Accommodating scenarios of climate change and management in modelling the distribution of the invasive tree Schinus molle in South Africa - Richardson, David M.; Iponga, Donald Midoko; Roura‐Pascual, Núria; Krug, Rainer M.; Milton, Suzanne J.; Hughes, Greg; Thuiller, Wilfried (Ecography, 2010)
Determining the potential range of invasive alien species under current conditions is important. However, we also need to consider future distributions under scenarios of climate change and different management interventions when formulating effective long‐term intervention strategies. This paper combines niche modelling and fine‐scale process‐based modelling to define regions at high risk of invasion and simulate likely dynamics at the landscape scale. Our study species is Schinus molle (Peruvian pepper tree; Anacardiaceae), a native of central South America, introduced to South Africa in about 1850 where it was widely planted along roads. Localities of planted and naturalized trees were mapped along 5380 km of roads – a transect that effectively samples a large part of western South Africa. Correlative modelling was used to produce profiles of present and future environmental conditions characterizing its planted and naturalized ranges. A cellular‐automata simulation model was used to estimate the dynamics of S. molle under future climates and different management scenarios. The overall potential range of S. molle in the region is predicted to shrink progressively with predicted climate change. Some of the potential range of S. molle defined based on current conditions (including areas where it is currently highly invasive) is likely to become less favourable. The species could persist where it is well established long after conditions for recruitment have deteriorated. Some areas where the species is not widely naturalized now (notably the fynbos biome) are likely to become more favourable. Our modelling approach allows for the delineation of areas likely to be invaded in future by considering a range of factors at different scales that mediate the interplay of climatic variables and other drivers that define the dimensions of human intervention such as distance from planted trees and the density of planted plants, both of which affect propagule pressure.
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A Study of Gender Differences in the Attitude of Mathematically Gifted and Non-gifted Senior Secondary School Student in Nigeria. - Adeyemi, Adediwura Alaba; Adeniyi, Omoyemiju Micheal (Gender and behaviour, 2010)
The aim of the study is to investigate the differences in the attitude of boys and girls who are mathematically gifted or mathematically non-gifted in the Nigerian senior secondary schools. The population for the study was made up Senior Secondary Three students (SS3) of a school in Osun State. The study sample was made up of 150 (69 boys and 81 girls) SS3 students who were selected using stratified random sampling techniques with sex serving as the stratum. Three instruments were used in carrying out this study. The first instrument was an adopted RAVEN‟s Standard Progressive Matrices (SPM). It was a non-verbal assessment of general intelligence in people, applicable to people aged 5 years and over. The second instrument was a self constructed Mathematics Achievement Test (MAT) that covers the first two years of the Senior Secondary School Mathematics Syllabus. The third instrument was an adopted Andy (2007) Attitude Scale (AS) which was an adaptation of Fennema and Sherman (1976) AS. The collected data were analysed using t-test. The result indicated that the difference in the general attitude of male and female is significant. However, when considering the componential factors of the AS, it was discovered that there is a significant difference in the attitude of male and female students towards confidence in mathematics (t = 3.96 p <.05). It was also discovered that the male generally, the mathematically gifted male and average male students when compared with the girls showed a significantly more positive attitude towards confidence in mathematics (t = 3.8 and 2.92 respectively). While the girls generally and the underachiever girls when compared with the boys showed that they have a significantly more different negative feelings towards mathematics (t = -3.06 and -2.47 respectively). Based on these findings it is believed that boys‟ higher confidence in mathematics can encourage their pursuit of mathematics in their further studies and future career. However, the conclusions in this study are tentative. More research is needed.&nbsp
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Entrepreneurial Education in Nigeria Tertiary Institutions and Sustainable Development. - Agboola, B. M. (2010)
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Nutritional Status of Newly Enrolled Primary School Children in Jos-Plateau, Nigeria - Akor, Francis; Seline, Okolo; Angela, Okolo (Pakistan Journal of Nutrition, 2010)
3 Abstract: Nutritional assessment of newly enrolled school children is needful to identify children with poor nutritional status. Poor nutrition as evidenced by poor growth and small stature could affect development, intellectual performance and intellectual achievement. Poor nutrition in school aged children is also likely to negatively affect their participation in normal school activities. Seven hundred and sixty four apparently healthy newly enrolled pupils were randomly selected using a multi stage proportionate sampling from both public and private schools. Their weights and heights were measured using standard methods. Undernutrition was determined using Z scores less than - 2 standard deviations of the NCHS/WHO international reference standard. Pupils from private schools were significantly taller (118.2±6.52) than their public school counterparts (115.7±8.44), p = 001. The prevalence of underweight, stunting and wasting was 10.3, 11.1 and 2.4% respectively. Stunting occurred in a higher proportion of boys than girls. Poor nutritional status was significantly commoner in public school pupils compared with private school pupils. These findings suggest that malnutrition (underweight, wasting and stunting) is not uncommon among newly enrolled school children and it underscores the need for institution and sustenance of a food program among school children.
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Sex Differences in Mathematics Performance among Senior High Students in Ghana - Asante, Kwaku Oppong (Gender and behaviour, 2010)
This study explored sex differences in mathematics performance of students in the final year of high school and changes in these differences over a 3-year period in Ghana. A convenience sample of 182 students, 109 boys and 72 girls in three high schools in Ghana was used. Mathematics performance was assessed using their classroom marks in the first and third year. The results revealed that there was a significant difference between mathematics performance between boys and girls. These findings, consistent with previous Western studies, are discussed and educational implications of the findings suggested.
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Management Of Teaching Practice In The Preparation Of Nigerian Certificate Of Education (NCE) Teachers - Asaya, Samuel Adetunji (Journal of College Teaching & Learning, 2010)
If the teacher must be “everything” to the learner as well as be the character-model to society, as it is commonly expected, his training must be such that is not only comprehensive but well articulated. Such training must be based on sound conceptual understanding and reasoning that have been developed within the matrix of practice and experience (Ehiametalor, 1990). Consequently, this paper examines a brief historical background of the teacher training institutions in Nigeria, taking a look at the meaning and objectives of teaching practice and some management problems militating against the professional preparation of teachers-in-training. This paper further considers the strategies that could improve the management and supervision of teaching practice, generally, and in colleges of education, in particular. Suggestions are made on how to ensure that the professionally prepared teachers are retained in the education system through appropriate incentives and motivation.
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Profile of Neurological admissions at the University of Nigeria Teaching Hospital Enugu - Ekenze, Oluchi; Onwuekwe, Ikenna; Ezeala, B.A (Nigerian journal of medicine : journal of the National Association of Resident Doctors of Nigeria, 2010)
The burden of Neurological diseases may be on the increase especially in developing countries. Improved outcome in these settings may require appreciation of the spectrum of Neurological diseases and the impediments to their management. We aim to determine the profile of neurological admissions and the challenges of managing these diseases at the University of Nigeria Teaching Hospital Enugu South East Nigeria.Analysis of Neurological admissions into the medical wards of the University of Nigeria Teaching Hospital Enugu from January 2003 to December 2007.Neurological admissions comprise about 14.8% of medical admissions. There were 640 (51%) males and 609 (49%) females. The spectrum of neurological diseases were stroke 64.9%, central nervous system infections (21.8% ), HIV related neurological diseases 3.5%, hypertensive encephalopathy (3.4%), dementia (3%), subarachnoid haemorrhage (2.2%), Guillian Barre syndrome (1.2%), Parkinson's disease (1.1%), myasthenia gravis (1.0%), motor neurone disease and peripheral neuropathy and accounted for 0.8% and 0.6% respectively. Overall, noninfectious disease accounted for 78.2% of neurological admissions while infectious diseases accounted for 11.8%.A wide spectrum of neurological diseases occurs in our setting. The high incidence of CNS infections indicates that efforts should be geared towards preventive measures. A major challenge to be addressed in the management of neurological diseases in our setting is the lack of specialized facilities.
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Foreword to the Special Issue on Education in Ethiopia - et.al, Mammo Muchie (Ethiopian e-Journal for Research and Innovation Foresight (Ee-JRIF), 2010)
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The impact of communication skills training in the management of paediatric HIV : examining the process of designing, implementing and evaluating a communication skills training programme for adherence counsellors in the South African context. - Evans, Melanie (2010)
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Morbidity of total abdominal hysterectomy at the University of Maiduguri Teaching Hospital, Maiduguri, Nigeria - Geidan, D.A; Audu, BM (Nigerian journal of medicine : journal of the National Association of Resident Doctors of Nigeria, 2010)
Background: Total abdominal hysterectomy is a commonly performed gyneacological procedure. Although it is safe, it can still be associated with development of complication. The aim of this study was to determine morbidity associated with total abdominal hysterectomy in our environment.Method: All cases of total abdominal hysterectomy done over a five-year period (January 2003 December 2006) at the University of Maiduguri Teaching Hospital (UMTH) were reviewed. Information was obtained from the patients' case notes, gynaecology ward, and theatre records. The complications of the procedure were determined. Multiple logistic regression was used to find the factors that were independently associated with development of complications.Results: During the study there were 101 cases of total abdominal hysterectomy out of 729 gynaecological operations, a rate of 13.8%. In majority of the cases 56(68.3%) the indication of the hysterectomy wasuterine fibroid (symptomatic). Overall 37(45.1%) experience some form of complication out of which 26(70.3%) was febrile morbidity. Finding enlarged uterus intraoperatively {OR(95%CI)= 14.5(1.84-114.6), p=0.011}, blood transfusion {OR(95%CI)= 31.1(1.35-718.8), p=0.032}and postoperative PCV <30% {OR(95%CI)= 9.63(1.14-81.3) p=0.037}were found to be significantly associated with development of complication.Conclusions: Total abdominal hysterectomy was associated with development of complications and enlarged uterus, increasing parity independent risk factors for development of the complicationKey Words: Total abdominal hysterectomy, Indications, Complications, UMTH.
