extraordinarily high traffic crash and fatality rates in Ethiopia and other countries in eastern Africa. They call for research in three areas that could be used to support effective policy responses: which drivers chew khat; when, and under what circumstances, they chew it; and the beliefs that drivers have about the effects of khat on their driving ability.
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Characteristics of hearing impairment in Yemeni children with chronic suppurative otitis media: A case–control study - Elemraid, Mohamed A; Brabin, Bernard; Fraser, William D.; Harper, Gregory; Faragher, Brian; Atef, Zayed; Al-Aghbari, Nasher; Mackenzie, Ian C. (International Journal of Pediatric Otorhinolaryngology, 2010)
Chronic suppurative otitis media (CSOM) is a serious disorder particularly in low resource settings. It can lead to disabling hearing impairment and sometimes life-threatening infective complications.The aim of the present study was to describe the characteristics of hearing impairment associated with CSOM in Yemeni children.A case-control study of 75 children with CSOM and 74 healthy controls. Hearing was assessed by behavioural testing and audiometry.Cases had lower academic performance than controls (OR 15.31, 95% CI 1.99-322.14, p<0.001). Disabling hearing impairment >30 dB was present in 51.5% (right ear) and 66.7% (left ear) of children with CSOM.Disabling hearing impairment was identified as a major health problem in these Yemeni children with CSOM. There is a need for investment to reduce the burden of CSOM and its complications in these communities. Greater attention to the chronic disabling effects of CSOM in children is required in poor communities and low resource settings.
openalex: W2058012083 mag: 2058012083
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Profile of diabetic ketoacidosis at a teaching hospital in Benghazi, Libyan Arab Jamahiriya - Elmehdawi, Rafik; Elmagerhei, H. M. (Eastern Mediterranean Health Journal, 2010)
This study describes the profile of 100 cases of diabetic ketoacidosis (DKA) at a teaching hospital in 1 Benghazi, Libyan Arab Jamahiriya. DKA was more frequent in young women with type 1 diabetes and mostly due to preventable causes, e.g., disrupted insulin treatment and/or infection. DKA also occurred in type 2 diabetics, with a higher mortality rate, as they were older patients with co-morbidity. Polyurea, fatigue, abdominal pain and vomiting were the most common clinical features, while coma was rarer. A high number of cases were first presentations of type 1 diabetes; hence this diagnosis should be considered in all patients with acute abdomen or decreased level of consciousness. The reasons for high mortality rate in this study (10%) were multifactorial.
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Students’ Personal Variables as Correlates of Academic Achievement in English as a Second Language in Nigeria - Fakeye, David O. (Journal of Social Sciences, 2010)
The study was designed to find out the relationship between students personal variables such attitude andacademic ability and their achievement in English Language: Four Research Questions were generated for the Study inLagos State. The instruments used were Questionnaire on Students’ Attitude to English (QSAE) and Students’ AcademicAbility Test (SAAT), four hundred 400) senior Secondary II (SSII) Students randomly selected from five (5) secondaryschools were involved in the study. A correlational Analysis was run on the variables and their annual scores in Englishand t-test calculated. The result of the study showed that there was a positive relationship between Students’ Attitudeand their academic achievement in English Language. It also showed significant difference in the academic ability ofmale and female students with male students having higher academic ability mean scores. Based on the findings of theresearch, recommendations were made that teachers, should evolve effective teaching and learning strategies todevelop students positive attitude to English Language; school administrators should encourage regular attendance ofEnglish Language teachers at seminars and workshops to keep them abreast of innovation in the teaching of thesubject that can improve students attitude; parents should create conducive home environments for their children toimprove their attitudes to English Language; and that teachers of English should consider varying academic ability oflearners when planing instructional programmes for them.
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Substance Use and Psychosocial Predictors of High School Dropout in Cape Town, South Africa - Flisher, Alan J.; Townsend, Loraine; Chikobvu, Perpetual; Lombard, Carl; King, Gary (Journal of Research on Adolescence, 2010)
The aims of this study were to examine whether use of tobacco, alcohol, and illicit drugs predicts dropout among secondary school students in Cape Town, South Africa. A self-report instrument was administered to 1,470 Grade 8 students. The proportion of students that dropped out of school between the onset of the study and 4 years later was 54.9%. After adjusting for a range of confounders, dropout was significantly predicted by absenteeism, poverty (as assessed by a possession index), and past month cigarette use, but not by past month alcohol use and lifetime illicit drug use. Contrary to findings from developed countries, alcohol and illicit drug use did not predict dropout. It is possible that predictors of dropout documented elsewhere may not be pertinent in developing countries.
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Physiology teaching and learning experience in a new modular curriculum at the National University of Rwanda - Gahutu, Jean Bosco (Advances in physiology education, 2010)
In the present article, I report on my experience in teaching and learning physiology in the first year of a new modular curriculum at the Faculty of Medicine of the National University of Rwanda. With self-reported questionnaires, I collected learning experience perceptions from 112 students who attended the module of physiology in 2008. The results showed satisfaction with active learning methods but complaints about the limited contact hours allocated to classroom lectures and practical classes. Student-centered learning was handicapped by the limited computer and internet access for students and by the limited number of textbooks in the library. In conclusion, the new teaching and learning style was appreciated by the students, but problems related to limited human and material resources need to be solved.
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African Education Challenges and Policy Responses: Evaluation of the Effectiveness of the African Development Bank's Assistance* - Gakusi, Albert‐Enéas (African Development Review, 2010)
Abstract : From marginal access to school before 1960, African modern education systems expanded steadily during the 1960s and 1970s, prompted by high priority given to education. The 1980s experienced stagnation and decline due to a drastic decrease in education financing further to the balance of payment and budget deficits, and the ensuing structural adjustment programmes. Since 1990, there have been intensified efforts to reverse the trend through national and international efforts. The African education sector continues to face serious challenges of low and inequitable access to education, irrelevant curriculum and poor learning outcomes, inadequate political commitment and financing, weak education system capacity, and weak link with the world of work. Drawing on relevant documents and data, the paper discusses briefly those challenges and the education policy measures taken to address them. It also assesses to what extent the Bank response was relevant and effective in addressing the African education challenges. While progress has been made in bringing more children to schools, the results in terms of quantity and quality have been far from the targets, particularly in sub‐Saharan Africa. The paper concludes with a call for a greater effort to keep the promise for education for all and for quality education. This may require an invitation for a new forum on education to take stock and try again more realistic policies and better defined means to effectively implement them. The forum's resolutions should not be limited to the primary education but consider the education sector as a whole in the context of a globalized economy and labor market.
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Learners' attitudes to standard vs non-standard South African English accents of their teachers - Galanakis, Linda (2010)
This study is interested in the relationship between accent and hearers’ perception of the speaker. It investigates the kinds of stereotypes related to phonological features of the speaker’s language. Specifically this thesis focused on the perceptions that high school girls have of their Mathematics teachers who speak English with a non-standard accent. The general aims of the study were to establish whether high school girls perceived non-standard English speaking Mathematics teachers negatively and, if so, whether this perception changed as the girls mature. Twenty-seven Grade 8 learners and 14 Grade 12 learners from a private English-medium school in the Gauteng Province of South Africa participated in this study. The school attracts learners from the affluent socio-economic group, and the majority of the learners are white (76.8%) and first language speakers of English (86%). These participants completed questionnaires using the matched-guise technique (Lambert, Hodgson, Gardner and Fillenbaum 1960) to determine their perceptions of six accents. Five speakers were recorded reading the same Mathematics lesson in English. One reader read the same passage twice, using a so-called Standard South African English accent for one recording and a second language accent of an isiZulu mother tongue speaker for the second recording. The results of this investigation indicate that high school girls are inclined to stereotype teachers according to the teachers’ accents. Some of the characteristics attributed to the non-standard English speaking teachers were positive, but generally learners held a negative perception of such teachers. There was very little change in this perception from Grade 8 to Grade 12. Of particular importance in the National Curriculum Statement for Grades 10 to 12 is that learners emerge from this phase of their schooling being “sensitive to issues of diversity such as poverty, inequality, race, gender, language, age, disability and other factors” (www.sabceducation.co.za/). The school where the research was conducted has addressed diversity in numerous ways in an attempt to prepare the learners for life in multilingual and multicultural South Africa. That the Grade 12 learners in this study, whether first language speakers of English or not, still display accent prejudice suggests that the life skills objectives are not adequately met and that this form of prejudice needs to be addressed in more creative ways.
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Vygotsky's co-construction principles: bright children as teachers in Zimbabwean infant schools - Gatsi, Roswitta; Dyanda, Chipo (Zimbabwe Journal of Educational Research, 2010)
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In His Name: Rigor and Relevance in Research on African American Males in Education - Harper, Shaun R. (Journal of African American Males in Education, 2010)
The launch of the Journal of African American Males in Educationis significant for several reasons, not the least of which is that it offers an intellectual venue for the engagement of critical issues concerning a population that is continually underserved by the majority of American schools, colleges, and universities. I am honored to have been invited to serve on the JAAME advisory board and author this preface for the inaugural issue. Indeed, J. Luke Wood, T. Kenyatta Jones, and their editorial leadership team should be saluted for responding purposefully to the need for evidence-based change on behalf of African American boys and men in education. Particularly praiseworthy is the vision that compelled their creation of this journal as well as the time and effort required to solicit cutting-edge manuscripts, recruit an all-star advisory board, and manage the technical delivery of a high-quality publication. I read and publish in several academic journals –as I see it, none are presently more important than JAAME.
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Performance of newly implemented Environmental Management Systems in primary schools in South Africa - Hens, Luc; Wiedemann, Torsten; Raath, Schalk; Stone, Riana; Renders, Paul; Craenhals, Eric (Journal of Environmental Management, 2010)
Quantitative results from Environmental Management Systems (EMS) at primary schools have rarely been examined in literature. This paper presents the monitoring results of environmental care in 39 primary schools in Northern South Africa. During 2 years, after the EMS was implemented in the curriculum and in the school's management, the progress of environmental performances of the participating schools has been measured, by means of detailed questionnaires, related to four environmental aspects: water, waste, energy and greening. At the beginning of the project, 50% of the schools performed well on water-related environmental actions. Two years later it was 76%. For waste-related activities the improvement was even stronger: from 50% to 100%. The environmental performances of the schools improved also for greening-related actions, from 50% at the start of the project to 64% two years later. Only energy-related activities did not improve significantly with only 24% of all schools performing well at the end of the survey period. In general, the introduction of an EMS succeeded in an improvement of the overall environmental performances of the schools, but cost-intensive activities were less successful than others.