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Cultural beliefs regarding people with disabilities in Namibia: Implications for the inclusion of people with disabilities - Haihambo, Cynthy K.; Lightfoot, Elizabeth (International journal of special education, 2010)
Namibia is a southern African country with national level policies promoting community inclusion and inclusive education. Despite these policies, people with disabilities are often excluded from schools and community life. This study explores the nuanced cultural beliefs about the causes of disability in Namibia, and the impacts of such beliefs on the implementation of disability policy. Eight themes emerged from this study regarding specific myths about the causes of disability and appropriate community responses to people with disabilities. This study finds that many Namibians believe in supernatural causes of disability, such as witchcraft, and/or in the role of improper relationships of family members as causes of disability; and that community responses to Namibians with disabilities are often negative. However, many people, particularly parents with disabilities, often have strong positive views of disability as well, reflecting the complex and changing nature of cultural beliefs. This study suggests that the implementation of disability inclusion policies is more likely to be successful if it builds upon positive aspects of cultural beliefs about disability. According to the World Health Organization (2005), approximately 10% of the world’s population has a disability, and 80% of those with disabilities live in the developing world. Since the mid-twentieth century, there has been a growing international disability movement that has pushed for the inclusion of people with disabilities within society. Countries have developed policies related to education; employment, income support, anti-discrimination and other policies intended to improve the position of people with disabilities within their own society. This is sometimes based on international agreements and programmes, such as the United Nations Declaration on the Rights of Disabled Persons of 1975 (United Nations, 1975) and the African Decade of Disabled Persons (2000-2009) (African Union, 2002). However, for policies and programmes to be effective, it is important that they take into account the cultural beliefs about disability that exist within their populations. This study examines the cultural beliefs of Namibians towards disability, and discusses the implications of these beliefs on the creation and implementation of national policies and programmes related to community inclusion and inclusive education. Background Namibia is a country in southwestern Africa that achieved independence from South Africa in 1990. The country has a small, diverse population of 1.9 million people, with roughly 67% living in rural areas, particularly in the northern part of Namibia near the Angolan border. There are numerous ethnic groups in Namibia, with approximately 50% belonging to the Ovambo group, and other ethnic groups include the Kavango (9%), Herero (7%), Damara (7%), Nama (5%) and the San Bushmen (3%). Namibia also has a sizeable population who identify as Coloured, and a population of people of German heritage who descend from the German colonizers (Central Intelligence Agency, 2008). The vast majority of Namibians are of the Christian faith. According to the 2001 Population and Housing Census, approximately 5% of Namibians have a disability. Through the National Policy on Disability (Government of the Republic of Namibia, Ministry of Lands, Resettlement and Rehabilitation, 1997), the Namibian Government took the
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Magnitude and leading causes of in-hospital mortality at Aminu Kano Teaching Hospital, Kano, northern Nigeria: A 4-year prospective analysis - Iliyasu, Zubairu; Abubakar, IS; Gajida, Auwal Umar (Nigerian journal of medicine : journal of the National Association of Resident Doctors of Nigeria, 2010)
Background: Population based mortality data are scarce especially in developing countries including Nigeria.Despite its limitations, hospital mortality analysis assesses the quality of health-care delivery and provides a proximate measure of mortality.We reviewed the magnitude and causes of death among in-patients in a tertiary hospital in northern Nigeria. Methods: Analysis of mortality rate and causes of death for the period 20052008 (inclusive) in Aminu Kano Teaching Hospital. Causes of death were prospectively entered on a database and classified according to the International Classification of Diseases (ICD-10).Results: Out of 51,975 patients admitted to the hospital, 4,029 of them died.This gives a mortality rate of 7.8% (95% Confidence Interval of 7.5% to 8.0%).Specifically, of the 15,484 males admitted, 2,361 died giving a mortality rate of 15.2% while of the 36,491 females admitted, 1,668 died giving a mortality rate of 4.6%.The median age for all patients that died was 32.4 years (range: less than 1 day to 101 years), but 36.1 years (range: less than 1 day to 101 years) for the male and 29.3 (range: less than 1 day to 87 years) for the female subsets.The ten most common causes of mortality were HIV/AIDS (8.3%), Septicaemia (6.8%), cerebrovascular disease (6.3%), chronic renal failure (3.9%) chronic liver disease (3.3%), diabetes mellitus (3.2), neonatal jaundice (2.9%), severe birth asphyxia (2.6%), prematurity (2.5%) and bronchopneumonia (2.4%). Conclusion:The mortality rate and causes of death are comparable to similar centres.Regular mortality audits could identify management errors and prevent recurrence of avoidable deaths.
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Who are the peer educators? HIV prevention in South African schools - Mason‐Jones, Amanda J.; Flisher, Alan J.; Mathews, Catherine (Health education research, 2010)
Characteristics of learners who become peer educators are rarely explored despite the potential relevance to the success of peer education programmes. Fifteen high schools selected to implement peer education HIV prevention programmes in South Africa were recruited. A total of 2339 Grade 10 learners were surveyed and comparisons were made between socio-demographic characteristics, key skills, school experience and sexual behaviour of those students who had volunteered or been chosen by teachers to be peer educators (n = 295) and their fellow students (n = 2044), the potential recipients of the programme. On most of the socio-demographic variables, school experiences, aspirations, sexual debut and use of condoms at last sex or whether they had been tested for HIV status, there were no significant differences between the two groups. Volunteers and teacher-chosen peer educators tended to be younger than their classmates (16.19 versus 16.52, P < 0.0001), score higher on a goal-orientation scale (3.27 versus 3.15, P =< 0.0001) and had more access to basic resources [electricity (97.9% versus 94.0%, P = 0.006), a bicycle (41.9% versus 32.7%, P = 0.004) or car (50.2% versus 41.0%, P = 0.005)]. Further research is needed to explore specific peer educator characteristics and recruitment and selection approaches that are associated with effective HIV prevention interventions.
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Classroom Research on Science in Zambia and Japan's International Cooperation in Education - Matsubara, Kenji (理科の教育 = Science education monthly, 2010)
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Gender Differences in the Expressed Problems and Adjustment Needs of In-School Orphans in Nigeria: Challenges for Higher Education and Globalization - Omotosho, J.O.; Esere, Mary O.; Funsho, Bosede M. (Gender and behaviour, 2010)
Background: Millions of orphaned children are abandoned and in need of supportive living environments because their biological parents are not able to provide food, shelter and safety. Objective: To investigate the problems and adjustment needs of in-school orphans in Nigeria. Method: This is a descriptive survey research. The sample consisted of 300 orphans aged 15 to 18 years purposively sampled from three schools in three senatorial districts of Kogi State. Necessary data was collected by means of a questionnaire tagged „Problems and Adjustment Needs of in-school Orphans Questionnaire'(PANOSOQ). The data collected were analyzed using the t-test statistical method. Result: The data analysis revealed, among other things, that the problems and adjustment needs of in-school orphans were multifaceted affecting the academic, economic/financial, emotional, psychological and social aspects of their lives. These areas of problems and adjustment needs were arranged in hierarchical order of magnitude. Furthermore, it was found that female in-school orphans expressed having greater problems and adjustment needs than their male counterparts. Conclusion: On the basis of these findings, the researchers pointed to the fact that the gender differences between males and females, documented by earlier researchers do, in fact, exist. They therefore called attention to the dire need for all stakeholders in the education industry to tackle with dispatch the problem of the dearth of counsellors in Nigeria's primary and secondary schools in order to address this anomaly. Such exercise would help to keep on course the noble goals of higher education and globalization.Key words: Adjustment needs; counselors; gender disparities, globalization; higher education; orphans; primary school; secondary school.
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The future horizons of accountancy education in South Africa : a review of the educational requirements until 1990 - Wolman, Basil Sylvesta (2010)
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West Bank and Gaza - Teacher Education Improvement Project : P111394 - Implementation Status Results Report : Sequence 01 - Cuadra, Ernesto P. (2010)
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Prevalence of intestinal parasites among school children in northern districts of West Bank‐ Palestine - Hussein, Ayman S. (Tropical Medicine & International Health, 2010)
Summary Objectives To assess the prevalence of intestinal parasite infections in northern districts of West Bank, Palestine and to determine associated sociodemographic factors. Methods Random sampling of schoolchildren from rural and urban areas was carried out. Participants provided faecal samples and answered a questionnaire about their demographics and hygiene habits. Faecal samples underwent microscopy and PCR to screen for protozoan and helminths. Results Seven hundred and thirty‐five samples were collected from children aged 9.5 years on average. The overall prevalence of parasitic infection was 22.2%. The rates of infections with amoeba, Giardia intestinalis , Entrobius vermicularis and Ascaris lumbricoides were 9.7%, 4.1%, 1.6% and 3.8%, respectively. Real‐time PCR was performed to differentiate between Entamoeba histolytica and Entamoeba dispar . Results showed that 14% of samples positive with microscopy for amoeba were positive for E. histolytica . There was no significant association between sex and rates of infections ( P ‐value > 0.05). There were, however, significant association between parasite infections and parents’ education, place of residence, washing hands habits ( P ‐value > 0.05). No significant association was found with number of family members or eating in school canteens ( P ‐value > 0.05). Conclusions Intestinal parasite infections are endemic in West Bank. Interventions such as health education and sanitation are needed.
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African American and European American Students’ Peer Groups During Early Adolescence: Structure, Status, and Academic Achievement - Wilson, Travis; Karimpour, Ramin; Rodkin, Philip C. (The Journal of Early Adolescence, 2010)
Focusing on a sample of 382 African American (206 female) and 264 European American (132 female) students in diverse fourth and fifth grade classrooms, this study investigated three questions concerning the connections between peer groups and academic achievement during early adolescence: (a) How is group structure (i.e., hierarchy and cohesion) associated with group centrality (i.e., status) in the classroom? (b) Does group structure predict academic achievement? and (c) Do peer-group status systems support or undermine academic achievement? Results were similar for African American and European American students. Group hierarchy was positively associated with group centrality but negatively associated with individual academic achievement. Individual status was positively associated with academic achievement. Discussion focuses on multifaceted peer-group influences on academic achievement and implications for educational practice.
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Climate Change and the Housing Environment in Ghana - Adarkwa, Kwasi Kwafo; Poku-Boansi, Michael (2010)
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Climate Change and Its Effect on Cities of Eastern African Countries - Gichere, Samuel; Sikoyo, George M.; Saidi, Ally Matano (2010)
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Climate Change in the Context of Urban Development in Africa - Hope, Kempe Ronald (2010)
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Climate Change and Sustainable Housing in Uganda - Magezi, Stephen A. K. (2010)
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Gender issues in agricultural education within African universities - Mangheni, Margaret Najjingo; Ekirikubinza-Tibatemwa, Lillian; Forsythe, Lora (2010)
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The Effects of Climate Change on Urban Human Settlements in Africa - Mosha, Aloysius Clemence (2010)
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Climate Change and Its Effect on Urban Housing and Liveable Cities: The Case of Harare, Zimbabwe - Mupedziswa, Rodreck (2010)
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Building capacity for public and population health research in Africa: the consortium for advanced research training in Africa (CARTA) model - Ezeh, Alex; Izugbara, Chimaraoke; Kabiru, Caroline W.; Fonn, Sharon; Kahn, Kathleen; Manderson, Lenore Hilda; Undieh, Ashiwel S.; Omigbodun, Akinyinka; Thorogood, Margaret (Global Health Action, 2010)
Background: Globally, sub-Saharan Africa bears the greatest burden of disease.Strengthened research capacity to understand the social determinants of health among different African populations is key to addressing the drivers of poor health and developing interventions to improve health outcomes and health systems in the region.Yet, the continent clearly lacks centers of research excellence that can generate a strong evidence base to address the region's socio-economic and health problems.Objective and program overview: We describe the recently launched Consortium for Advanced Research Training in Africa (CARTA), which brings together a network of nine academic and four research institutions from West, East, Central, and Southern Africa, and select northern universities and training institutes.CARTA's program of activities comprises two primary, interrelated, and mutually reinforcing objectives: to strengthen research infrastructure and capacity at African universities; and to support doctoral training through the creation of a collaborative doctoral training program in population and public health.The ultimate goal of CARTA is to build local research capacity to understand the determinants of population health and effectively intervene to improve health outcomes and health systems.Conclusions: CARTA's focus on the local production of networked and high-skilled researchers committed to working in sub-Saharan Africa, and on the concomitant increase in local research and training capacity of African universities and research institutes addresses the inability of existing programs to create a critical mass of well-trained and networked researchers across the continent.The initiative's goal of strengthening human resources and university-wide systems critical to the success and sustainability of research productivity in public and population health will rejuvenate institutional teaching, research, and administrative systems.
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Counter-Storytelling with African Proverbs: A Vehicle for Teaching Social Justice and Global Understanding in Urban, U.S. Schools - Asimeng‐Boahene, Lewis (Equity & Excellence in Education, 2010)
Although the current demographics of urban schools in the United States reflect a rapid growth of culturally and linguistically diverse students, curricula continue to emphasize mainstream culture; cultural and linguistic experiences of these diverse students are ignored. In this article, the author examines how the use of counter storytelling in the form of African proverbs can serve as a tool for teaching the concepts of social justice in the urban, U.S. school setting.
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“Community Psychology is for Poor, Black People”: Pedagogy and Teaching of Community Psychology in South Africa - Carolissen, Ronelle; Rohleder, Poul; Bozalek, Vivienne; Swartz, Leslie; Leibowitz, Brenda (Equity & Excellence in Education, 2010)
The term “community” holds historical connotations of political, economic, and social disadvantage in South Africa. Many South African students tend to interpret the term “community” in ways that suggest that community and community psychology describe the experiences of exclusively poor, black people. Critical pedagogies that position the teaching process as a transformative activity and that challenge student perceptions about the status quo are central in teaching community psychology. This article uses the subdiscipline of community psychology to discuss the importance of pedagogy. It uses a module that was presented at Stellenbosch University (SU) in the Western Cape, South Africa, as an illustrative example. The module was taught collaboratively with the social work department at the University of the Western Cape. Forty-five psychology students from a historically white university (SU) and 50 social work students from a historically black university (UWC) engaged in face-to-face workshops and virtual (e-learning) assignments that interrogated notions of the self, community, and identity. Final student essays were analysed qualitatively for themes illustrating aspects of the human capabilities approach to pedagogy adopted in this project.