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Examples in South African school dictionaries : from theory to practice - Hiles, Lorna (2010)
openalex: W350114782 mag: 350114782
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The social inclusion of learners with visual impairment in a mainstream secondary school in Namibia - Human, Lizl (2010)
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Linking grapevine row orientation to a changing climate in South Africa - Hunter, J.J.; Volschenk, C.G.; Bonnardot, Valérie (HAL (Le Centre pour la Communication Scientifique Directe), 2010)
openalex: W2604141351 mag: 2604141351
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Duration of Labour with Spontaneous Onset at the University of Ilorin Teaching Hospital, Ilorin, Nigeria - Ijaiya, Munirdeen A; Adesina, KT; Raji, Hadijat Olaide; Aboyeji, Abiodun P.; Olatinwo, Abdulwaheed Olajide; Adeniran, Abiodun S; Adebara, Idowu; Isiaka-Lawal, Salamat (Research Journal of Medical Sciences, 2010)
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Electroconvulsive therapy: a comparison of knowledge and attitudes of student nurses and staff mental health nurses at a psychiatric hospital in Nigeria - James, Bawo Onesirosan; Lawani, Ambrose O; Omoaregba, Joyce Ohiole; Isa, Ehimwenma W (Journal of Psychiatric and Mental Health Nursing, 2010)
Electroconvulsive therapy (ECT) is effective in the treatment of some psychiatric disorders. Among other reasons, service users may refuse ECT when indicated due to myth and little or lack of knowledge about the procedure. The knowledge of and attitude towards ECT among nurses may reflect on patients and influence treatment choice. Previous studies, conducted in developed countries have explored knowledge and attitudes towards ECT among nurses, but none have been conducted in this part of the world. The following article compares the knowledge of and attitude towards ECT among student and staff mental health nurses at a psychiatric hospital in Nigeria. A cross sectional survey of 135 student nurses and staff mental health nurses showed that knowledge and attitude scores were more positive among staff mental health nurses compared with student mental health nurses. Additional years of experience correlated with better knowledge and positive attitudes among staff mental health nurses. Overall, the majority of the respondents felt that ECT was beneficial to patients, was overused and required guidelines for its practice in this country.
openalex: W2007463145 mag: 2007463145
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Response of the mesozooplankton community of the St Lucia estuary, South Africa, to a mouth-opening event during an extended drought - Jerling, H.L.; Vivier, L; Cyrus, D. P. (Estuarine, Coastal and Shelf Science, 2010)
Mesozooplankton samples were collected between March 2005 and November 2008 in St Lucia, the largest estuarine lake system in South Africa. St Lucia experienced an extended period of drought before and during the present study. This drought led to natural closing of the estuary mouth as a result of flood-tide marine sediment deposition in 2002. In March 2007 the mouth was washed open by exceptionally high tidal and wave conditions. This resulted in an influx of a large volume of seawater. The mouth closed again in August 2007. Before opening of the mouth salinities in the Estuary were below 10 and large parts of North Lake dried up while South Lake retained a relatively stable waterbody with salinities between 10 and 30. When the mouth opened seawater flooded the system and salinities changed to about 35. After the mouth had closed again in August 2007 salinities increased in the lakes and decreased in the Estuary. The mesozooplankton community was dominated by copepods during all sampling sessions, especially by the estuarine calanoids Pseudodiaptomus stuhlmanni and Acartia natalensis. Mean mesozooplankton densities were significantly higher in South Lake before the mouth opened in March 2007. While zooplankton density decreased when the mouth opened species richness increased with the influx of coastal marine species, especially in the Estuary. Overall zooplankton densities declined progressively as salinity increased to hypersaline levels after mouth closure. Multivariate analyses supported significant differences between the lakes and the Estuary in terms of mesozooplankton community composition. Taxa mostly responsible for the similarities within and dissimilarity between sections of the system were the copepods P. stuhlmanni and A. natalensis with the meroplankton, crab zoeae and mollusc larvae, also contributing significantly after the mouth-opening event.
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Towards Knowledge Based Economies - the contribution of open distance learning strategies in addressing equity and inclusiveness issues in small states like Mauritius - Jheengut, Jheengut (DOAJ (DOAJ: Directory of Open Access Journals), 2010)
Equity and inclusion in education are increasingly being acknowledged as critical issues for national development. This is reflected in conventions and commitments taken by various governments and impacts on the achievement of the UN Millennium Development Goals as well as the UNESCO Education for All Goal. This paper attempts to define equity and inclusion in education and discusses its importance for national development. The purpose of education and inclusion in education systems is to advance the cause of social justice and equity. Achieving equity and inclusion in education is a human rights issue and is a real challenge for many countries. What are the barriers or causes of inequity and exclusion? These are quite complex, the barriers being multidimensional and there is no “one size fits all” solution. Addressing the issue of equity and inclusion in education has political, social, economic, technological and cultural implications. How do we achieve this goal for every child? It is both an opportunity and a duty. One of the proposed strategies in this paper will be to adopt and integrate open and distance learning (ODL) in the mainstream of the education and training system. Some of the challenges facing small states are also highlighted. Properly designed and managed ODL can increase access and contribute towards achieving equity and inclusion in education – when combined with the relevant enabling environment.
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Aid to Africa: What can the EU and China Learn from Each Other? - Jin, Ling (2010)
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Containing the Somali insurgency: Learning from the British experience in Somaliland - Katagiri, Nori (African Security Review, 2010)
Abstract The international community has struggled to fi nd ways to mitigate the crisis in Somalia today. Research fi nds that British experiences in Somaliland at the turn of the 20th century provide a useful historical lesson. Highlighting some of the most important factors of the Anglo-Somali war of 1899–1920, the author draws four major lessons and applies them to the current war in Somalia. Specifi cally, the international community should provide suffi cient armed forces, enforce effective arms control measures, and make adequate commitment to stabilising the combat zone. More importantly, ways should be found of curbing the evolution of insurgency into a more potent violent group.
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Gender-specific oral health attitudes and behaviour among dental students in Palestine - Kateeb, Elham (Eastern Mediterranean Health Journal, 2010)
This study assessed gender differences in oral health knowledge, attitude and behaviour among undergraduate dental students in Palestine. Students aged 18-22 years at Al Quds University (n=260) completed the English version of the Hiroshima University-Dental Behavioral Inventory. Females had more positive dental health attitudes and behaviours (making regular visits the dentist, being more educated about professional toothbrushing and taking more care with brushing their teeth). Half the students of both sexes thought they could not avoid having false teeth when they were old. Some aspects of oral health behaviour and attitudes were different between males and females, but in other aspects professional training may have compensated for these differences.
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Evaluation of US Training for the Past 6 Years at ECUREI, the World Federation for Ultrasound in Medicine and Biology (WFUMB) Centre of Excellence, Kampala, Uganda - Kawooya, Michael; Goldberg, Barry B.; Groot, Wilma De; Matovu, Peter Dungu; Malwadde, Elsie Kiguli; Baltarowich, Oksana H. (Academic Radiology, 2010)
The objectives of this article are: To explore the impact of the Radiological Society of North America-sponsored "Teach the Teachers" training course and other capacity building interventions (CBIs) on Uganda's ultrasound (US) training capacity; compare performance of students undertaking a modular diploma ultrasound course to the non-modular; and compare performance among various health cadres undertaking US training.The impact of the "Teach the Teachers" training course and other capacity building interventions were evaluated through analysis of the planning, implementation, sustainability, and output of the training center. Comparison of students' performance in the modular and non-modular diploma courses was by a retrospective cohort methodology using odds ratios. Comparison of performance was by analyzing their mean test scores using a paired Student t-test.To date, 306 students from nine African countries have successfully completed the US diploma training. Fifty (16%) are non-Ugandans. The non-modular cohort has performed better than the modular (OR = 3.2) in the final written examination. The mean test scores for the final written examinations were: 73.4%, 71.9%, 61.2%, and 57% for the doctors, radiographers, assistant physicians, and nurses/midwives, respectively.The Radiological Society of North America-sponsored "Teach the Teacher's course in US" together with other capacity building interventions have led to an established center of excellence for US training in Uganda.
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Should traditional medicine and traditional religion be included in the school curriculum in Zimbabwe - Kazembe, Takawira (2010)
A study on whether the Zimbabwe school curriculum should include traditional medical and religious practices of the indigenous people.
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The Tanzania HIV/AIDS Nursing Education (THANE) Preservice Curriculum - Kohi, Thecla W.; Portillo, Carmen J.; Safe, Joyce; Okonsky, Jennifer; Nilsson, Annelie; Holzemer, William L. (Journal of the Association of Nurses in AIDS Care, 2010)
The Schools of Nursing at Muhimbili University of Health and Allied Sciences and the University of California, San Francisco (UCSF) have been collaborating on a twinning partnership to develop an HIV nursing education preservice curriculum. The Tanzania HIV/AIDS Nursing Education (THANE) project was designed to increase the HIV education capacity of Tanzanian nursing schools by strengthening the knowledge and skills of the nurse educators. The THANE project includes three components: (a) development of 12 curriculum modules, (b) training of trainers, and (c) roll-out to all nurse educators in the eight zones of Tanzania and Zanzibar. The evaluation plan focuses on three main areas: (a) HIV knowledge, confidence in teaching, and thoughts about HIV, (b) participant satisfaction with the workshops, and (c) monitoring educators to assess implementation and dissemination of the THANE curriculum into existing curricula. To date, 300 nurse educators have been trained.
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Identifying Sensitive Issues in Education in Limpopo Province, South Africa. - Kutame, Azwidohwi Philip; Mulaudzi, Muofhe Peter (Perspectives in Education, 2010)
Researchers in the social sciences generally encounter problems in getting information when dealing with topics that are regarded as sensitive in school management. Principals regard certain issues as sensitive, and find it difficult to discuss them with researchers. We report on an investigation into such sensitive issues in Limpopo province, South Africa, as well as the reasons why principals regard them as sensitive. Interviews with 12 individual principals were conducted to gain an understanding of issues that they regard as sensitive. A 33-item self-report questionnaire was administered to 180 principals drawn from 272 secondary schools. Results reveal a range of issues regarded as sensitive to report on that pervade the management of schools. Principals have reported on the various reasons why they regard each of the aspects as sensitive, thereby making it difficult for them to provide the required information. Analysis of the different sensitive issues shows that certain biographical characteristics are significant mediators in principals' perceptions of sensitive issues in school management. When researchers wish to elicit information on the issues identified in this study, they should consider methodological issues that may influence the investigation so that understanding and giving voice and visibility is not jeopardized.
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African American Male Discipline Patterns and School District Responses Resulting Impact on Academic Achievement: Implications for Urban Educators and Policy Makers - Lewis, Chance W.; Butler, Bettie Ray; Bonner, Fred A.; Joubert, Marcus D. (DOAJ (DOAJ: Directory of Open Access Journals), 2010)
This study, utilizing a sample of more than 3,500 African American males in a Midwestern urban school district, investigates the discipline patterns of African American males and school district responses that impact their academic achievement on state standardized tests. To fulfill the goals of this study, we have four interrelated objectives: (1) to investigate all documented behavior occurrences of African American males in comparison to their peers during the 2005-2006 academic school year; (2) to detail the discipline responses recommended by the school district for these offenses; (3) to calculate the total amount of class time missed as a result of school district prescribed resolutions; and (4) to provide a connection to performance on standardized test reporting for the larger African American student population in this urban school district. As a result of the findings of this study, recommendations will be made for educators and policy makers to improve the discipline patterns and academic performance of African American males.
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Farmer field school-IPM impacts on urban and peri-urban vegetable producers in Cotonou, Benin - Lund, T.; Sæthre, May‐Guri; Nyborg, Ingrid; Coulibaly, Ousmane; Rahman, Mohammad Ataur (International Journal of Tropical Insect Science, 2010)
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Delineating structural and ethical shades of sports administration in Zimbabwe: a case Study of Mashonaland Central's rural schools. - Mangena, Fainos (Zimbabwe Journal of Educational Research, 2010)
Journal Article,In this article I investigate the role of sports administration in the development of talent in rural Zimbabwe and the ethical challenges therein. I defend the thesis that sports administration is a key component of sport development in any country as sport is a source of livelihood for many people in both developing and developed economies. Sport also unifies people by breaking social (artificial) barriers caused by race, gender ethnicity and class which continue to divide people especially in contemporary Africa. This topic is important in that it advances new knowledge about the nature of sport administration among disadvantaged groups in third world countries. I concentrate on football and athletics as these appear to me, to be easier to administer especially in poor rural areas and I chose Mashonaland Central Province as a case study based on my personal experiences as a former high school teacher and sports master in the province.,University of Zimbabwe
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Editorial : Reflecting on 16 years of freedom in South African education - from hopeless to hopeful? - Maree, J.G. (2010)
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Reflecting on 16 years of freedom in South African education - from hopeless to hopeful? : : editorial - Maree, Jacobus G. (Perspectives in Education, 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 fruits of hard work and dedication, together, they provide an imposing collection of perspectives on important issues in the 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.
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Comparing Disability Prototypes in the United States and Kenya - Martz, Erin; Daniel, Samantha (Journal of applied rehabilitation counseling, 2010)
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School principals' experiences of the decentralisation policy in Zimbabwe - Masuku, Elisa (2010)
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Videos Bridging Asia and Africa: Overcoming Cultural and Institutional Barriers in Technology-Mediated Rural Learning - Mele, Paul Van; Wanvoeke, Jonas; Akakpo, Cyriaque; Dacko, Rosaline Maiga; Ceesay, Mustapha; Béavogui, Louis; Soumah, Malick; Anyang, Robert (The Journal of Agricultural Education and Extension, 2010)
Abstract Will African farmers watch and learn from videos featuring farmers in Bangladesh? Learning videos on rice seed management were made with rural women in Bangladesh. By using a new approach, called zooming-in, zooming-out, the videos were of regional relevance and locally appropriate. When the Africa Rice Center (AfricaRice) introduced them to Africa in 2005, many scientists and civil servants thought that the videos would be culturally inappropriate and hence irrelevant to African smallholder farmers. However, African farmers who watched the videos did not experience cultural barriers. In fact, they enjoyed seeing another part of the world where farmers faced similar problems as theirs, and were able to solve these problems by themselves. To promote wider uptake of the videos a key challenge was to overcome the institutional barriers. Public sector agencies especially had to be convinced that African smallholders appreciated Asian videos. By watching the videos with farmers and listening to their feedback, the skeptical scientists and service providers changed their minds. By 2009, the Bangladeshi rice seed videos had been translated into 20 African languages and so became national products. Videos made according to the zooming-in zooming-out approach can bring farmer-to-farmer extension to a higher level of social aggregation.
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Psychometric Properties of the Multidimensional Students’ Life Satisfaction Scale in Syrian Context - Michaeel, Amtanyos (Maǧallaẗ al-’ulūm al-tarbawiyyaẗ wa-al-nafsiyyaẗ (Print), 2010)
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Secondary teacher education in Malawi: Issues, challenges and new possibilities - Mtika, Peter (2010)
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Preferences of contexts for learning mathematics expressed by students in rural secondary school environments of Zimbabwe - Ndemo, Zakaria; Mtetwa, David. J. (Zimbabwe Journal of Educational Research, 2010)
A ZJER journal article on how students could be assisted to appreciate Mathematics, as an academic subject, in the rural areas of the Zimbabwe educational system.
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Key Dimensions of Effective Leadership for Change: A Focus on Township and Rural Schools in South Africa - Ngcobo, Thandi; Tikly, Leon (Educational Management Administration & Leadership, 2010)
The article identifies key dimensions of effective leadership for change in historically disadvantaged, township and rural schools in South Africa. It is based on original case study research in 13 schools in Kwa-Zulu Natal. Although the sample included mainly township and rural primary and secondary schools it also included a smaller sample of historically advantaged formerly White, Indian and ‘Coloured’ schools. All schools were selected on the basis of high academic achievement and success in implementing change. Effective leadership styles were found to be contingent on context. Rather than providing a fixed set of characteristics the dimensions provide a framework against which the nature of effective leadership in the sample schools is analysed and compared. It is argued that although many aspects of effective leadership are similar to those reported in the wider international literature, they assume a specific form and emphasis related to contexts of disadvantage in South Africa.
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Knowledge, attitudes and practices with respect to epilepsy among student nurses and laboratory assistants in the South West Region of Cameroon - Njamnshi, Alfred Kongnyu; Tabah, Earnest Njih; Bissek, Anne-Cécile Zoung-Kanyi; Yepnjio, Faustin N.; Angwafor, Samuel A.; Déma, Fidèle; Fonsah, Julius Y.; Tatah, Godwin Y.; Njih, Irine Ngani-Nformi; Njamnshi, Vera L.; Angwafo, Fru; Muna, W. F. T. (Epilepsy & behavior (Print), 2010)
Objective This study was designed as part of a series of studies mandated by the Cameroon Ministry of Public Health (National Epilepsy Control Program) to obtain new data for improvement of the epilepsy teaching program in schools training health personnel in the South West Region of Cameroon. Method A 12-item semistructured questionnaire was self-administered to 340 student nurses and laboratory assistants in five training schools for health personnel in the South West Region of Cameroon. Results All of them had heard about epilepsy, 86.5% knew someone with epilepsy, 88.5% had witnessed a seizure, but only 48.8% had read about epilepsy. About 33% and 52% would, respectively, object to their children associating with and marrying people with epilepsy (PWE). About 15.3% believed that epilepsy is a form of insanity, 10% thought epilepsy is contagious, 67.4% (P < 0.001) would recommend medical treatment for epilepsy, 22% would offer prayers only, and 6% would recommend traditional medicine. Independent predictors of attitudes were: acquaintance with someone with epilepsy, knowledge of the cause of epilepsy, the belief that epilepsy is contagious or is a form of insanity, being male, and being in the first year of studies. Conclusion The knowledge level in this student sample is high, but the relatively low proportion of respondents who have read about epilepsy suggests that the observed high level of awareness of epilepsy may be from knowledge gained in the community; thus, there exist knowledge gaps. Therefore, a teaching course on epilepsy needs to be introduced into the curriculum of these training schools as early as the first year of studies. The course content must take into account the belief and value systems of the community and address misconceptions about epilepsy.
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The Evaluation of an International Training Program on Early Childhood Education in Central and West Africa - Nonoyama‐Tarumi, Yuko; Hamano, Takashi (Proceedings : 格差センシティブな人間発達科学の創成=Science of human development for restructuring the "gap widening society", 2010)
Beginning in 2006, a three-week Japan International Cooperation Agency (JICA) training program entitled “Early Childhood Education for West and Central African Countries” has been conducted every year by Ochanomizu University, Tokyo, Japan. This study measures the outcome, whether or not the training program has reached its objective. The study assesses participants’ level of knowledge of each module (ECD, child-centered care, inequity, teacher development and training, and evaluation) and their attitudes towards applying their obtained knowledge to their individual countries. The participants in the 2009 program, which include 12 participants from five countries, were asked to fill in questionnaires at the end of the program. The study finds that the level of understanding, as well as the attitudes towards application, was in general high, with the highest score for child-centered care and the lowest score for the evaluation module. The study also indicates that although participants expect difficulty in applying their learned knowledge in their native countries, participants believe strongly in the importance of applying the knowledge of each module.
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Responses of phytoplankton upon exposure to a mixture of acid mine drainage and high levels of nutrient pollution in Lake Loskop, South Africa - Oberholster, Paul Johan; Myburgh, JG; Ashton, P. J.; Botha, Anna‐Maria (Ecotoxicology and Environmental Safety, 2010)
The relationships between water quality and the phytoplankton community within Lake Loskop were studied during the late summer and autumn of 2008 to evaluate the impacts of acid mine drainage and high nutrient concentrations. The higher concentrations of metal ions and sulphate had adverse effects on certain phytoplankton species in the inflowing riverine zone of Lake Loskop, in comparison to the reference site in the lacustrine zone of the lake, which was dominated by the larger and slower growing late summer species of Coelastrum reticulum Nägeli, Straurastrum anatinum Meyen ex Ralfs and Ceratium hirundinella Müller. The high nutrient concentrations (nitrogen: 17 mg l−1 and orthophosphate: 0.7 mg l−1) during the mid-summer peak of the rainy season were associated with the development of a bloom of the cyanobacterium Microcystis. Water quality data associated with the development of the Microcystis bloom suggest that the aquatic system of Lake Loskop has now entered an alternate, hypertrophic regime. This change overshadowed the adverse effects of high concentrations of heavy metal ions and low pH. Throughout this study, the reference site in the lacustrine zone of Lake Loskop had lower concentrations of metal ions and sulphate, and higher pH values. The response of phytoplankton bioassays on integrated water samples from the different sampling sites did provide potential answers to the reasons for the absence of the algal group Chlorophyceae in the phytoplankton community structure in the riverine zone of the lake.