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Adherence to highly active antiretroviral therapy in depressed patients with HIV/AIDS attending a Nigerian university teaching hospital clinic - Olisah, Victor Obiajulu; Baiyewu, Olusegun; Sheikh, Taiwo Lateef (African journal of psychiatry (Craighall), 2010)
To determine the prevalence of depressive disorder in patients with HIV/AIDS receiving HAART; to determine the effect of depressive disorder on adherence to antiretroviral therapy; and to determine the significance of the association.The study was conducted amongst outpatients of Ahmadu Bello University Teaching Hospital, Zaria. A sociodemographic and drug adherence questionnaire was administered. The Centre for Epidemiological Studies Depression Scale (CES-D) was used to screen for depressive symptoms while the Schedule for Clinical Assessment in Neuropsychiatry (SCAN) was used to confirm the diagnosis of depressive disorder.A total of 310 patients with HIV/AIDS receiving HAART participated in the study. 68.4% were female and the mean age was 35.5 (± 8.97 years). 37.4% had secondary education, while 27.1% had tertiary education. Sixty-six participants (21.3%) had significant depressive symptoms while 14.2% met ICD-10 diagnostic criteria for depressive disorder. Overall, 73% of participants had good adherence to HAART. 63.6% of participants with depressive disorder had poor adherence to HAART compared to 21.1% of participants without depressive disorder (p<0.05).Depressive disorder in patients with HIV/AIDS is associated with poor adherence to antiretroviral medication. Early identification and treatment of depression in such patients may improve antiretroviral medication adherence and treatment outcomes.
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An exploration of teacher motivation: a case study of basic shool teachers in two rural districts in Ghana - Tanaka, Chisato (2010)
Retaining motivated teachers is a major concern across countries. Ghana, like other Sub- Sahara African countries, has been trying to address challenges, such as the lack of teachers, particularly in rural areas, and the low levels of motivation among them. On the other hand, teachers in developing countries are not necessarily trained and, even if they are, they may not be competent, effective and efficient (Lockheed and Verspoor 1991). Mere enthusiasm and good intentions may not be enough to improve the quality of education. Nevertheless, motivation is necessary, since without it, teachers – especially those facing difficult circumstances – cannot persevere; and, no matter how skilled, without drive, teachers are unable to perform in the long term. As a consequence, without well-motivated teachers, children are less likely to attain the desired level of education. Moreover, if parents/guardians do not believe that education equips their children with the necessary skills and knowledge for a better life, access to and completion of basic education will not increase and government efforts to achieve EFA and the Millennium Development Goals (MDGs) may be in vain. Teacher motivation is not a new area of research. Extensive quantitative and qualitative research has been carried out, especially in the UK and the US, but not in Sub-Saharan Africa. Moreover, in the case of Ghana, most of the research is based on surveys and oneshot interviews and tends to describe why teachers have low job satisfaction and motivation. As working and living conditions for most teachers are challenging, studies into 'motivation' have tended to be superficial. More specifically, little research has been carried out into investigating why some teachers are able to stay motivated in conditions that others do not consider to be conducive to effective practice − or how they are able to manage. In addition, what research has been done has been concentrated in the southern part of the country, which is considered to be better off compared to the northern part according to many gauges. This study has aimed to investigate how basic school teachers‟ perception of teaching as a career is shaped by social and professional environment in rural Ghana. It has also intended to explore local realities with respect to the policy and its implementation for basic education. One-year field research from 2007 to 2008 was conducted by using a mixedmethods approach in two 'deprived'1 districts − one from the north and the other from the south − which are geographically, socio-culturally, and economically different. The methods of data collection involved survey, ethnographic research, interviews, and teacher focus group discussions. This research echoes previous research findings that physical disadvantages − such as the lack of conducive infrastructure, the shortage of teaching and learning materials, and poor salaries − are factors that contribute to a lower commitment to the profession. However, this research also suggests that two other key stakeholders at micro-level − in addition to the teachers themselves − play a role in teacher motivation. These are: colleague teachers, including head teachers; and the communities in which teachers live and work. Support at this level – both material such as the provision of accommodation and food and nonmaterial like morale support – can not only enhance teachers‟ well-being and self-esteem but also help them to see their current positions as a part of their goals. On the other hand, at macro-level, local authorities − the main implementers of policies and strategies formulated at central level and of teacher management − are particularly influential, as it affects teachers‟ long-term vision. They tend to discourage teachers in their operation, mainly due to its organisational culture that teachers perceive neither fair nor rational. With the same reason, strategies put in place to motivate teachers do not always produce the expected outcomes. Moreover, teachers are more likely to be subordinates to the authority even in school management and to feel powerless in the system. Too much emphasis on teacher motivation at school level may overlook the important role of the District Education Offices (DEOs), since teachers‟ lives are much more related to how the DEO manages them than is the case with similar hierarchical relationships in the West.
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The impacts of culture and gender in HIV/AIDS lived experiences in education workplaces : case study of selected public schools in Gauteng Province of South Africa. - Amadi-Ihunwo, Uchenna Beatrice (2010)
openalex: W2267704914 mag: 2267704914
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Response of native ungulates to drought in semi-arid Kenyan rangeland - Augustine, David J. (African Journal of Ecology, 2010)
Abstract The distribution and abundance of native ungulates were measured on commercially managed, semi‐arid rangeland in central Kenya over a 3‐year period that encompassed severe drought and above‐average rainfall. Native ungulate biomass density averaged 5282 kg km −2 over the study and was dominated by elephant ( Loxodonta africana ), impala ( Aepyceros melampus ) and dik‐dik ( Madoqua kirkii ). Biomass density of domestic cattle ( Bos taurus ) averaged 2280 kg km −2 during the study. Responses of native ungulates to severe drought were variable. Impala densities were similar to or greater than densities for similar habitat in protected areas, and varied from 12 to 16 km −2 during and following the drought to 24–29 km −2 following above‐average rainfall. Dik‐dik densities were also greater than densities reported for protected areas and were surprisingly stable throughout the study despite the wide annual fluctuations in rainfall. Elephant migrated out of the region during drought but were present at high densities (2.9–5.2 km −2 ) during wet seasons, consistent with telemetry studies emphasizing the importance of Acacia bushland habitat on commercial rangelands for the migratory portion of the Laikipia–Samburu elephant population. Results show that substantial densities of native browsing and mixed‐feeding ungulates can occur on rangeland managed for commercial beef production and suggest that the capacity for ungulates to move over large spatial scales (>100 km 2 ) and to shift distributions in response to locally variable thunderstorms may be important for sustaining these populations.
openalex: W1565124226 mag: 1565124226
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Effects of parental involvement in education : a case study in namibia - Erlendsdóttir, Guðlaug (2010)
openalex: W2105040176 mag: 2105040176
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Drought Responses of Two Bambara Groundnut (Vigna subterranea L. Verdc.) Landraces Collected from a Dry and a Humid Area of Africa - Jørgensen, Stine; Liu, Fulai; Ouédraogo, Mahama; Ntundu, Wazael H.; Sarrazin, Jozée; Christiansen, Jens (Journal of Agronomy and Crop Science, 2010)
Abstract Drought adaptation strategies of two bambara groundnut landraces, Uniswa Red and S19‐3, collected from contrasting environments in Africa, were compared. Our objectives were to investigate the relative significance of effective stomatal control induced by the abscisic acid (ABA) signalling and osmotic adjustment in regulating plant water relations in general for this legume species. The ABA concentration [ABA] in the leaf increased linearly with declining relative leaf water content, and there were significantly higher [ABA] in Uniswa Red compared with S19‐3 at the final harvest in the drought‐stressed plants. Estimated by a linear‐plateau model, S19‐3 initiated the reduction in transpiration at a significantly lower soil water threshold (FTSW = 0.50 ± 0.024) than Uniswa Red (FTSW = 0.69 ± 0.023) indicating that the latter was more sensitive in reducing plant water use in response to soil drying. A similar trend was found for stomatal closure during soil drying, although the soil water thresholds at which relative stomatal conductance ( g s ) started to decline were not significantly different between the two landraces. By an early closure of stomata and hence an early reduction in transpiration rate during soil drying, Uniswa Red could be defined as a ‘water‐saver’ such that it maintains leaf water status to a great extent of soil water deficit. This strategy is important for survival during intermittent drought. While S19‐3 could be defined as a ‘water‐spender’ with a late closure of stomata, hence a late declining of transpiration rate during soil drying allowed the landrace to maximize its water use despite giving up its leaf water relations. Such drought response together with a fast phenological development of S19‐3 indicates that the landrace is capable of escaping from terminal drought while maximizing its water use and productivity when soil water is available.
openalex: W1583806285 mag: 1583806285
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EDUCATION DECENTRALIZATION IN ETHIOPIA - Kebede, Mengistu Gutema (2010)
Dissatisfied with centralized approaches to giving local public services in general, and education service in particular, a large number of countries are decentralizing responsibility for these services to lower level governments. Decentralization moves decision-making closer to the people and may give them better service delivery in general, and education service in particular. In principle, lower level governments are empowered to determine their own priorities for effective service delivery. However, in practice insufficient funding, inadequate manpower and low level of community participation make it difficult to realize the positive potential of decentralization. In this regard, this book briefly examined the performance of decentralized education service delivery by concentrating on variables like institution, manpower, finance and community participation in the study areas in particular and the country at large. Therefore, the book is vital to provide valuable information for practitioners and experts on the existing performance of decentralized education service delivery.
openalex: W2962925624 mag: 2962925624
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Lesley University Library: African-American Perspectives: Education - Mancini, Abby (2010)
openalex: W3140103074 mag: 3140103074
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Climate change risks in Sahelian Africa - Mohamed, A. Ben (Regional Environmental Change, 2010)
openalex: W2062409712 mag: 2062409712
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Strategic response of private healthcare funders in South Africa to global climate change - Sery, Roy Aharon (2010)
openalex: W36323069 mag: 36323069
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Lesley University Library: African-American Perspectives: Education - Snair, Samantha (2010)
openalex: W2969339624 mag: 2969339624
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Characteristics of the 2000 fissure eruption and lava flow fields at Mount Cameroon volcano, West Africa: a combined field mapping and remote sensing approach - Wantim, Mabel Nechia; Suh, Cheo Emmanuel; Ernst, Gérald; Kervyn, Matthieu; Jacobs, Patric (Geological Journal, 2010)
Abstract This study focuses on the compound pahoehoe lava flow fields of the 2000 eruption on Mount Cameroon volcano, West Africa and it comprehensively documents their morphology. The 2000 eruption of Mount Cameroon took place at three different sites (sites 1, 2 and 3), on the southwest flank and near the summit that built three different lava flow fields. These lava flow fields were formed during a long‐duration (28th May–mid September) summit and flank eruption involving predominantly pahoehoe flows (sites 2 and 3) and aa flows (site 1). Field observations of flows from a total of four cross‐sections made at the proximal end, midway and at the flow front, have been supplemented with data from satellite imagery (SRTM DEM, Landsat TM and ETM+) and are used to offer some clues into their emplacement. Detailed mapping of these lava flows revealed that site 1 flows were typically channel‐fed simple aa flows that evolved as a single flow unit, while sites 2 and 3 lava flow fields were fed by master tubes within fissures producing principally tube‐fed compound pahoehoe flows. Sites 2 and 3 flows issued from ∼ 33 ephemeral vents along four NE–SW‐trending faults/fissures. Pahoehoe morphologies at sites 2 and 3 include smooth, folded and channelled lobes emplaced via a continuum of different mechanisms with the principal mechanism being inflation. The dominant structural features observed on these flow fields included: fissures/faults, vents, levees, channels, tubes and pressure ridges. Other structural features present were pahoehoe toes/lobes, breakouts and squeeze‐ups. Slabby pahoehoe resulting from slab‐crusted lava was the transitionary lava type from pahoehoe to aa observed at all the sites. Transition zones correspond to slopes of > 10°. Variations in flow morphology and textures across profiles and downstream were repetitive, suggesting a cyclical nature for the responsible processes. Copyright © 2010 John Wiley & Sons, Ltd.