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The Desire to Remain Awake at Night among Students of Tertiary Institutions in Lagos State, Nigeria: the Health Implications - Ojikutu, Rasheed (2010)
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Towards the Domestication of the Nigerian Primary School Curriculum - Okpil, Felix M.E. (The Social Sciences, 2010)
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ClasSoil Genesis in Volcanic Areas of the Jos Plateau, Nigeria.sification of soils planted with orange (citrus sinensis) and mango (mangifera indica) in the Nigerian guinea savanna - Olowolafe, E.A. (Nigerian Journal of Soil and Environmental Research, 2010)
The purpose of this study was to explain the genesis of soils formed in the volcanic areas of the Jos Plateau, Nigeria. Ten soil profile pits, representing the various landscape segments of a typical volcano and a lava plain, were dug, described and sampled for physical, chemical and mineralogical analyses. The results show early, moderate and advanced stages of soil development on the cones, upper / middle footslopes and toeslopes, respectively, indicating that soil maturity stage increases from the crest down to the toeslopes. Amorphous clay minerals are found in the young soils while kaolinite dominates the clay fraction in the mature ones. Similarly, soil pH, organic carbon, exchangeable bases and CEC decrease as soil maturity increases. The important soil forming processes in the study area include addition of organic matter, clay formation from hydrolytic weathering, soil structure formation, clay migration (eluviation and illuviation), acidification, loss of basic cations through leaching, gleying, ferralization and allitization. The major weathering process is that of hydrolytic weathering of the pyroclastic materials, including basaltic rocks, pumice, lava and ash. Soil erosion and aeolian sedimentation have affected the soils. Intensive weathering and leaching precluded the formation of 2:1 clay minerals. In the same vein, because of the effects of tropical climate the soils could not meet the requirements of Andisols.Key words: Soil genesis, Soil properties, Volcanic areas, Jos Plateau, Nigeria.
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The theological education by extension (T.E.E.) programme of the Anglican church of Kenya - Oriedo, Simon John (2010)
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Evaluation of the Use of Protein Electrophoresis of the African Catfish Clarias gariepinus (Burchell, 1822) for Biomonitoring Aquatic Pollution - Osman, Alaa G. M.; Al‐Awadhi, Rana; Harabawy, Ahmed S.A.; Mahmoud, Usama M. (Environmental Research Journal, 2010)
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A comparison of clinical and radiographic caries diagnosis on posterior teeth of children seen at a Nigerian teaching hospital. - Peng, Bo; Denloye, O O; Ajayi, Deborah Mojirade; Sote, E O (African journal of medicine and medical sciences, 2010)
Early detection and initiation of therapy for dental caries is the most effective means of ensuring resolution of the condition and its sequelae. The aim of this study was to compare the effectiveness of clinical and radiographic (using bitewing radiograph) methods of caries diagnosis in children. The subjects were 172 children within the age range of 5-12 years attending the Paedodontic Clinic of the University College Hospital for the first time. They were clinically examined for the presence of dental caries using the WHO criteria. Left and right bitewing radiographs were taken following the clinical examination to detect dental caries. Clinical examination found additional 4 occlusal caries (incipient caries) that were not diagnosed radiographically and radiographic examination revealed additional 20 approximal surface caries that were not evident clinically in deciduous teeth. In permanent teeth, 3 additional occlusal caries were diagnosed clinically while only one additional approximal caries was diagnosed radiographically. These observations revealed the additional diagnostic value of bitewing radiograph in the diagnosis of approximal caries in children and the importance of clinical examinations in diagnosis of early occlusal caries (incipient caries) which are difficult to see on dental radiographs. In view of these findings, the use of bitewing radiographs combined with careful clinical examination will be of great advantage in early detection of caries in children.
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Asynchronous and Synchronous e learning modes in African higher education: Impact on students’ satisfaction, collaboration and learning outcomes - Petegem, Wim Van; Chikasha, Samuel; Boullart, Luc; Valcke, Martin (2010)
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Time to Learn, Time to Act in Africa - PIRON, LAURE-HÉLÈNE (2010)
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Japanese language studies and language pedagogy in the UK’s Higher Education (and the School of Oriental and African Studies) - Pizziconi, Barbara (2010)
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South African Student Protest, 1968: Remembering the Mafeje Sit-in - Plaut, Martin (History Workshop Journal, 2010)
Journal Article South African Student Protest, 1968: Remembering the Mafeje Sit-in Get access Martin Plaut Martin Plaut Search for other works by this author on: Oxford Academic Google Scholar History Workshop Journal, Volume 69, Issue 1, Spring 2010, Pages 199–205, https://doi.org/10.1093/hwj/dbp035 Published: 23 March 2010
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Conflict and Cooperation in Market Spaces: Learning from the Operation of Local Networks of Civic Engagement in African Market Trade - Porter, Gina; Lyon, Fergus; Adamu, Fatima; Obafemi, Lanre (Human Organization, 2010)
This paper is concerned with conflict and the operation of local networks of civic engagement in the Nigerian market place. African markets are commonly significant meeting points—associational sites - for diverse ethnic and social groups: the economic and social exchange which takes place there in the ‘everyday’ is the epitome of social engagement and cooperation. But at times of tension the market place is a frequent flashpoint where conflict becomes tangible and conflagration a regular outcome. We examine the role of a range of internal and external institutions and actors in market and trader dispute regulation. Our case study analysis shows the remarkable role which is regularly played by local actors and networks of civic engagement within and in the vicinity of the Nigerian market space to diffuse tension and, where disputes emerge, to reinstate order. These components are a reflection of the value placed on traditional market trading spaces in Nigerian society: they remain essential to the livelihood and wellbeing of millions of people, rich and poor.
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An epoch of controversy within physical education and sport in post-apartheid South Africa : a review : physical education - Rajput, Daxita Ishwarlal (African Journal for Physical, Health Education, Recreation and Dance, 2010)
Under apartheid, Physical Education (PE) and school sport participation was a privilege for a segment of the population with the masses effectively ignored and therefore relegated the periphery of the world of sport. Physical Education at schools was viewed by anti-apartheid activists as an instrument further the ideological agenda of the apartheid government. The advent of democracy in 1994 was accompanied by high expectations of undoing the injustices of the past. Although the undoing of these injustices have started surface, expectations for transformation in sport and the provision of PE at schools is still unsatisfactory. Sport development in South Africa (SA) is guided by the White Paper, Getting the nation play, of the National Department of Sport and Recreation (DSR). One of the objectives of the first official policy document on sport and recreation is to increase the levels of participation in sport and recreation activities (DSR, 2005:1). However, the birthplace of this transformation process in sport should be found in the school PE curriculum. But in order normalise and transform teaching and learning in SA, PE, once a stand alone subject, has now become part of Life Orientation (LO) in the National Curriculum Statement (NCS). Through a literature review this article establishes that the delivery of PE and sport in schools has not benefited the learners in its new format in the curriculum. The concern now is whether the changes and recommendations made in this review article will be implemented so that the controversies surrounding school sport and PE can be dispelled and school sport and PE made accessible the masses in South Africa.
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Political Marginalization, Climate Change, and Conflict in African Sahel States - Raleigh, Clionadh (International Studies Review, 2010)
Journal Article Political Marginalization, Climate Change, and Conflict in African Sahel States Get access Clionadh Raleigh Clionadh Raleigh Trinity College Dublin Search for other works by this author on: Oxford Academic Google Scholar International Studies Review, Volume 12, Issue 1, March 2010, Pages 69–86, https://doi.org/10.1111/j.1468-2486.2009.00913.x Published: 09 March 2010
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The Botswana National Museum as an educational resource in public school classrooms - Rammapudi, Thatayamodimo Sparks (2010)
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Identification of Volcanic Ridge in Northern Syria Planum, Mars: Constraint on Geologic History of Syria - Richardson, J. A.; Bleacher, J. E.; Baptista, A. R. (Lunar and Planetary Science Conference, 2010)
ON GEOLOGIC HISTORY OF SYRIA. J.A. Richardson 1 , J.E. Bleacher 2 , and A.R. Baptista 3 , 1 Department of Geography and Geology, Eastern Michigan University, Ypsilanti, MI 48197 USA (jricha13@emich.edu), 2 Planetary Geodynamics Laboratory, Code 698, NASA Goddard Space Flight Center, Greenbelt, MD, 20771, 3 Center for Earth and Planetary Studies, Smithsonian Institution, PO Box 37012, National Air and Space Museum MRC 315, Washington, D.C. 20013-7012.
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Australia, Papua New Guinea, and a communal blindness in our history education - Ritchie, Jon (2010)
The teaching of history to Australians has been under the spotlight in recent years as experts, commentators, and politicians vie for command of the uses to be made of the past. This was very evident in the — one hopes — now concluded ‘history wars’ of the last decade or so. But the old warriors are oiling their rusty swords in preparation for what may be yet another battle, perhaps one that will be particularly bloody in this election year. The field for this battle will be broadly centred on the new national history curriculum, being developed by the Australian Curriculum, Assessment, and Reporting Agency (ACARA).
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Learning to teach in South Africa, Wally Morrow (Ed.) : book review - Robinson, Maureen (Perspectives in Education, 2010)
In the decade between 1989 and 2000 South African underwent profound political and educational change. As the introduction to the book, Learning to Teach in South Africa reminds us, the period included the release of Nelson Mandela, the first two democratic elections, and the adoption of the Constitution. It also saw the launch and review of Curriculum 2005 and the promulgation of the Norms and Standards for Educators. During this period Wally Morrow wrote 11 essays, all from the viewpoint of the truly engaged intellectual (with one essay being written later in 2005). These have been compiled in a volume that combines the conceptual with the practical, the historical with the prophetic, the analytic with the anecdotal, and which, in its own piercing style, offers a penetrating comment on the times.
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A randomized controlled field trial of HIV-STI risk reduction program among undergraduate students at a University in Northern Nigeria - Saad, Abdulmumin; Rampal, Lekhraj Rampal Gyanchand; Sabitu, Kabir; AbdulRahman, Hejar; AbuSamah, Bahaman; Aliyu, Ibrahim; Awaisu, Ahmed (International Journal of Infectious Diseases, 2010)
Background: Nigeria with over 2.9 million people living with HIV is at risk of increased burden and transmission HIV. It has the second largest burden of HIV infection in the world with young people at higher risk. The aim of this study was to evaluate the effectiveness of a peer-led HIV-STI intervention program framed on the Information-Motivation-Behavioral skills model among undergraduate students at Ahmadu Bello University, Zaria- Nigeria.
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Internet Access and Use by Students of Private Universities in Ogun State, Nigeria - Salaam, Mulikat O.; Adegbore, Adebayo Muritala (Library Philosophy and Practice, 2010)
Introduction Private university students are a unique population in Nigeria. The organization and administration of these institutions, the mode of admission, and facilities in place account for the uniqueness of their students compared with their counterparts in government institutions. Students in private institutions are provided with facilities that will enhance their academic performance, which includes hostel accommodation, sporting activities, a well-equipped library, information and communication technology (Internet access), and others. Payments for such facilities are always included in tuition fees. It is the aim of this research to determine the level of accessibility and use of Internet services in these universities. Objectives This study has the following objectives: 1. to determine if there are Internet facilities for students of private universities in Ogun State 2. to determine the level of accessibility of Internet facilities by students of private universities in Ogun State. 3. to identify for the purposes for which Internet facilities are used by students of private universities in Ogun State. Literature Review Gatenby (2003) states that the greatest phenomenon of recent years has been the explosion of the Internet. Salaam (2003), in a survey of the use of Internet services in Nigerian university libraries, found that access to Internet services in the libraries surveyed was restricted to staff only. The survey further identifies a poor telecommunication system, unreliable electrical supply, lack of Internet service providers in some parts of the country, and poor funding of the university system as major problems militating against access and use of Internet facilities. Akporido (2005) in research carried out on Internet use in a Nigerian suburban setting- Abraka, Delta State, observes that in order to enable students at Delta State University, Abraka to use the Internet, users must pay for access in cybercafes. They are usually given a ticket password that is keyed into the system before getting access. As soon as the access time paid for expires, the system automatically logs the user off. Jones (2002), in research carried out on the Internet and American life, found that college students use the Internet more to communicate socially than they do for academic work. Nwokedi (2007) posits that lack of searching skills is still hindering good use of Internet. He asserts that acquisition of Internet skills can lead to discovery of valuable research and teaching resources, which would in turn cause the users to use the Internet to enhance their research and learning capabilities. Internet access ability would be expected to stimulate regular use of the Internet and minimize the perceived barriers to its use. Methodology A survey research design was adopted for this study. The research instrument is a questionnaire. The study population includes 120 undergraduate students of 4 private universities in Ogun State, Nigeria. A systematic random sampling method was also used. The readers service librarian of each of the universities was solicited to administer the questionnaire to the undergraduate students. There were 113 respondents, giving a response rate of 94.2 percent. Data Analysis and Discussion About half the respondents (58, 51.32%) were female, and about half (55, 48.67%) were males. A majority (70, 61.94%) were age 15-20, with 36 (31.85%) between 21 and 25, and 7 (6.19%) 31-35. More than one-third (44, 38.93%) are in their second year in the university and 51 (38%) spend more than one hour on the Internet each day. About one-third access the Internet in the university library (30.13%), and about one-third (34%) have been using Internet facilities provided by their institutions since being admitted to the university. All the universities studied make Internet facilities available for their students. …
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Sustainability Indices as Measures of Service Delivery in Open and Distance Learning Institutions in Nigeria - Salawu, Ibrahim Olatunde; Adeoye, Funminiyi; Ojo, Olugbenga David; Olakulehin, Felix Kayode (The Turkish Online Journal of Distance Education, 2010)
Open and Distance Education if well organized, is an adequate alternative to conventional education. For acceptability of this assertion, the public, governments, employers of labour and other stakeholders need to be convinced that ODL institutions are not providing half-baked education. Also, for the public and other shareholders enthusiasm and interest that are usually hard earned to be sustained, there is need for total commitment to the implementation of some established indices of sustainability. The thrust of this paper is in the appraisal of the extent to which two ODL institutions in Nigeria adhere to the principles of sustainability. A set of questionnaire was developed and used to collect data which were analyzed using simple non-parametric statistics. Suggestions which were aimed at improving the service delivery, in the institutions used for the study in particular, and other sister institutions especially in the developed countries were highlighted.
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An exploratory study of African American parent-child coping strategies post-Hurricane Katrina. - Salloum, Alison; Lewis, Marva L. (Traumatology, 2010)
Research on children’s coping post hurricane is still in its infancy. A sociocultural perspective within a disaster-specific context provided the framework for this qualitative study. A systematic analysis using a theoretically derived coding system was conducted of the responses to open-ended questions about coping strategies post Hurricane Katrina of African American children (N = 42; ages 7 to 12) and their parents (N =38). Results indicated that both children and parents reported active coping strategies most frequently followed by adaptive coping strategies and avoidance. The subtypes of coping responses reported most frequently included emotionally processing with family and kinship members, distraction (play and work), seeking meaning and understanding (religious or spiritual guidance) and seeking social support and coping assistance. Implications for developing strengths-based, culturally relevant and developmentally specific post-disaster interventions for African American children and their parents are discussed, and the need for additional research on relational coping processes post-disaster.
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GENOTYPIC VARIATION OF SOME EGYPTIAN AND UPLAND RICE GENOTYPES IN SOME PHYSIO-MORPHOLOGICAL TRAITS AND MICROSATELLITE DNA UNDER DROUGHT CONDITION. - Sedeek, S. E. M.; Metwally, T. F.; Okuno, Kazutoshi; Abdelkhalik, A. F. (Journal of Agricultural Chemistry and Biotechnology (Print), 2010)
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‘Even with higher education you remain a woman’: a gender perspective on higher education and social change in the Toliara region of Madagascar - Skjortnes, Marianne; Zachariassen, Heidi Holt (Gender and Education, 2010)
Abstract This article investigates some issues related to gender and education based on a qualitative, empirical study of women in higher education in the Toliara region of Madagascar. The focus is on how women’s participation in higher education has created changes in gender relations, and how these women have succeeded in achieving higher education. In spite of the interviewed women’s more influential social position and individual freedom, we found that the traditional gender expectations and economic expectations from the extended family are still present. Indeed, it appears that with rising social position and individual freedom, the pressure and demands from their extended families increase. Keywords: higher educationgender rolesacademic womengendered practicesMadagascarextended family Notes 1. The study was part of a research‐based co‐operative programme between the University of Toliara in Madagascar, the University of Stavanger and the Centre for Intercultural Communication in Norway in the period 2002–6. One of the research projects was about obstacles that prevent girls from taking higher education in the Toliara region. 2. The concepts of tradition and modernity are stylised, abstracted models of aspects of the world (Weber 1919 Weber, M. 1919/1978. Economy and society: An outline of interpretive sociology, Edited by: Roth, Günther and Wittich, Claus. Berkeley: University of California Press. [Google Scholar]/1978). Such dichotomies are oversimplified and are of a different order than the social reality that they presume to describe. The act of differentiating between traditional and modern values is meant to bring out contrasts. Most values are transitional, falling between traditional and modern and marked by aspects of both these concepts. Our use of the concepts traditional and modern values are therefore ideal types, models to think with. 3. See Note 2.
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African American and White Mothers' Substance Abuse, Depression, and Criminality as Risk Factors for School Suspension. - Smith-McKeever, Chedgzsey; Gao, Weihua (2010)
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Use of the Internet for Enhancing Tourism and Hospitality Higher Education in Southern Africa: Implications for E-learning - Tassiopoulos, Dimitri (2010)
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Gender Gap in Current School Enrolment in Cameroon: Selection Among "Irregular" Children? - Tenikué, Michel (RePEc: Research Papers in Economics, 2010)
Many developing countries face a pro-male gender gap in schooling, as boys are more likely to be enrolled at school than girls. This paper examines whether the current enrolment gap prevails equally both among children with a and an schooling history. Children with a Regular schooling history are those who completed primary educa- tion between the ages of 12 and 15 years. Children with an Irregular schooling history are the rest. We investigate the gender gap in schooling empirically using data provided by the 2001 Cameroon Household Survey. The empirical framework allows for a di erent gender efect among regular and irregular children. It also accounts for selection into the two groups. Results show no male-female diference among regular children. Among irregular children however, females are more likely to stay out of schools. Our results suggest that, female children are given a schooling possibility to start with but are more exposed to dropping out if they display any form of irregularity in the course of their education.
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The Transition to Equity in South African Higher Education: Governance, Fairness, and Trust in Everyday Academic Practice - Thaver, Beverley (International Journal of Politics, Culture, and Society, 2010)
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Towards developing a web-based blended learning environment at the University of Botswana - Thomas, P.Y. (2010)
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Preparing for, Conducting and Evaluating Workshops for Agricultural Technical School Instructors in Egypt - Thoron, Andrew C.; Barrick, Kirby; Roberts, T. Grady; Gunderson, Michael A.; Samy, Mohamed (Journal of Agricultural Education, 2010)
The Agricultural Technical Schools (ATS) of Egypt were designed to prepare skilled workers for the agricultural economy. A project funded by USAID through the Midwest Universities Consortium for International Activities (MUCIA) was designed to prepare ATS instructors for incorporating supervised agricultural internships and agribusiness decision–making skills into their curricula. Workshops were presented, with assistance from university faculty in Egypt, on topics including planning, conducting and evaluating internships, and on selected agribusiness competencies that were relevant to ATS programs. Workshop participants rated the workshops and materials very highly. The ATS instructors also indicated that their competency in teaching the topics had increased as a result of the workshops. The instructors indicated other topics that future workshops could address. The researchers identified a series of lessons learned about conducting workshops in a foreign country and offered recommendations to assist other U.S. faculty in getting involved in international development projects.