openalex: W1968915962 mag: 1968915962
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How smallholder farmers adapt to climate change: Stories from East Africa—Celeste Thia Kangani - Ct, Kangani (2010)
openalex: W2270790832 mag: 2270790832
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How smallholder farmers adapt to climate change: Stories from East Africa—Emily Marigu Ireri - Em, Ireri (2010)
openalex: W2225279468 mag: 2225279468
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A SOCIOLOGICAL ANALYSIS OF THE LAW AND PRACTICE OF JUVENILE JUSTICE IN NIGER STATE, NIGERIA | Ibrahim Badamasi Babangida University Open Education Resources (OER) - Hussaina, D E Juliana (2010)
openalex: W2996043359 mag: 2996043359
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Effects of a participatory agriculture and nutrition education project on child growth in northern Malawi - Kerr, Rachel Bezner; Berti, Peter R.; Shumba, Lizzie (Public Health Nutrition, 2010)
To investigate whether children in households involved in a participatory agriculture and nutrition intervention had improved growth compared to children in matched comparable households and whether the level of involvement and length of time in the project had an effect on child growth.A prospective quasi-experimental study comparing baseline and follow-up data in 'intervention' villages with matched subjects in 'comparison' villages. Mixed model analyses were conducted on standardized child growth scores (weight- and height-for-age Z-scores), controlling for child age and testing for effects of length of time and intensity of village involvement in the intervention.A participatory agriculture and nutrition project (the Soils, Food and Healthy Communities (SFHC) project) was initiated by Ekwendeni Hospital aimed at improving child nutritional status with smallholder farmers in a rural area in northern Malawi. Agricultural interventions involved intercropping legumes and visits from farmer researchers, while nutrition education involved home visits and group meetings.Participants in intervention villages were self-selected, and control participants were matched by age and household food security status of the child. Over a 6-year period, nine surveys were conducted, taking 3838 height and weight measures of children under the age of 3 years.There was an improvement over initial conditions of up to 0·6 in weight-for-age Z-score (WAZ; from -0·4 (sd 0·5) to 0·3 (sd 0·4)) for children in the longest involved villages, and an improvement over initial conditions of 0·8 in WAZ for children in the most intensely involved villages (from -0·6 (sd 0·4) to 0·2 (sd 0·4)).Long-term efforts to improve child nutrition through participatory agricultural interventions had a significant effect on child growth.
openalex: W2157729486 mag: 2157729486
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Investigating Lesotho junior secondary science teachers' perceptions and use of laboratory work. - Monare, Thulo Julius (2010)
openalex: W2265463403 mag: 2265463403
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Maternal deaths associated with eclampsia in South Africa: Lessons to learn from the confidential enquiries into maternal deaths, 2005 - 2007 - Moodley, Jagidesa (South African Medical Journal, 2010)
Eclampsia is the commonest direct cause of maternal death in South Africa. The latest Saving Mothers Report (2005-2007) indicates that there were 622 maternal deaths due to hypertensive disorders of pregnancy. Of these, 334 (55.3%) were due to eclampsia; of the eclamptic deaths, 50 were over the age of 35 years and 83 were under 20 years old. Avoidable factors involved patient related factors (mainly delay in seeking help), administrative factors (mainly delay in transport) and health personnel issues (mainly due to delay in referring patients). The major causes of death were cerebrovascular accidents and cardiac failure. The majority of deaths due to cardiac failure were due to pulmonary oedema. To reduce deaths from eclampsia, more attention must be given to the detection of pre-eclampsia; the provision of information on the advantages of antenatal care to the population at large and training of health professions in the management of obstetric emergencies.
openalex: W1742924392 mag: 1742924392
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The impact of teachers’ limited English proficiency on English second language learners in South African schools - Nel, Norma; Müller, Hélène (South African Journal of Education, 2010)
The importance of the role of language in teacher education programmes and in children’s learning is crucial. This study focuses on the use of English as the language of learning and teaching and its impact on the language development of English second language (ESL) student teachers and ESL learners. Against the background of major theories in second language (L2) acquisition and learning, this topic is contextualized within the South African education system. An empirical inquiry was carried out in which portfolios (evidence of practical teaching including lesson plans and learners’ work) submitted by final year student teachers enrolled at a large distance teaching university for the Advanced Certificate in Education: Inclusive Education were scrutinised. A comparison of teacher and learner written errors was made. Based on the findings, a questionnaire was designed to determine the extent of the impact of teachers’ limited English proficiency on learners’ English proficiency. The findings of the questionnaire responses are presented. Recommendations are made on how student teachers can improve their teaching practice to ensure quality ESL teacher input and ESL learner performance. Keywords: English second language; input; learners; limited English proficiency; student teachers
openalex: W2167661949 mag: 2167661949
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Impact of Schistosome Infection on Plasmodium falciparum Malariometric Indices and Immune Correlates in School Age Children in Burma Valley, Zimbabwe - Sangweme, Davison; Midzi, Nicholas; Zinyowera-Mutapuri, Sekesai; Mduluza, Takafira; Diener‐West, Marie; Kumar, Nirbhay (PLOS Neglected Tropical Diseases, 2010)
A group of children aged 6–17 years was recruited and followed up for 12 months to study the impact of schistosome infection on malaria parasite prevalence, density, distribution and anemia. Levels of cytokines, malaria specific antibodies in plasma and parasite growth inhibition capacities were assessed. Baseline results suggested an increased prevalence of malaria parasites in children co-infected with schistosomiasis (31%) compared to children infected with malaria only (25%) (p = 0.064). Moreover, children co-infected with schistosomes and malaria had higher sexual stage geometric mean malaria parasite density (189 gametocytes/µl) than children infected with malaria only (73/µl gametocytes) (p = 0.043). In addition, a larger percentage of co-infected children (57%) had gametocytes as observed by microscopy compared to the malaria only infected children (36%) (p = 0.06). There was no difference between the two groups in terms of the prevalence of anemia, which was approximately 64% in both groups (p = 0.9). Plasma from malaria-infected children exhibited higher malaria antibody activity compared to the controls (p = 0.001) but was not different between malaria and schistosome plus malaria infected groups (p = 0.44) and malaria parasite growth inhibition activity at baseline was higher in the malaria-only infected group of children than in the co-infected group though not reaching statistical significance (p = 0.5). Higher prevalence and higher mean gametocyte density in the peripheral blood may have implications in malaria transmission dynamics during co-infection with helminths.
openalex: W2090425072 mag: 2090425072
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The perceptions of teaching staff from Nigerian independent schools of a South African professional development workshop - Steyn, Trudie (South African Journal of Education, 2010)
There is widespread agreement that professional development (PD) is the best possible answer to meeting the complex challenges in education systems. Studies on educational effectiveness identify the link between quality teachers and their PD. The purpose of this exploratory study was to determine the perceptions of Nigerian delegates from independent schools of the effectiveness of a training programme conducted by academic staff at the University of South Africa (Unisa). A mixed-method approach was adopted in two similar workshops. In March (2008) (Phase 1), quantitative data were collected and, in October 2008 (Phase 2), qualitative data were collected. The results reveal delegates’ experiences of the quality of the presentations, the content and learning experience, the extent to which the expectations of the delegates were met, the application possibility and relevance of the workshops to educational practice and the needs experienced in Nigerian schools and recommendations for future workshops. Keywords: Nigerian education system; Nigerian independent schools; professional development; school management training; workshops
openalex: W2101299879 mag: 2101299879
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Possible Effects of Seasonal Fires on Drought Across the Northern Sub-Saharan African Region - Ichoku, Charles (2010)
Recent satellite-based studies have revealed that the northern sub-Saharan African (NSSA) region has one of the highest biomass-burning rates per unit land area among all regions of the world. Because of the high concentration and frequency of fires in this region, with the associated abundance of heat release and gaseous and particulate smoke emissions, biomass-burning activity is believed to be a major driver of the regional carbon, energy, and water cycles. We acknowledge that the rainy season in the NSSA region is from April to September while biomass burning occurs mainly during the dry season (October to March). Nevertheless, these two phenomena are indirectly coupled to each other through a chain of complex processes and conditions, including land-cover and surface-albedo changes, the carbon cycle, evapotranspiration, drought, desertification, surface water runoff, ground water recharge, and variability in atmospheric composition, heating rates, and circulation. In this presentation, we will examine the theoretical linkages between these processes, discuss the preliminary results based on satellite data analysis, and provide an overview of plans for more integrated research to be conducted over the next few years.
openalex: W770533052 mag: 770533052
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The Teaching structure of physical education in Benin based on a new curriculum : the issue of a change and the change an issue - Odjoussou, Mathias (2010)
openalex: W4392278677
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Academic Potential Among African American Adolescents in Juvenile Detention Centers: Implications for Reentry to School - Toldson, Ivory A.; Woodson, Kamilah M.; Braithwaite, Ronald L.; Holliday, Rhonda Conerly; Rosa, Mario De La (Journal of Offender Rehabilitation, 2010)
The study explores Black adolescent detainees' academic potential and motivation to return to school, to inform best practices and policies for juvenile reentry to educational settings. Adolescent detainees (N = 1,576) who were recruited from 1 male and 1 female youth detention facility, responded to surveys that assessed postdetention educational plans, as well as social and emotional characteristics, and criminal history. Multivariate analysis techniques were used to compare factors across race and gender, and plot linear relationships between key indicators of academic potential with associate factors. Findings revealed that youth were more likely to evince academic potential when they had a healthy level of self-esteem, adequate future goal orientation, positive mood, family and community involvement, fewer traumatic events, and less delinquent activity.
openalex: W2034944043 mag: 2034944043
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Report claims Egypt Delta in jeopardy due to climate change - Yahia, Mohammed (Nature Middle East, 2010)
openalex: W2315492310 mag: 2315492310
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Heat impact on schoolchildren in Cameroon, Africa: potential health threat from climate change - N., Léonie Dapi; Rocklöv, Joacim; Nguefack-Tsagué, Georges; Ekoe, Tetanye; Kjellström, Tord (RePEc: Research Papers in Economics, 2010)
Background: Health impacts related to climate change are potentially an increasing problem in Cameroon, especially during hot seasons when there are no means for protective and adaptive actions. Objective: To describe environmental conditions in schools and to evaluate the impact of heat on schoolchildren’s health during school days in the Cameroon cities of Yaounde´ and Douala. Methods: Schoolchildren (N285) aged 1216 years from public secondary schools completed a questionnaire about their background, general symptoms, and hot feelings in a cross-sectional study. In Yaounde´, 50 schoolchildren were individually interviewed during school days about hourly symptoms (fatigue, headache, and feeling very hot) and performance. Lascar dataloggers were used to measure indoor classroom temperatures and humidity. Results: There was a significant correlation between daily indoor temperature and the percentages of schoolchildren who felt very hot, had fatigue, and headaches in Yaounde´. A high proportion of schoolchildren felt very hot (48%), had fatigue (76%), and headaches (38%) in Yaounde´. Prevalences (%) were higher among girls than boys for headaches (58 vs 39), feeling ‘very hot overall’ (37 vs 21), and ‘very hot in head’ (21 vs 18). Up to 62% were absentminded and 45% had slow writing speed. High indoor temperatures of 32.58C in Yaounde´ and 36.68C in Douala were observed in school. Conclusions: Headache, fatigue, and feeling very hot associated with high indoor air temperature were observed among schoolchildren in the present study. Longitudinal data in schools are needed to confirm these results. School environmental conditions should be improved in order to enhance learning.