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A molecular perspective on Late Quaternary climate and vegetation change in the Lake Tanganyika basin, East Africa - Tierney, Jessica E.; Russell, James M.; Huang, Yongsong (Quaternary Science Reviews, 2010)
Characterizing the nature of past hydrological change and its interactions with vegetation is fundamental to acquiring a better understanding of continental tropical climate dynamics. Here, we outline major shifts in the climate and ecosystem of tropical East Africa for the past 60,000 years (60 ka) by examining molecular records of hydrology, vegetation, and temperature from a sediment sequence from Lake Tanganyika. We demonstrate, via comparison with pollen spectra, that stable carbon isotopes measured on higher plant leaf waxes (δ13Cwax) are a reliable proxy for vegetation change. In addition we argue that the D/H ratio of higher plant leaf waxes (δDwax) is a robust and independent indicator of past changes in aridity, and is not affected by regional vegetation change directly. Our paired, compound-specific isotope data show that shifts in vegetation lead major changes in hydrology in the Tanganyika basin at several major climate transitions during the past 60,000 years, suggesting that vegetation in the Tanganyika basin is not as sensitive to aridity as previous studies have suggested and that variations in carbon dioxide, temperature, and internal ecosystem dynamics are equally, if not more, important. We hypothesize that regional vegetation change may exert a positive feedback on regional hydrology, thus partially accounting for the abrupt threshold behavior evident in our paleohydrological data. Furthermore, we find that past changes in Tanganyika basin climate and ecology are closely linked to concentrations of atmospheric trace gases, highlighting the paramount influence of global climatic shifts upon regional tropical climate over glacial/interglacial timescales.
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An assessment of teachers' concerns, teachers levels of use and the support they are given in the implementation of the primary school environmental science curriculum in Zimbabwe: a case study of Shurugwi - Tondhlana, Saiden (Zimbabwe Journal of Educational Research, 2010)
A ZJER article to evaluate the implementation of the primary school Environmental Science (ES) Curriculum in Zimbabwe with specific reference to Shurugwi district.
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The Effect of Social Factors on Students' Academic Performance in Nigerian Tertiary Institutions - Umar, Setiadi; Shaib, I.O.; Aituisi, D.N.; Yakubu, N.A.; Bada, O. (Library Philosophy and Practice, 2010)
Introduction College life can be stressful, although it is undoubtedly one of the most memorable experiences in one's life. It represents a critical developmental period for both late adolescents and young adults (Chickering, 1969). Social factors such as romantic relationships, organizations and clubs, and sports activities have been found to have effects on students' academic performance. These social factors affect academic performance in terms of time demanded and the psychological state they may cause. A student may be influenced to be involved in any of the stated variables. The question is how one strikes a balance between the stressful academic attainment and social activities. Environment Environment comprises factors that play a role in academic performance. The environment may be physical or socio-physical. All factors have a direct or indirect relationship with students' performance. Romantic Relationships The daily routine of university life brings new sleeping and eating habits, increased workload, and new responsibilities. University students are prone to stress due to the transitional nature of university life (Wright, 1967). They must adjust to being away from home, perhaps for the first time, and maintain a balance between high level of academic success and a new social environment. These daily stressors do not cause anxiety by themselves. Stress results from interactions between stressor and the individual's perception and reaction to them (Romano, 1992). The amount of stress experienced may be influenced by the individual's ability to effectively cope with stressful events or situations (Zurilla and Sheedy, 1991). A romantic relationship may ease environmental stress (Berger, 1997). Paul and White (1990) observe that being in an intimate relationship involves trust, sensitivity, and responsiveness, being able to make a commitment, striving for equity and mutuality. For a student, it also means working to achieve academic balance. However, Zimmer and Ginerbec (2001) find dating has a positive effect on the emotional health of adolescents. Quatman, et. al., (2001) study dating status, academic performance, and motivation in high schools in the US state of California, showing that students who dated more frequently had a lower academic performance. The study supported a significant relationship between dating status and academic achievement, which can cause serious problems among university students (Prisbell,1986). While having an intimate relationship may have benefits for emotional health, that being overly involved in dating is associated with a more negative effect on the psychosocial function and health of students (Baumeister,1995). Clubs and Organizations Research conducted by Kerssen-Griep, Hess, and Tree. (2003) on learning motivation and interaction in school shows that student perception of instructional behaviour sustains their involvement in classroom. Jackson, Weiss, Lundquist, and Hooper (2003) examine the degree to which cognitive motivation predicts academic performance. They point out that increased school activity may assist motivation. Paul and White (1990) examined extracurricular activity participation and academic achievement in a senior high school setting. They found that extracurricular activities and academic performance were highly correlated. They supported the hypothesis stated by Mynell (2004) more involvement in school activities means a better grade point average. Student Cults Student cults may have a pronounced effect on the academic performances in institutions of higher education. A cult is an association like every other, with hierarchy, ranks, a governing body, and a head or leader, but it is secretive in its activities. Its members may be students who seek initiation, with others who are influenced or even coerced into becoming members. A member of a student cult is expected to place members' interest over any others'. …
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Malaria parasitemia in surgical patients in University of Calabar Teaching Hospital, Nigeria - Usoro, Nathaniel I.; Anwan, E.E.; Uchejuru, I.O.; Bam, O.J. (International Journal of Infectious Diseases, 2010)
Background: Malaria is endemic in Nigeria. Surgical patients in our environment are predisposed to perioperative anemia and postoperative pyrexia due to malaria. We carried out a prospective study of malaria parasitemia in surgical patients to evaluate the need for routine malaria parasite (MP) test for surgical patients in an endemic area. Methods: Fifty adult elective surgical patients were tested preoperatively for MP by Giemsa staining of thick blood smear. Pre-operative hematocrit was also recorded and patients were followed up for postoperative pyrexia. Results: Forty-four patients (88%) were positive for MP. Twenty-one of these (47.7%) were anemic with mean hematocrit of 33.3%. None of the 6 patients who were MP negative was anemic (mean hematocrit 42%). Thirty-six patients had surgery and 20 of these had postoperative pyrexia for which 15 required antimalarial medication for resolution. All 15 had tested positive for MP. Conclusion: There is significant malaria parasitemia among surgical patients in our environment. This contributes to the perioperative anemia and postoperative pyrexia and therefore the morbidity of our surgical patients. Routine preoperative MP test would facilitate prompt diagnosis and treatment of malaria, anemia, and postoperative pyrexia in this group of patients, thus reducing morbidity. Abstracts for SupplementInternational Journal of Infectious DiseasesVol. 14Preview Full-Text PDF Open Archive
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Exploring the nature and coherence of mathematical work in South African Mathematical Literacy classrooms - Venkat, Hamsa (Research in Mathematics Education, 2010)
In this paper the mathematical working in a series of ‘litter project’ lessons from a South African Mathematical Literacy class is analysed in terms of Kilpatrick, Swafford and Findell's (2001) five strands of mathematical proficiency. The analysis points to evidence of the life skills-oriented Mathematical Literacy frame opening up opportunities for engagement across aspects of all five strands, but shows that the emphases differ from the intra-mathematical emphases within the strands. I argue that this is due to the lack of centrality in the Mathematical Literacy frame of the ‘mathematical terrain’. The shifting of competence to the bridge between mathematics and everyday situations and problems retains mathematical coherence and connectedness. Both of these aspects are grounded in the mathematical tools and thinking that are needed to make sense of the everyday situation, rather than the more intra-mathematical connections and coherence that appear to be in focus within the strands of mathematical proficiency.
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The Road to Religious Tolerance in Education in South Africa (and Elsewhere): a Possible ‘Martian Perspective’ - Walt, J.L. Van der; Potgieter, Ferdinand J.; Wolhuter, Charl C. (Religion, State and Society, 2010)
Abstract Combining Dennett's notion of detached curiosity with Alexander's notion of transcendental pragmatism, we propose in this paper, from a ‘Martian perspective’, that religious understanding and tolerance in education may be pursued from at least two different angles: (a) via the spiritual substrata of religions or via confessional pluralism or (b) via a combination of both. On the basis of a hermeneutic reconstructive interpretation of (a), we subsequently argue that current South African policy on education and religion has effectively placed a ban on confessional pluralism by relegating religious education to parental homes and religious institutions such as churches, temples and mosques. We conclude that it provides no opportunities for helping learners to understand the religious differences that they will have to engage with in future as adults. We suggest that it effectively engineers a pedagogy of religious essentialism and the subsequent reemergence (of an almost Bourdieuian model) of cultural and spiritual intolerance.
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Professional School Counselors and African American Males: Using School/Community Collaboration to Enhance Academic Performance - Washington, Ahmad R. (Journal of African American Males in Education, 2010)
Professional school counselors can play an instrumental role in the academic development of students with whom they interact. To empower professional school counselors in promoting improved academic performance the American School Counseling Association (ASCA, 2003) revised its national model. Now more than ever, professional school counselors are expected to advocate on behalf of all students to facilitate their optimal academic development. One student demographic in particular—African American males—has experienced chronic academic difficulties. In the position of advocate, professional school counselors can promote improved academic performance in African American adolescent males through school/community collaboration. This article will include suggestions for professional school counselors to become more effective advocates capable of establishing collaborative relationships that facilitate academic achievement for African American male students.