openalex: W2247682954 mag: 2247682954
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Modern variety adoption and risk management in drought prone areas: insights from the sorghum farmers of eastern Ethiopia - Cavatassi, Romina; Lipper, Leslie; Narloch, Ulf (Agricultural economics, 2010)
Adoption rates of improved or modern varieties (MV) of sorghum in eastern Ethiopia are generally low. Although these MV may represent an effective means of coping with droughts, given their early maturing traits, landraces could prove to be more drought-tolerant and better adapted to marginal production conditions. Whether MV adoption is a risk reducing technology is very much an empirical question which this article investigates using a unique dataset from eastern Ethiopia in a year of extreme weather conditions. Results show that risk-factors coupled with access to markets and social capital drive farmers’ decisions to adopt MVs. On the one hand, it appears that farmers use MVs to mitigate moderate risks. On the other hand, farmers who have been most vulnerable to extreme weather events are less likely to use MVs suggesting that MV adoption does not necessarily represent an effective means of coping with drought. Finally, findings show that MV growers are more likely to be affected by sorghum failure once controlling for exogenous production factors.
openalex: W2064715381 mag: 2064715381
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Modern Variety Adoption and Risk Management in Drought Prone Areas: Insights From the Sorghum Farmers of Eastern Ethiopia - Cavatassi, Romina; Lipper, Leslie; Narloch, Ulf (Social Science Research Network, 2010)
Adoption rates of improved or modern varieties (MV) of sorghum in eastern Ethiopia are generally low. Although these MV may represent an effective means of coping with droughts, given their early maturing traits, landraces could prove to be more drought‐tolerant and better adapted to marginal production conditions. Whether MV adoption is a risk reducing technology is very much an empirical question which this article investigates using a unique dataset from eastern Ethiopia in a year of extreme weather conditions. Results show that risk‐factors coupled with access to markets and social capital drive farmers’ decisions to adopt MVs. On the one hand, it appears that farmers use MVs to mitigate moderate risks. On the other hand, farmers who have been most vulnerable to extreme weather events are less likely to use MVs suggesting that MV adoption does not necessarily represent an effective means of coping with drought. Finally, findings show that MV growers are more likely to be affected by sorghum failure once controlling for exogenous production factors.
openalex: W3142800064 mag: 3142800064
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Critical Race Theory As An Analytical Tool: African American Male Success In Doctoral Education - Cintrón, Rosa (Journal of College Teaching & Learning, 2010)
While access to higher education for racial and ethnic minorities improved over the last half of the 20th century, the percentage of these populations obtaining terminal degrees does not approach their respective percentage of society at large. By interviewing five African American males who completed a doctoral program at a Majority White Institution (MWI), this study seeks to identify some consistent themes among successful graduates. Using Critical Race Theory as an analytical framework, meaning is constructed in an effort to provide insight into those traits, practices and situations that contributed to the success of the participants in the study.
openalex: W2106034451 mag: 2106034451
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Study on the Third Country Training for science teachers in international cooperation : Research on the training for Kenyan teachers in the Philippines - Hatanaka, Toshinobu (Nihon Rika Kyōiku Gakkai rika kyōikugaku kenkyū, 2010)
日本の理科教育における国際協カプロジェクトでは．協力対象国の研修指導者を日本以外の国で行う第3国研修として，アフリカの理科教員研修指導者を東南アジアで研修を行っている．本研究ではケニア理科教員研修指導者のフィリピン大学国立理数科教育開発研究所での研修を取り上げた．第3国研修の利点と考えられる，費用対効果面での利点を持つか，研修の運営内容面で利点を持つか，研修実施機関の能力向上につながっているか，について明らかにした．調査は， 2008年1月にフィリピン研修時の観察， インタビュー，質間紙調査， 2008年8月にケニアでの研修観察，インタビューを行った．調査の結果から，研修は安価であり，受講者は，研修全体，研修講師，研修リソースについて評価が高い．また，研修受講者は帰国後に，教育方法の改善，教材の活用，コンピュータの活用の面において研修成果を活用している．このため研修は，コストバフォーマンスがよいと言える．研修の運営実施面では，英語によるスムーズな講義と運営が行われ，十分な運常スタッフを有する利点があるため， 日本での研修に比べ利点を持つ．また， 日本の国際協カプロジェクトで購入された器具や作成された教材を研修で活用しており日本の援助の再利用につながっている．さらに研修実施機関は研修経験を積み，円滑な研修運営ができ，経済面での利点があり，ケニアに関して理解し研修内容を改善してきており，今後も国際協力のリソースとして活用できる能力向上をもたらした．一方，教材と現職教員研修に関する研修内容の向上を課題として指摘した．
openalex: W3176776728 mag: 3176776728
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In-School Adolescents And Career Choice: The Case Of Ekiti State, Nigeria - Osakinle, E. O. (Journal of College Teaching & Learning, 2010)
This paper examines in-school adolescents and career choices in Ekiti State, Nigeria. The sample consists of two hundred randomly selected parents and in-school adolescents from four local government areas in Ekiti State. Two hypotheses were generated and tested at 0.05 level of significance using t-test statistical analysis. The results showed that there were no significant differences between parental influence, as well as gender influence of in-school adolescents in choice of career. The paper concludes that parents need to give adequate career information to their adolescents and have positive job values. Also, females need to decide whether to start their family first or settle on a career and start their family later.
openalex: W1959570693 mag: 1959570693
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The Saint Siluan warning signs of cancer in children: Impact of education in rural South Africa - Poyiadjis, Stelios; Wainwright, Linda; Naidu, Gita; MacKinnon, Diane; Poole, Janet (Pediatric blood & cancer, 2010)
Two thirds of children with cancer never reach a specialist centre for treatment in South Africa. The majority of those who present have advanced disease. A campaign was undertaken to educate the public and the primary health workers on the Saint Siluan early warning signs of cancer in children. There was a statistically significant increase in the number of new patients referred in the 6 years following the campaign (P = 0.001), but did not succeed in achieving the referral of patients at earlier stages of disease. This list of the warning signs appears to be useful in promoting awareness of cancer.
openalex: W1967864560 mag: 1967864560
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DEVELOPMENT OF A GUIDANCE PROGRAMME FOR STUDENTS: WITH SPECIAL EDUCATIONAL NEEDS IN KENYA: A STUDY OF PERSONAL ORIENTATION - Wamocho, Franciscah Irangi; Karugu, Geoffrey K.; Nwoye, Augustine (2010)
In this article, Franciscah Wamocho, lecturer and chairperson, Geoffrey Karugu, senior lecturer, both in the Department of Special Education, and Augustine Nwoye, Associate Professor in the Department of Psychology, all from Kenyatta University in Nairobi, argue that people with disabilities are likely to need the support of counselling services. The study reported here sought to collect baseline data that could be used in designing a comprehensive guidance programme for students with disabilities in secondary phase special schools and vocational rehabilitation training centres in Kenya. A personal orientation inventory was employed to measure values and behaviours among 229 students with visual impairments, hearing impairments and physical disabilities. The results reveal that the students with special educational needs may be non-self-actualising. The trend suggests that students with special needs may be living in the past or future with a lot of regrets and negative sentiments. Taking account of insights derived from Maslow's theory of self-actualisation and other related literature, the findings of this study appear to reinforce the need for a guidance and counselling programme to be developed for students with special educational needs in Kenya. This study reveals the direction that such a programme could take if it is to be of benefit to a Kenyan clientele with special educational needs.
openalex: W2073788091 mag: 2073788091
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From Microsoft to Malawi: Learning on the Front Lines as a Peace Corps Volunteer - Buckler, Michael L. (2010)
In this compelling narrative, Michael L. Buckler draws readers into the challenging, yet rewarding world of the Peace Corps. Inspired by his journals, the book recounts his life as a Peace Corps teacher after a heartbreaking divorce and a demanding legal career prompted him to make a change. Assigned to a village school in Malawi, Buckler opens his tiny home to three boys, embarking with them on a journey of cross-cultural discovery, personal sacrifice, and transformative growth. Determined to help his village, Buckler collaborates with community leaders to build a boarding school for girls. As momentum builds, a powerful bureaucrat tries to shut down the project and Buckler becomes discouraged. As he agonizes over whether to leave, the village takes matters into its own hands in a moving display of the persistent, courageous spirit of Malawi.
openalex: W2885849038 mag: 2885849038
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Languages in Contact and Contact "Languages": Continuity and Discontinuity. What can we Learn form Cameroon Pidgin and Francanglais? - Féral, Carole de (HAL (Le Centre pour la Communication Scientifique Directe), 2010)
openalex: W4206874432
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Water Pollution and Riverbank Filtration for Water Supply Along River Nile, Egypt - Shamrukh, Mohamed; Abdel‐Wahab, Ahmed (2010)
In a developing country such as Egypt, there are growing challenges for providing water supply of good quality. Committing to the Millennium Development Goals (MDG) by providing access to clean drinking water supply is an additional challenge. This is primarily attributed to treatment costs, especially when large quantities of water are treated. The two sources of potable water supply in Egypt are groundwater and surface water, either from the River Nile or from the main irrigation canals. In 2008, the total drinking water production in Egypt was about 7.5 billion m3/year, the contributions from the Nile and groundwater being about 60% and 40%, respectively. Nile water in Egypt is facing rising sources of pollution despite all the programs for pollution control. Discharging industrial and domestic wastewater, return drainage of irrigated water, and flash flood into the River Nile represent the major sources of pollution. There are also widespread problems of iron, manganese, nitrate, and fecal coliform bacteria in the groundwater used for drinking water supply. Riverbank filtration (RBF) is a water treatment technique that can improve surface water quality. Current and previous results of water quality produced from RBF have proven its potential to treat Nile water and to avoid quality problems associated with source water. This paper illustrates the benefits of using RBF, the ability to resolve a broad range of water quality problems in an economic manner and to provide clean and safe drinking for the residents of a desert country such as Egypt.
openalex: W1477524828 mag: 1477524828
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The Effective Distribution of Teachers into Secondary Schools in Ekiti State, Nigeria: A Critical Analysis - Adeyemi, T. O. (African Journal of Educational Studies in Mathematics and Sciences, 2010)
This paper investigated the distribution of teachers to secondary schools in Ekiti State, Nigeria. As an ex-post facto and descriptive survey, the study population embraced all the 141 secondary schools in Ekiti State, Nigeria. The sample was identified with the population as all the schools were involved in the study. The method of selection was by multi-stag and stratified random sampling technique. The instrument used to collect data for the study was an inventory while the data collected were analyzed using percentages. The findings showed that the enrolment growth rate was found to be 5.6% while the teacher-student ratio was 1:30. The supply of qualified teachers did not match the demand for them in secondary schools in the State. It was projected that the State government would require additional 3,585 teachers by the year 2016. Based on the findings, it was recommended that the conditions of service of teachers should be reviewed and made more attractive and lucrative. Government should recruit more qualified teachers into the schools to meet up with the demand for them. This recruitment should however be along subject lines.Keywords: teachers supply, teachers demand, secondary schools enrolment growth rate
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The Supply of Science Teachers to Secondary Schools in Ondo State, Nigeria: A Critical Analysis - Adeyemi, T. O. (African Journal of Educational Studies in Mathematics and Sciences, 2010)
This paper investigated the supply of science teachers to secondary schools in Ondo State, Nigeria.It was an ex-post facto and descriptive research.The study population comprised all the 281 secondary schools and 4 higher institutions in the State as well as 30 higher institutions from neighbouring States producing teachers for secondary schools.The sample in respect of secondary schools was identical with the population.Since only 2 out of the 4 higher institutions in the State produce teachers, the 2 higher institutions were selected for the study.Out of the 30 higher institutions in neighbouring States, 16 were selected thereby giving a total sample of 18 higher institutions.The method of selection was by multi-stage, purposeful and stratified random sampling.The instrument used was an inventory while the data collected were analyzed using frequency counts and percentages.It was found that science teachers were in less proportion compared to non-science teachers in all the schools.Male science teachers were in greater numbers than female science teachers in the schools.The number of science teachers supplied from higher institutions outside the State was greater than the number supplied from higher institutions within the State The supply of science teachers did not match the demand for them in the schools.It was concluded that higher institutions in the State had not been supplying sufficient number of science teachers to the schools.It was then recommended that more efforts should be made by government to increase the supply of science teachers to schools.
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Offences and Penalties for Water Pollution in South Africa: A Comparative Analysis of South African, British, American and Australian Legislation - Kanamugire, Jean Chrysostome (2010)
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Clinical Legal Education in Africa: Legal Education and Community Service - McQuoid‐Mason, David; Ojukwu, Ernest; Wachira, George Mukundi (2010)
Abstract This chapter covers clinical legal education in Southern, East, and West Africa. It includes a short history of law clinics in each region, as well as an analysis of why the law clinics were needed and a description the clinical programs' requirements and the types of training and evaluation used. In most African countries, university law clinics were established to provide legal services and access to justice for poor and marginalized communities, as well as to teach law students practical skills. As in the United States during the 1960s, the South African clinical movement in the 1970s was closely linked to access to justice and therefore “live client” clinics tend to be the norm. The chapter concludes that apart from educating law students in practical skills and social justice, law clinics can also play a crucial role in supplementing the paucity of legal aid services in most African countries.
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Agriculture, livelihoods and climate change in the West African Sahel - Sissoko, K.; Keulen, H. van; Verhagen, A.; Tekken, Vera; Battaglini, Antonella (Regional Environmental Change, 2010)
The West African Sahel is a harsh environment stressed by a fast-growing population and increasing pressure on the scarce natural resources. Agriculture is the main source of livelihood of the majority of the people living in the area. Increases in temperature and/or modifications in rainfall quantities and distribution will substantially impact on the natural resource on which agriculture depends. The vulnerability of livelihoods based on agriculture is increased and most likely exacerbate and accelerate the current ‘downward spiral’ of underdevelopment, poverty and environmental degradation. Notably, droughts, a short rainy season and/or very low rainfall will be felt by current systems. To cope with the difficult climatic situation, farm households have developed a range of strategies including selling of animals and on-farm diversification or specialization. At regional level, early warning systems including an operational agro-meteorological information system already provide farmers with crucial information. Substantial political, institutional and financial efforts at national and international level are indispensable for the sustenance of millions of lives. In terms of development, priority needs to be given to adaptation and implementation of comprehensive programs on water management and irrigation, desertification control, development of alternative sources of energy and the promotion of sustainable agricultural practices by farmers.
openalex: W2019711760 mag: 2019711760
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Advancing Social Justice Through ADR and Clinical Legal Education in India, South Africa, and The United States - Tokarz, Karen; Nagaraj, Vinayak (2010)
openalex: W2476463563 mag: 2476463563
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Stepping outside the ordinary expectations of schooling: effect of school language on assessment of children’s knowledge of mathematics in Ghana - Wilmot, Eric Magnus (African Journal of Educational Studies in Mathematics and Sciences, 2010)
As a result of barriers erected by language, especially in situations where 'school language' is different from children‘s mother tongue, there could often be incongruity between children‘s knowledge of mathematics and teachers‘ assessment of it. This paper, a case study conducted in Ghana, West Africa, shows how children‘s 'mother language‘ can be used to make what is 'invisible‘ to teachers - children‘s true knowledge of mathematics - 'visible‘. By changing the medium of instruction from the dominant classroom language to the child‘s mother tongue this study reveals how it takes stepping outside the ordinary to see the weaknesses in teachers' assessment practices.Keywords: medium of instruction, school language, mother tongue, assessing mathematics in early years, mathematics achievement in early years
openalex: W2048216965 mag: 2048216965
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Reaching a national consensus on the duration of high school education in Ghana: a case for 3-year senior high education - Acquaye, Ernest (Mathematics Connection, 2010)
The Senior High School (SHS) is one of the levels of education within the structure of pre-tertiary education in Ghana. The duration of the SHS cannot, therefore, be determined without due consideration to the entire structure, the inputs and outputs of the other levels, namely KG, Primary and the Junior High School (JHS). Drawing from this fact, this paper has emphasized that JHS is the first stage of secondary education and therefore be managed as a level within the secondary education sub sector. This paper is an attempt to provide a better understanding of the reasons, particularly those regarding the quality of teaching and learning at the basic level, that accounts for the poor educational outcomes at the basic and senior secondary level which many advocates of the 4-year senior high school programme use as the basis of their argument. The paper argues that the low performance in the senior secondary schools technically starts from the primary school through junior secondary school to senior secondary school. The problem arises from a complex of internal and external factors which could be solved within the right environment (curriculum, teacher and infrastructure) as exhibited in some schools in this country. The paper concluded by indicating that if indeed the recommendations, especially those on subjects/content to be offered at the lower and upper primary, JHS, allocation of periods, other instructional quality procedures, are addressed, there will be no need to extend the duration of pre-tertiary education in Ghana by one year; and if even there should be any extension, it should be at either the primary or the JHS level.
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The effect of conceptual and procedural learning strategies on the study habit of Nigerian secondary school students in mathematics - Adeleke, Monsurat; Oloyede, E. O. (Mathematics Connection, 2010)
This study examined the effect of varying learning strategies making use of procedural and conceptual learning strategies on secondary school students‟ study habits in mathematics. A total of 124 senior secondary school students, from Osun state in southwestern Nigeria divided into three groups were involved in this study. Two experimental groups were randomly assigned to the two learning strategies and the third group was the control group. The study adopted modified non-equivalent pretest posttest control group design. Intact classes were used but the modification was that all the three groups contained science students. The three groups were taught simultaneous linear equations. The study habits of students were assessed using a questionnaire of reliability coefficient of 0.84. Both learning strategies yielded significant difference in students‟ study habits with conceptual strategy having higher score. The study concluded that students‟ study habits in mathematics could be improved using an innovative learning strategy.Keywords: study habit, learning strategy, conceptual, procedural, achievement
openalex: W2050299544 mag: 2050299544
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Beliefs, attitudes and self-confidence in learning mathematics among basic school students in the Central Region of Ghana - Ampad, E (Mathematics Connection, 2010)
In this era of information and technology it is generally accepted that mathematics plays a very crucial role in national development. In view of this, it has become our desire that our students will be able to feel that mathematics is an enjoyable and rewarding subject for them but the question which still remain unanswered is do we succeed? The purpose of this study was to understand and determine the attitude, beliefs and self confidence in learning mathematics among grade nine students in the central region of Ghana. Five hundred (500) grade nine students in the Central Region of Ghana were selected using purposeful, and stratified random sampling methods for the study. Likert scale items questionnaire was designed to ascertain students‟ personal characteristics, occupational aspirations, attitudes and self-confidence in learning mathematics. The respondents showed that the students had positive attitude towards mathematics and see mathematics as a very important subject which will help them in their daily lives. However, the majority of the students were of the view that a more positive attitude could be formed if their mathematics teachers show a more positive attitude and high self-confidence in mathematics and encourage them to develop interest in the subject. The study also revealed that there is the need for teachers, school authorities and the Ghana Education Service (GES) to offer guidance and counselling services for students to help them in their selection of academic programmes at the senior high school level and future career aspirations.Keywords: attitude to mathematics, beliefs in mathematics, self confidence in mathematics, occupational aspirations, educational aspirations
openalex: W2172163063 mag: 2172163063
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Gaps between inside school and out-of-school mathematics in Ghana - Davis, Elmyra; Bishop, A>J.; Seah, Wee Tiong (Mathematics Connection, 2010)
Researchers are now pointing to the fact that mathematics that was once regarded as culturei2 and value free is no longer regarded as such. Views about the nature of mathematical facts being absolute and unquestionable have changed in recent times. Mathematics education researchers have therefore highlighted the need for the recognition of children‟s out-of-school mathematical practicesii in scaffolding their learning in mathematics classroom. This paper reviews theories and research on culture nature of mathematical knowledge. It also discusses the possible reason why Ghanaian primary school mathematics curriculumiii; does not reflect much of the out-of-school mathematical practices and the way forward.Keywords: nature of mathematics, mathematics and culture, ethnomathematics, mathematics curriculum
openalex: W2039084610 mag: 2039084610
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An investigation of primary and JHS teachers’ attitudes toward mathematics in some selected schools in the Central Region of Ghana - Davis, Esther; Wilmot, E.N (Mathematics Connection, 2010)
This study explored primary and junior high school (JHS) teachers‟ attitudes toward mathematics. A survey of attitudes toward mathematics of 114 primary and JHS teachers who were holders of three-year post secondary teachers‟ certificate “A” from 40 basic schools in the Cape Coast Metropolis and Elmina district in the Central region of Ghana was carried out using a questionnaire. Data collected were analysed using means and standard deviations. The t-test was used to investigate whether there was significant difference between primary school and JHS teachers‟ attitudes toward mathematics. The results from the study revealed amongst others that both primary and JHS teachers had favorable attitudes toward mathematics. The study also found no significant difference between the attitudes of the two sets of teachers toward mathematics. However, whilst the study found no significant difference between the attitudes of upper primary and JHS teachers toward mathematics, both upper primary and JHS teachers were found to have significantly more positive attitudes toward mathematics than the lower primary teachers. The study recommended the need to encourage lower primary school teachers to develop more positive attitudes toward mathematics.Keywords: attitude toward mathematics, mathematics achievement
openalex: W2020546216 mag: 2020546216
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An evaluation of the out-segment component of the initial teacher training programme in Ghana - Kutor, N.K; Aboagye, J. K. (Mathematics Connection, 2010)
The study examined the out-segment component of the 3-Year Teacher Training College Programme with the intent of identifying its prospects and challenges The survey method involving the use of questionnaire and interviews were used to collect data on views on the out-segment as perceived by some stakeholders namely; teacher trainees, headteachers, Principals, of Teacher Training Colleges, mentors, link coordinators and community members. A sample of 510 stakeholders comprising 56 link coordinators, 56 mentors, 42 Principals, 100 headteachers, 168 mentees, 84 community members and 10 Regional Education officers were selected through purposive and random sampling techniques. The study concluded that in spite of challenges facing the out-segment programme(namel:y accommodation/financial problems, poor community relations, absence of textbooks/late supply of Distance Learning Materials etc) majority of stakeholders perceived it as a more effective approach to the training of teachers in the initial teacher training colleges.Keywords: initial teacher training, teacher trainees, internship, mentoring
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Five decades of school mathematics in Ghana - Mereku, Damian Kofi (Mathematics Connection, 2010)
In this paper, an attempt had been made to provide a historical background to the development of school mathematics in Ghana since the nation‟s independence from British rule in 1957 and how these have influenced current practice in teaching mathematics and the culture of learning the subject. Some recommendations have been made to improve students‟ performance in the subject.Keywords: new math, mathematics content emphasis, mathematics teaching, learning culture of mathematics
openalex: W2081803294 mag: 2081803294
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Overcoming language difficulties in solving mathematics problems in basic schools in Ghana - Mereku, Damian Kofi; Cofie, Penrose (Mathematics Connection, 2010)
The study was premised on the fact that instruction tailored to the level of cognitive development of the students is more effective than using one instructional strategy and hoping that all children in the class would understand. Unfortunately, it is impossible to tailor instruction to the level of development of all children in the class unless steps are taken to identify the levels at which children are operating. Consequently, in this study the level of development of 30 first- and second-graders was determined using individual pre-interviews. The study revealed that the range of unit items the child is capable of creating is restricted to the five unit items in an order of sophistication from the least advanced type; perceptual, to the most advanced type, abstract unit items. However, a counter of any advanced unit items does not lose the ability to count the less sophisticated ones. Recommendations for teaching and for future research have been made.Keywords: counting, counting schemes, figural representations,
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The challenges of achieving high training coverage for IMCI: case studies from Kenya and Tanzania - Mushi, Hildegalda; Mullei, K.; Macha, Jane; Wafula, Francis; Borghi, Josephine; Goodman, Catherine; Gilson, Lucy (Health Policy and Planning, 2010)
Health worker training is a key component of the integrated management of childhood illness (IMCI). However, training coverage remains low in many countries. We conducted in-depth case studies in two East African countries to examine the factors underlying low training coverage 10 years after IMCI had been adopted as policy. A document review and in-depth semi-structured interviews with stakeholders at facility, district, regional/provincial and national levels in two districts in Kenya (Homa Bay and Malindi) and Tanzania (Bunda and Tarime) were carried out in 2007–08. Bunda and Malindi achieved higher levels of training coverage (44% and 25%) compared with Tarime and Homa Bay (5% and 13%). Key factors allowing the first two districts to perform better were: strong district leadership and personal commitment to IMCI, which facilitated access to external funding and encouraged local-level policy adaptation; sensitization and training of district health managers; and lower staff turnover. However, IMCI training coverage remained well below target levels across all sites. The main barrier to expanding coverage was the cost of training due to its duration, the number of facilitators and its residential nature. Mechanisms for financing IMCI also restricted district capacity to raise funds. In Tanzania, districts could not spend more than 10% of their budgets on training. In Kenya, limited financial decentralization meant that district managers had to rely on donors for financial support. Critically, the low priority given to IMCI at national and international levels also limited the expansion of training. Levels of domestic and donor support for IMCI have diminished over time in favour of vertical programmes, partly due to the difficulty in monitoring and measuring the impact of an integrated intervention like IMCI. Alternative, lower cost methods of IMCI training need to be promoted, and greater advocacy for IMCI is needed both nationally and internationally.