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A crtitical assessment of the technical education and training programme in Libya for the national oil industry. - Yuseif, Ibtihal (2010)
The development of competent technicians for the oil and gas industries is vital for a sustainable economy in Libya. One of the major factors that brought about modernisation in the country is the export of oil and gas. This has allowed Libya to embark on profound growth and expansion in all sectors, including health and education. Technical education is one of the most significant components of Human Resources Development (HRD). Therefore, the government has embarked on establishing the Technical Education and Training (TET) programme for preparing and developing technicians to work in the oil and gas industries. This thesis focuses on an assessment of the TET programme. It is important to note that to the knowledge of the researcher, there has been no research conducted to assess TET programme in Libya. Therefore, this study can be considered as an initial source of information that is aimed to contribute to the knowledge in this field. In order to understand the nature of the TET programme and how it is perceived by the respondents, two research approaches were adopted, namely quantitative and qualitative. The results suggest that the respondents are positive about issues relating to the process of the TET programme and the relationship between the Petroleum Training and Qualifying Institute (PTQI) and the oil and gas industries in conducting this programme. To establish this, 3 questionnaires were used to collect data from the teaching staff, students and technicians who attended the TET programme. Results of the quantitative analysis suggest that respondents mostly agreed on issues related to the quality of the TET programme, the curricula, teaching and learning, educational resources and educational planning and assessment. However, although these results show a positive perception towards the TET programme, up to 38.5% of the respondents were negative on issues related to the quality of the TET programme, curricula, teaching and learning, educational resources and educational planning and assessment. In addition, results indicated that the managers at the PTQI and oil industries were working in partnership to organise and manage the TET programme. These results appear to suggest that although the majority of the respondents were happy with the TET programme further studies may be required to understand the effectiveness of the TET programme
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Including learners with visual impairments in a Namibian mainstream secondary school - Zulch-Knouwds, Tanya-May (2010)
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Computer interest, approval and confidence of secondary school students in three selected local governments of Lagos State (Nigeria): Implications for global computerization - Adebowale, Olusegun F.; Adewale, Israel; Oyeniran, F. M. (International Journal of Education and Development using ICT, 2010)
ABSTRACT Nigerian secondary school graduates are not normally examined for their proficiency at computer and internet use but are repeatedly required to employ such skills in applying for certification and placement examinations. In 2005, in her bid to develop functional computer competencies among secondary school students as part of the global drive for computerization, the Nigerian Lagos state government equipped 40 secondary schools with microcomputer-fitted laboratories which were also connected to the Internet. Three years on, this study was designed to evaluate the computer interest, approval and confidence possessed by the students with the aim of encouraging other state governments in the country and other countries of similar development status to take a cue and also to suggest ways of improvement. One hundred students were selected randomly from the Senior Secondary III classes of each of the six schools equipped with computers by the state government in three local government areas to participate in the study. The instrument used was designed to measure students' interest, approval and confidence at using computers and were administered on the subjects by their ICT subject teachers. Data analyses employed descriptive statistics (means and frequencies), t-test and ANOVA. The results showed that the students possessed high levels of interest, approval and confidence in the use of computer and its other concerns. Female students were found to develop more interest than their male counterparts. On the basis of field of study, vocational students seem to excel in interest and approval. Students aged 19 to 21 seem to perform better in approval of computer and its concerns, but no age differences were found in interest and confidence. Keywords: Computer interest, approval, confidence, computing, skills, gender, age, field of study. INTRODUCTION The usefulness of microcomputers is no longer in contention; they provide a range of functions that, otherwise, would be generally more time consuming and inefficient (Whitrow, 1999). They are able to store, retrieve, alter and present large volumes of information easily (Jong, 1994). Furthermore, computers are ever-increasingly taking on important roles within the workforce. They are used as a source of information, for storage of data, for word processing, for communication and for data analysis. As a result, the public demands that school-leavers be skilled in the use of computers for their future employment. Whitrow (1999) posited that the efficiency and cost cutting measures that microcomputers provide makes competence in using them to become not only an advantage but more often a necessity. Computer literacy has been described as a basic skill required for success in many academic areas and career fields (Campbell 1990). Winkle and Mathews (1982) defined computer literacy as a basic survival skill involving the things the individual needs to know about and needs to do with computers in order to function completely and effectively in the society. These account for society's attitude that microcomputers are now fundamental elements in the education of students (LaMont Johnson, 1997) and that student should learn how to competently and applicably use them. In Nigeria, just like Cambell (1988) predicted, the knowledge of computer has joined (or even surpassed) the knowledge of mathematics as a critical filter for employment opportunities in many opportunities most individuals may wish to pursue as careers. Also Compton, Burkett and Burkett (2002) predicted that the computer revolution will continue to have more ubiquitous impact on the lives of the individuals through economic, cultural and social institutions that impact society. Meanwhile, an average Nigerian student is assumed to possess enough computer knowledge to enable him/her access the Internet while registering for their certification and placement examinations like Secondary School Certificate Examination (SSCE)(conducted by the West African Examination Council (WAEC) and the National Examinations Council (NECO)), and University Matriculation Examinations (UME) and Polytechnic and College of Education Entrance Examinations (PCE) (conducted by the Joint Admissions and Matriculations Board (JAMB)) respectively. …
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The shaping of policy at the confluence of the global and national: The Education Strategic Plan of Ghana - Amoako, Emefa (2010)
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From African elephants to African children revisited: Black teachers in Nigeria and the United States - Archung, Kim N; Hyman, Sundjata Ibn (2010)
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Understanding what the teacher is saying Kiswahili and English medium primary schools in Tanzania - Brock‐Utne, Birgit; Qorro, Martha; Vuzo, Mwajuma (2010)
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Web-based mentoring in professional training of pre-school teachers in Zambia - Ettling, Dorothy; Uribe-Kozlovsky, Lisa (2010)
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Promoting policy planning and implementation in education in Zambia - Ginsburg, Mark; Banda, Saul; Chakufyali, Peggy Nsama; Kalima, Kalima; Mwaanga, Benny; Tubman, Winnehl (2010)
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Integrating technology in education : Empowering individuals and local education reform initiatives in Algeria - Hocine, Sarah Havekost (2010)
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Comparative analysis of academic achievement of UME and ex-remedial students: Case study of University of Agriculture, Makurdi, Nigeria - Irtwange, S. V.; Agbe, Nancy N. (International Journal of Educational Administration and Policy Studies, 2010)
This study was undertaken with the objective of carrying out a comparative analysis of academic achievement of UME and ex-Remedial students with University of Agriculture, Makurdi as a case study to assist Government and policy makers in educational sector reform decisions as to the suitability or otherwise of domiciling remedial programmes in the Universities. The comparative assessment was based on Senate approved results for the 1st semester of the 2004/2005 session by arranging the academic achievement in terms of Grade Point Average (GPA) into mode of entry (Direct entry, UME and Remedial). Based on a population of 511 ex-Remedial and 428 UME students spread across 28 programmes, 17 academic Departments and 8 Colleges, the data was analyzed using Microsoft Excel computer software in terms of range, mean, standard deviation, skewness and kurtosis so as to provide leading answers to the questions initiating the research. Comparative analysis of data indicate that the lowest GPAs were recorded by UME in 76.9% of the programmes, 76.5% of the Departments and 75% of the Colleges with two recorded cases of GPA of 0.00. Highest GPAs were recorded by UME in 76.9% of the programmes, 73.3% of the Departments and 100% of the Colleges with overall maximum of 4.72. However, smaller range recorded by ex-Remedial in 88.9% of the programmes, 93.8% of the Departments and 100% of the Colleges shows that remedial achievements were more consistent than the UME which indicates unpredictability. Higher mean and smaller standard deviations were recorded for Remedial in 44.4 and 96% of the programmes, 41.2 and 94.1% of the Departments and 50 and 100% of the Colleges respectively indicating that ex-Remedial GPAs were clustered more closely to the means (which were comparatively competitive) than UME. Desirable skewness and kurtosis behavior was recorded in 58.3 and 25% for the programmes, 70.6 and 36.4% of the Departments and 62.5 and 40.0% of the Colleges respectively indicating that more of the ex-Remedial students are in the high performance group than UME. T-test at 5% level of significance showed that there was no significant difference between the achievements of ex-Remedial and UME students in 92.6% of the programmes, 88.2% of the Departments and 87.5% of the Colleges. However, the University-wide test showed significant difference. The ex-Remedial students were found to have higher, consistent and predictable achievement than the UME. Based on findings, it is recommended that Remedial programme should be allowed to stay as a means of meeting up admission quota and addressing issues of imbalance, post-JAMB test introduced by Universities should be sustained, ex-Remedial students should be given time to remedy their deficiencies before graduation and placement of ex-Remedial students should be officially published in JAMB brochure and accepted by NUC as part of the admission requirements in Nigerian Universities. Key words: Academic achievement, comparative analysis, UME, ex-remedial, university education, Nigeria.
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Increasing the effectiveness of HIV Pre- and In-service Teacher Training (PITT) programs in East Africa: Program design for best-practice implementation - Jacob, W. James; Acedo, Clementina (2010)
openalex: W2596927181 mag: 2596927181
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Limited effects on patient awareness with nurse training in interpersonal communication during antenatal care visits - An explorative study from Cameroon - Labhardt, Niklaus Daniel; Cerutti, Bernard; Fischer, Kaspar; Manga, Engelbert; Stoll, Béat (Journal of Media and Communication Studies, 2010)
The objective of this study was to improve by a two day training on interpersonal communication (IPC), the professional communication skills of nurses during antenatal care (ANC), and to obtain higher levels of knowledge among the pregnant women after the visit. The head-nurses of 22 health facilities in 3 rural health districts in Cameroon were randomly assigned to either the intervention group A or the control group B. Participants in group A received at the start of the study a two-day interactive training on ANC emphasizing on IPC skills, whereas participants of group B were trained after 10 months. Group A and B were compared at the start and 10 months later. The effect of training on IPC was measured applying the Roter interaction analysis system (RIAS) to analyze the audio-recorded consultations and by structured patient questionnaires. Only the 128 visits from the twelve providers participating in both assessments were analyzed. The IPC-training increased the frequency of understandable explanations of health topics relevant to pregnant women, particularly HIV/AIDS. Women were significantly better informed about the treatment when consulted by trained providers. In contrast, training appeared to have little influence on women's opportunities to give their points of view (concepts), to ask questions or to address their financial problems regarding the prescribed treatments or procedures. Training of providers in IPC showed some promising, but overall limited effects. Evaluations of communication training with validated tools such as RIAS will help to establish on the long-run IPC-guidelines for primary health care contexts in rural Africa.