openalex: W2115398118 mag: 2115398118
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Induction of Beginning Teachers in Ghana: Principles and Prospects - Nyoagbe, J (Mathematics Connection, 2010)
A beginning teacher is a teacher in his probationary year. In Ghana, this is the first year after pre-service education. The need to provide support for the beginning teacher has become more necessary than before because there has been a drastic reduction in the ages at which most beginning teachers enter the service. Since students can now enter Initial Teacher Training College (ITTC) with Senior Secondary School qualifications, we now have situations whereby many very young entrants enter ITTCs at ages 18 or 19 years. This means they begin their teaching careers as early as the age of 21, very inexperienced in life, and therefore require a great deal of support. Even though teachers‟ conditions of service in Ghana states explicitly that all employees of the service shall serve a probationary period of one year on first appointment and that all probationers shall be given every possible assistance by their immediate heads to enable them establish themselves in the service, very little is done to support the probationary or beginning teacher. In this paper the writer describes how probationers are treated and argues that the lack of policy document outlining the principles that should inform or direct teacher induction programmes in Ghana is a major inefficiency in the nation‟s teacher education system.Key words: beginning teacher; induction; probation; conditions of service
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Socio-economic background and the relative efficacy of self drills on factual recall and students’ achievement in mathematics in senior secondary schools in Nigeria - Olagunju, Omoniyi; Owoyele, J.W (Mathematics Connection, 2010)
This is an investigation of the moderating effect of socio-economic background on the relative efficacy of self drills on factual recall and students‟ achievement in Mathematics in senior secondary school. The aim was to facilitate the improvement of factual recall and academic achievement among students of diverse socio-economic backgrounds. The study adopted an experimental research design using a 2×3 pre-test, post-test, randomized factorial design. Sample consisted of 120 Senior Secondary School Two (SS2) students. Four null hypotheses were tested at 0.05 levels while three instruments (Socio-Economic Demographic Form, 20 item Word Recall Test and Mathematics Achievement Test) were used for data collection. Analysis of data using MANOVA, t-test, pair-wise comparison and descriptive statistics on the SPSS package revealed relative efficacy of self drills in fostering factual recall and achievement in Mathematics. There was significant moderating effect of socio-economic background on the effect of the treatment on achievement but no effect on factual recall. It is recommended that schools should organize periodic workshops to train students on how to effectively use self drills and other learning strategies.Keywords: self drills, factual recall, mathematics achievement, socio-economic background
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Report on the baseline survey of untrained teachers in Ghana - Osei-Anto, S; Mereku, Damian Kofi; Aboagye, J. K.; Akwesi, C; Kutor, N.K (Mathematics Connection, 2010)
Analysis of data from the 1999 National Education Forum report indicates that though there was gradual reduction in the number of Untrained Teachers (UTTs) in the first ten years after the 1987 educational reforms, the proportion of UTTs that remained in the nation‟s basic schools was still substantial. By the 1997/98 academic year the number of UTTs in primary and junior secondary schools had reduced to about 17,800. Data obtained by Teacher Education Division (TED) of the Ghana Education Service (GES) from District Directorates of Education throughout the nation revealed that the number of UTTs was rising gradually and had reached 22,500 in 2003. This, on the one hand, was found to be the result of a steady rise in enrollments due to improved government policies and interventions in education, and on the hand, to a high teacher wastage rate emanating largely from teachers taking study-leave with pay to do further education programmes that take them away from the basic level. Since the initial teacher training colleges cannot meet the rising demand for trained teachers, the TED began a process of initiating a modular training programme to provide initial training for the UTTs. To facilitate this process, a team was tasked to conduct a baseline survey to develop a data bank on the profile of UTTs; ascertain the curriculum needs of the UTTs; and gather information on variables that will enable them to successfully go through a modular programme. This paper reports the findings of the baseline survey.Keywords: untrained teachers, initial teachers training modes, modular programme, baseline survey
openalex: W2013070288 mag: 2013070288
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Coastal oceanic climate change and variability from 1982 to 2009 around South Africa - Rouault, Mathieu; Pohl, Benjamin; Penven, Pierrick (African Journal of Marine Science, 2010)
Changes and fluctuations in sea surface temperature (SST) around the South African coast are analysed at a monthly scale from 1982 to 2009.There is a statistically significant negative trend of up to 0.5 °C per decade in the southern Benguela from January to August, and a cooling trend of lesser magnitude along the South Coast and in the Port Elizabeth/Port Alfred region from May to August.The cooling is due to an increase in upwellingfavourable south-easterly and easterly winds.There is a positive trend in SST of up to 0.55 °C per decade in most parts of the Agulhas Current system during all months of the year, except for KwaZulu-Natal where warming is in summer.The warming was attrib-uted to an intensification of the Agulhas Current in response to a poleward shift of westerly winds and an increase in trade winds in the South Indian Ocean at relevant latitudes.This intensification of the Agulhas Current could also have contributed to the coastal cooling in the Port Alfred dynamic upwelling region.The El Niño Southern Oscillation (ENSO) is significantly positively correlated at a 95% level with the southern Benguela and South Coast from February to May, and negatively correlated with the Agulhas Current system south of 36° S. The correlation with the Antarctic Annular Oscillation is weaker and less coherent.El Niño suppresses upwelling along the coast, whereas La Niña increases it.Although there does not seem to be a linear relationship between the strength of the ENSO and the magnitude of coastal SST perturbation, El Niño and La Niña appear to be linked to major warm and cool events, respectively, at a seasonal scale in summer in the southern Benguela and along the South Coast.However, care must be taken in interpreting lowresolution reanalysed climate data (ERA40 and NCEP) and optimally interpolated Reynolds SST, such as used here.
openalex: W2068258836 mag: 2068258836
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Support services available to part-time students in Accra, Ghana: Implications for distance education - Torto, Beatrice A. (Mathematics Connection, 2010)
Students at every stage of their learning need props to help them achieve their learning goals. Part-time students are no exception. Support services are essential for part-time adult students since they often have to combine their learning with work, maintenance of a home and social activities. This study looks at support services available to students at the family, work and institutional levels; likewise peer support, financial support and support from friends. Using descriptive statistics and narrative analytical methods, the study found that there was inadequate support for part-time students at the family, employment and institutional levels. Generally, part-time students are self directed learners but need a few props to enhance learning. Findings of this study also reveal implications for distance learning.Keywords: support services, part-time students, adult learners, distance learning
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The Role of the Headteacher in the Implementation of Free Primary Education in Kenya (International Journal of Educational Development, 2010)
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Motivation and the performance of primary school teachers in Uganda: a case of Kimaanya-Kyabakuza Division, Masaka District - Aacha, Mary (2010)
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Language Policy Provisions and Curriculum Issues: The Challenges for Secondary Schools in Nigeria. - Adejimola, Amuseghan Sunday (2010)
Language, language policy and curriculum issues occupy very important and strategic places in educational planning in any society. In a multilingual Nigerian society as well as in similar countries like Australia, India or even in seemingly homogenous linguistic societies like Britain, language planning, development and policies are sin qua non. In this paper, the author has tried to look from the perspectives of the provisions of the National Policy on Education (1981) and the Constitution of the Federal Republic of Nigeria (1979), and examine the curriculum issues arising from the language and policy aspects in achieving the national educational aims, goals, objectives and development. This paper takes a cursory look at the constitutional and policy documents as well as the realities on ground in the secondary schools. It is discovered that, this sub-sector of education is characterized with language implementation crisis. The disturbing issue is that, since the language of instruction is bedeviled with crisis, the whole educational system itself becomes a failure. The paper recommends that, Nigeria should carry out a language policy reforms that will be acceptable and effective bearing in mind the role of language and language policy in education. (Department of Arts Education, Faculty of Arts and Education, Adekunle Ajasin University, Akungba-Akoko 23434, Nigeria)
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The national youth employment training in Bolgatanga in the Upper East region of Ghana - Adombila, Baba Blonch (2010)
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An empirical survey of the rate of mobile phone adoption, its influence on social behavior, schooling and academic works of adolescent students in Osun State, Nigeria - Alaba, Sofowora Olaniyi (2010)
This study investigated the adoption of low cost mobile phone and its influence on the social behavior, schooling and academic works of young adolescent students in a selected university in Nigeria. It also examined whether there is any difference in the rate of adoption among the sample and the different ways mobile phone influenced the school. Its impact on student's projects, assignments and performance was also investigated. The study was conducted in Obafemi Awolowo University, Ile-Ife (OAU). Three hundred and eighteen students were selected from six faculties using st ratified sampling technique based on level of study, faculty and gender. A 20 item questionnaire designed on five points Likert Scale was used to gather information from the sample. The results were analyzed using simple percentage, one way analysis of Variance (ANOVA) and Scheffe test. The results showed that: (i) there was a significant difference in the rate of adoption of mobile phone across the six faculties. Mobile phone led to increase in negative social behavior among the young adolescents In addition mobile phone encouraged parental intrusion and remote mothering On the impact of mobile phone on school, it was revealed that inappropriate use of mobile phone caused a lot of problems for school administration. Also examination fraud became more rampant. In spite of all these negative impacts, mobile phone positively enhanced student's academic performance. Students also found it to be a cheaper, quicker, more reliable and useful source of information for their assignments, projects and research works.