openalex: W2096020778 mag: 2096020778
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An exploratory study of the effects of maternal education in developing countries: The case of Ethiopia, India, Peru and Vietnam - León, Juan; Smith, Emily Grace; Baker, David P.; Cueto, Santiago; Muñoz, Ismael; Salinas, Daniel; Halabi, Samira; Weber, Carolyn (2010)
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A brighter future: Designing a career planning program for secondary school girls in Malawi - McConnell, Christin; Wolf, Anna Marie (2010)
openalex: W2282677002 mag: 2282677002
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Education reform program support in the area of professional development in Egypt: Documentation and "utilization-focused evaluation" - Megahed, Nagwa; Ginsburg, Mark (2010)
openalex: W2279341062 mag: 2279341062
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Institutional capacity for service delivery in post-conflict environment: Missing linkages in the teacher development system in South Sudan - Mekuria, Tassew Zewdie; Badrinath, S. D. (2010)
openalex: W2244328678 mag: 2244328678
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Community participation in complementary education programs: A case study of Northern Ghana - Mfum‐Mensah, Obed; Friedson-Ridenour, Sophia (2010)
openalex: W2275995055 mag: 2275995055
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Education for children with learning disabilities in Kenya: problems and prospects - Moyi, Peter; Rasugu, Grace Kwamboka; Riechi, Andrew Rasugu (2010)
openalex: W2311178580 mag: 2311178580
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School principals roles in creating culturally responsive and inclusive schools for Somali immigrant students in U.S schools - Nur-Awaleh, Mohamed; Nur, Shukri (2010)
openalex: W1957156968 mag: 1957156968
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Intergenerational comparison of education attainment and empowerment of women in rural Kenya - Omwami, Edith Mukudi (2010)
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Untangling the education and health relationship in a developing nation: A cognitive pathway from maternal education to child health in Ghana - Smith, Emily Grace; León, Juan; Baker, David P.; Halabi, Samira; Salinas, Daniel; Weber, Carolyn (2010)
openalex: W2597254202 mag: 2597254202
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Technical education and its challenges in Nigeria in the 21st Century - Uwaifo, V. O. (International NGO Journal, 2010)
Technical education deals with the training of technical personnel for the purposes of initiating, facilitating and implementing the technological development of a nation and also to create the basic awareness of technological literacy to our youths. In Nigeria, the training of technical personnel has witnessed formidable challenges ranging from poor funding to inadequate facilities both quantitatively and qualitatively, non-availability of adequate human capacity, brain drain and poor staff training and retention profiles. Others include weak university/industry partnership, defective curricula, traditional approach to teaching, poorly equipped laboratories, poorly monitoring standards for the training of prospective technologists and an inadequate ICT environment. This paper intends to critically examine why Nigeria has not attained the desired standard of technological literacy in the 21st century and suggest ways of improving the teaching and learning of technical education programme with enhanced enthusiasm and vibrancy. Key words: Technical education challenges
openalex: W2109796538 mag: 2109796538
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Supporting novice teachers in Egypt: The development and evaluation of an induction/mentoring program - Youssif, Yasser; El-Bilawi, Hassan; Levy, Jack (2010)
openalex: W2227098207 mag: 2227098207
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Using Identities to Explore Social Capital Differences Among White and African American Student Athletes - Clopton, Aaron W. (Journal of African American Studies, 2010)
openalex: W2055694078 mag: 2055694078
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Measurement of distortion product otoacoustic emissions in South African gold miners at risk for noise-induced hearing loss. - Edwards, Anita (2010)
openalex: W2225255943 mag: 2225255943
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DETERMINANTS OF ACCOUNTING STUDENTS? PERFORMANCE: AT NATIONAL EXAMINATIONS IN PRIVATE AND GOVERNMENT TRAINING INSTITUTIONS IN UASIN GISHU DISTRICT, KENYA - Gakunga, Daniel Komo (2010)
The training of accountants is very vital in the process of national development. This is because of the role accountants’ play in monitoring and managing the financial resources of organizations. In Kenya accountants are trained either in Government or Private training institutions, notwithstanding the fact that there are those who study privately. Thus there is great expectation from the public on the certification of accountants and how they do their job. Although there are various levels of training accountants, for one to be fully qualified one has to start at least at KATCI, the basis of the study. It is against this background that this study purposely sought to establish what determines accounting students’ performance at national examinations at KATCI. The problem of the study was that there exist differential performances by students who pursue their studies either in government or private training institutions. The basic objective of the study was to establish the effect of the variables identified for the study on students’ performance and also to identify what creates differential performance in government and private training institutions, as well as to make recommendations of improving students’ performance at national examinations. Data was collected use of questionnaires since the study design used was the survey method. Random sampling was employed to generate a sizeable sample to be used in the study. The subjects included Lecturers and students. Descriptive statistics were used to analyze the data. The findings were presented using frequency tables and
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Wrong schools or wrong students? The potential role of medical education in regional imbalances of the health workforce in the United Republic of Tanzania - Leon, Beatus K.; Kolstad, Julie Riise (Human Resources for Health, 2010)
The United Republic of Tanzania, like many other countries in sub-Saharan Africa, faces a human resources crisis in its health sector, with a small and inequitably distributed health workforce. Rural areas and other poor regions are characterised by a high burden of disease compared to other regions of the country. At the same time, these areas are poorly supplied with human resources compared to urban areas, a reflection of the situation in the whole of Sub-Saharan Africa, where 1.3% of the world's health workforce shoulders 25% of the world's burden of disease. Medical schools select candidates for training and form these candidates' professional morale. It is therefore likely that medical schools can play an important role in the problem of geographical imbalance of doctors in the United Republic of Tanzania. This paper reviews available research evidence that links medical students' characteristics with human resource imbalances and the contribution of medical schools in perpetuating an inequitable distribution of the health workforce. Existing literature on the determinants of the geographical imbalance of clinicians, with a special focus on the role of medical schools, is reviewed. In addition, structured questionnaires collecting data on demographics, rural experience, working preferences and motivational aspects were administered to 130 fifth-year medical students at the medical faculties of MUCHS (University of Dar es Salaam), HKMU (Dar es Salaam) and KCMC (Tumaini University, Moshi campus) in the United Republic of Tanzania. The 130 students represented 95.6% of the Tanzanian finalists in 2005. Finally, we apply probit regressions in STATA to analyse the cross-sectional data coming from the aforementioned survey. The lack of a primary interest in medicine among medical school entrants, biases in recruitment, the absence of rural related clinical curricula in medical schools, and a preference for specialisation not available in rural areas are among the main obstacles for building a motivated health workforce which can help correct the inequitable distribution of doctors in the United Republic of Tanzania. This study suggests that there is a need to re-examine medical school admission policies and practices.
openalex: W2109529522 mag: 2109529522
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Predicting Preservice Teachers' Self-Efficacy to Resolve a Cultural Conflict Involving an African American Student - Siwatu, Kamau Oginga; Starker, Tehia V. (Multicultural Perspectives, 2010)
This study examined preservice teachers' (1) sense of efficacy to resolve a cultural conflict involving an African American student, (2) sense of preparedness to effectively handle cultural conflicts, and (3) culturally responsive teaching self-efficacy beliefs. After reading a case study describing a teacher working with an African American male student, participants (n = 84) were asked to indicate how efficacious they were in resolving the conflict and how prepared they were to do so. The findings suggest that preservice teachers' sense of preparedness and the strength of their culturally responsive teaching self-efficacy beliefs contribute to the prediction of their sense of efficacy to resolve the conflict presented in the case study. The implications of these findings are discussed.
openalex: W1974777961 mag: 1974777961
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Justification of a Multidisciplinary Approach to Teaching Language in Botswana Junior Secondary Schools - Adeyemi, Deborah Adeninhun (Journal for language, technology & entrepreneurship in Africa, 2010)
It is often the case that teachers grapple with approaches to classroom instruction at all levels of education. Generally, educators and students are used to the delivery of instruction through the subject or the disciplinary approach. Teachers and researchers are today arguing for the use of more than one discipline to teach or clarify a concept or an issue by bringing forth the relationship and the contribution of various disciplines for a better understanding of the topic, theme or the content under study. This paper attempts to clarify the concepts of the disciplinary, interdisciplinary and the multidisciplinary/integrated approaches to instructional delivery. It also builds a rationale for the use of the interdisciplinary and the multidisciplinary approaches to instruction in Botswana schools. Finally, the paper provides a brief illustration of the teaching of a concept with the use of the multidisciplinary approaches with the attendant implications for pedagogy. Key Words: Rationale, Subject, Interdisciplinary, Multidisciplinary, Integration, Curriculum, Language.
openalex: W2070097113 mag: 2070097113
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School furniture match to students' anthropometry in the Gaza Strip - Agha, Salah R. (Ergonomics (London. Print), 2010)
This study aimed at comparing primary school students' anthropometry to the dimensions of school furniture and determining whether the furniture used matches the students' anthropometry. A sample of 600 male students, whose ages were between 6 and 11 years, from five primary schools in the Gaza Strip governorates participated in the study. Several students' body dimensions were measured. The dimensions measured included elbow-seat height, shoulder height, knee height, popliteal height and buttock-popliteal length. Measurements of the dimensions of the classroom furniture indicated that there was a considerable mismatch between the students' body dimensions and the classroom furniture. The mismatches in seat height, seat depth and desk height occurred for 99% of the students, while the mismatch for the back rest height was only 35%. Two design specifications were proposed in order to decrease the mismatch percentage based on the data obtained. The two proposed designs showed a considerable improvement in the match percentages as compared to the existing design. STATEMENT OF RELEVANCE: Having identified mismatches between the dimensions of the school furniture used in primary schools in the Gaza Strip, two new design specifications are proposed and shown to improve match with the students' anthropometric dimensions. The findings of the study are also an important addition to local knowledge on school children's anthropometry.
openalex: W2047172812 mag: 2047172812
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Kiswahili usage in ICT in NEPAD secondary schools in Kenya - Akinyi, Jagero Juliet (Journal for language, technology & entrepreneurship in Africa, 2010)
There has been tremendous increase in Kiswahili usage in Information and Communication Technologies (ICT). This has been credited to the various projects that have been initiated in the computer and internet. In addition, Kiswahili is among the languages that have been accepted for use in ICT.This paper discusses Kiswahili usage in ICT in two New Partnerships for Africa's Development (NEPAD) sponsored schools in Kenya that use Microsoft software: Chavakali and Maranda Boy's secondary schools. This study is guided by a model developed from a combination of two theories: Use and Gratification theory and Symbolic Interaction theory. Data from the two schools are analyzed using qualitative and quantitative analysis.An attempt is also made to demonstrate that Kiswahili usage in ICT in school is influenced by the language used in teaching and learning in school. The data for this work came from 120 students selected through simple random sampling and 8 teachers of Kiswahili from the two schools selected through saturated sampling technique.From the analysis of the responses from the study it is evident that a small percentage of teachers and students use Kiswahili in ICT in school. However, the study was able to come up with various uses of Kiswahili in ICT such as accessing the internet, learning and communicating with friends through email.Keywords: ICT, NEPAD, Kiswahili, Kenya, Chavakali Boys Secondary school, Maranda Boys Secondary School.
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