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Active learning approaches in mathematics education at universities in Oromia, Ethiopia - Alemu, Birhanu Moges (2010)
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Development and Validation of Giftedness Assessment Instrument for Primary Six Pupils in Lagos State, Nigeria - Anya, E.A (2010)
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Attitudes of physics teachers towards the teaching learning process in secondary schools in Nyacheki division, Gucha district, Kenya - Arori, Nyaberi; Jared (2010)
A research report submitted to the Institute of Open and Distance Learning in partial fulfillment for the requirements of the Award of Bachelor’s Degree in Education (Science) of Kampala International University
openalex: W3043809906 mag: 3043809906
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Quality Assurance Issues in Work Integrated Learning through Open and Distance Education in Nigeria - Awonuga, Olukayode O (2010)
The trend at which distance education is moving these days has become increasingly noticeable in leaps and bounds. This is very much evident from the increasing enrolment in open and distance learning (ODL) institutions (Cavanaugh, 2005 and Fozdar & Kumar, 2006). Open and distance learning has a major impact on philosophy and practices of education regarding how students learn, how they can best be taught, and how educational resources could be more efficiently organised for the purpose of instructional delivery. ODL institutions are not only imparting knowledge as an educational mode which is an alternative to the conventional system, they are also striving in the areas of ‘Work Integrated Learning’ (WIL) which is made up of vocational and technical education, continuing education, teacher education and also high technology-based education (UNESCO, 2002; Mehrotra & Sacheti, 2005 and Bourne et. al, 2005).
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Pie Edusols: Out of School Free Learning in Western Province of Kenya - Ayata, Helen (2010)
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Ambient Vibration Techniques Applied to Explain Heavy Damages Caused in Corso (Algeria) by the 2003 Boumerdes Earthquake: Understanding Seismic Amplification Due to Gentle Slopes - Bensalem, Rabah; Chatelain, Jean‐Luc; Machane, Djamel; Oubaiche, El Hadi; Hellel, Mustapha; Guillier, Bertrand; Djeddi, M.; Djadia, Leila (Seismological Research Letters, 2010)
Research Article| November 01, 2010 Ambient Vibration Techniques Applied to Explain Heavy Damages Caused in Corso (Algeria) by the 2003 Boumerdes Earthquake: Understanding Seismic Amplification Due to Gentle Slopes Rabah Bensalem; Rabah Bensalem Centre National de Recherche Appliquée en Génie Parasismique, Algeria rabah63@gmail.com (R. B.) 1Centre National de Recherche Appliquée en Génie Parasismique (CGS), Algeria Search for other works by this author on: GSW Google Scholar Jean-Luc Chatelain; Jean-Luc Chatelain Centre National de Recherche Appliquée en Génie Parasismique, Algeria rabah63@gmail.com (R. B.) 1Centre National de Recherche Appliquée en Génie Parasismique (CGS), Algeria 2Institut de Recherche pour le Développement (IRD), Centre National de la Recherche Scientifique (CNRS), Université Joseph Fourier (UJF), Grenoble, France Search for other works by this author on: GSW Google Scholar Djamel Machane; Djamel Machane Centre National de Recherche Appliquée en Génie Parasismique, Algeria rabah63@gmail.com (R. B.) 1Centre National de Recherche Appliquée en Génie Parasismique (CGS), Algeria Search for other works by this author on: GSW Google Scholar El Hadi Oubaiche; El Hadi Oubaiche Centre National de Recherche Appliquée en Génie Parasismique, Algeria rabah63@gmail.com (R. B.) 1Centre National de Recherche Appliquée en Génie Parasismique (CGS), Algeria Search for other works by this author on: GSW Google Scholar Mustapha Hellel; Mustapha Hellel Centre National de Recherche Appliquée en Génie Parasismique, Algeria rabah63@gmail.com (R. B.) 3Institut des Sciences de la Mer et de l'Aménagement du Littoral (ISMAL), Algiers, Algeria Search for other works by this author on: GSW Google Scholar Bertrand Guillier; Bertrand Guillier Centre National de Recherche Appliquée en Génie Parasismique, Algeria rabah63@gmail.com (R. B.) 1Centre National de Recherche Appliquée en Génie Parasismique (CGS), Algeria 2Institut de Recherche pour le Développement (IRD), Centre National de la Recherche Scientifique (CNRS), Université Joseph Fourier (UJF), Grenoble, France Search for other works by this author on: GSW Google Scholar Mohamed Djeddi; Mohamed Djeddi Centre National de Recherche Appliquée en Génie Parasismique, Algeria rabah63@gmail.com (R. B.) 4Faculté des Sciences de la Terre, de la Géographie et de l'Aménagement du Territoire, Université des Sciences et de la Technologie Houari Boumedienne (USTHB), Algiers, Algeria Search for other works by this author on: GSW Google Scholar Leila Djadia Leila Djadia Centre National de Recherche Appliquée en Génie Parasismique, Algeria rabah63@gmail.com (R. B.) 5Centre de Recherche en Astronomie, Astrophysique et Géophysique (CRAAG), Algiers, Algeria Search for other works by this author on: GSW Google Scholar Author and Article Information Rabah Bensalem 1Centre National de Recherche Appliquée en Génie Parasismique (CGS), Algeria Centre National de Recherche Appliquée en Génie Parasismique, Algeria rabah63@gmail.com (R. B.) Jean-Luc Chatelain 1Centre National de Recherche Appliquée en Génie Parasismique (CGS), Algeria 2Institut de Recherche pour le Développement (IRD), Centre National de la Recherche Scientifique (CNRS), Université Joseph Fourier (UJF), Grenoble, France Centre National de Recherche Appliquée en Génie Parasismique, Algeria rabah63@gmail.com (R. B.) Djamel Machane 1Centre National de Recherche Appliquée en Génie Parasismique (CGS), Algeria Centre National de Recherche Appliquée en Génie Parasismique, Algeria rabah63@gmail.com (R. B.) El Hadi Oubaiche 1Centre National de Recherche Appliquée en Génie Parasismique (CGS), Algeria Centre National de Recherche Appliquée en Génie Parasismique, Algeria rabah63@gmail.com (R. B.) Mustapha Hellel 3Institut des Sciences de la Mer et de l'Aménagement du Littoral (ISMAL), Algiers, Algeria Centre National de Recherche Appliquée en Génie Parasismique, Algeria rabah63@gmail.com (R. B.) Bertrand Guillier 1Centre National de Recherche Appliquée en Génie Parasismique (CGS), Algeria 2Institut de Recherche pour le Développement (IRD), Centre National de la Recherche Scientifique (CNRS), Université Joseph Fourier (UJF), Grenoble, France Centre National de Recherche Appliquée en Génie Parasismique, Algeria rabah63@gmail.com (R. B.) Mohamed Djeddi 4Faculté des Sciences de la Terre, de la Géographie et de l'Aménagement du Territoire, Université des Sciences et de la Technologie Houari Boumedienne (USTHB), Algiers, Algeria Centre National de Recherche Appliquée en Génie Parasismique, Algeria rabah63@gmail.com (R. B.) Leila Djadia 5Centre de Recherche en Astronomie, Astrophysique et Géophysique (CRAAG), Algiers, Algeria Centre National de Recherche Appliquée en Génie Parasismique, Algeria rabah63@gmail.com (R. B.) Publisher: Seismological Society of America First Online: 09 Mar 2017 Online ISSN: 1938-2057 Print ISSN: 0895-0695 © 2010 by the Seismological Society of America Seismological Research Letters (2010) 81 (6): 928–940. https://doi.org/10.1785/gssrl.81.6.928 Article history First Online: 09 Mar 2017 Cite View This Citation Add to Citation Manager Share Icon Share Facebook Twitter LinkedIn Email Permissions Search Site Citation Rabah Bensalem, Jean-Luc Chatelain, Djamel Machane, El Hadi Oubaiche, Mustapha Hellel, Bertrand Guillier, Mohamed Djeddi, Leila Djadia; Ambient Vibration Techniques Applied to Explain Heavy Damages Caused in Corso (Algeria) by the 2003 Boumerdes Earthquake: Understanding Seismic Amplification Due to Gentle Slopes. Seismological Research Letters 2010;; 81 (6): 928–940. doi: https://doi.org/10.1785/gssrl.81.6.928 Download citation file: Ris (Zotero) Refmanager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All ContentBy SocietySeismological Research Letters Search Advanced Search Damages from earthquakes may be locally increased by spotty seismic wave amplification, generally known as site effects. There are numerous reports of observed localized higher damages from earthquakes related either to seismic wave velocity contrasts at depth, often evidenced by ambient vibration H/V peaks (e.g. Guéguen et al.1998, 2000; Panou et al. 2005; Teves-Costa et al. 2007; Theodulidis et al. 2008; Cara et al. 2008; Hellel et al. 2010) or to topographic amplification (e.g., Boore 1972; Çelebi 1987, 1991; Ashford and Sitar 1994; Athanasopoulos et... 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South African teachers' responses to teenage pregnancy and teenage mothers in schools - Bhana, Deevia; Morrell, Robert; Shefer, Tamara; Ngabaza, Sisa (Culture, Health & Sexuality, 2010)
South African law forbids excluding pregnant teenagers from school and permits young parents to continue with their schooling. However, the existence of progressive policy and law does not by itself ensure that pregnant teenagers and young parents remain in school or experience as little disruption to their studies as possible. Two of the factors influencing the experiences that pregnant girls and young parents have are the attitudes and practices of teachers. We explore how teachers in diverse South African secondary schools respond to young women's pregnancy and parenting. Teachers' responses are situated within a complex set of meanings invoking sexuality (and sexual censure), gender, class and race. We argue that many teachers view teenage pregnancy and parenting as social problems - a domain of sexual shame with negative effects and disruptive to the academic life of the school (including teachers and other learners). Teachers do not monolithically subscribe to such negativity and, in the context of changing policy and gender equality, there are glimmers of hope. Without much support, training or any formal school-based support, many teachers show care and concern for pregnant women and young parents, providing some hope for better experiences of schooling.
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Conflict, education and the intergenerational transmission of poverty in Northern Uganda - Bird, Kate; Higgins, Kate; McKay, Andy (Journal of International Development, 2010)
Abstract This article explores the relationship between conflict, education and the intergenerational transmission of poverty in Northern Uganda using a Q‐squared approach, which combines and sequences qualitative and quantitative approaches. The focus is on whether people with education have greater resilience than those without during and following periods of conflict and insecurity. Findings include that conflict in Northern Uganda has resulted in chronic and intergenerational poverty, and that education supports resilience during and following periods of conflict and insecurity – it is a ‘portable’ asset of great value. The article concludes that education should be supported by governments and donors during and post‐conflict. This will support resilience during conflict, limiting the poverty impact of conflict on households and enabling a speedier post‐conflict recovery. Copyright © 2010 John Wiley & Sons, Ltd.
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Multilevel water, biodiversity and climate adaptation governance: evaluating adaptive management in Lesotho - Bisaro, Alexander; Hinkel, Jochen; Kranz, Nicole (Environmental Science & Policy, 2010)
In many cases in which climate change affects natural resources, impacts are uncertain and adaptation to climate change often involves collective action problems at the local level, which are embedded in multilevel governance regimes. Adaptive management (AM) is an emerging approach to deal with such uncertainty and complexity by promoting multilevel institutions that are robust to change and able to learn. Much of the literature evaluating AM in multilevel governance regimes, however, focuses only on the adherence to certain structural features said to make AM successful, leaving aside the question whether AM actually produces desired outcomes. This paper evaluates AM in multilevel regimes also in terms of the outcomes they produce. To this end, we first apply the Management and Transition Framework (MTF) in order to describe three multilevel regimes in Lesotho. For each regime we then observe whether it adheres to the structure features of AM. Finally, we evaluate the extent to which the outcomes, natural resource management projects, are conducive to Ostrom's (1990) ‘design principles’ for sustainable common-pool resource management. We find that, though no ideal ‘adaptive regime’ is found in Lesotho, the results confirm the AM hypotheses that decentralised decision-making, open information sources, and plurality of user interests lead to improved outcomes. Conversely, elements of the climate regime are found not to be adaptive. Our findings also confirm the appropriateness of AM as a governance approach to climate adaptation.
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The theory into practice dilemma: Lesson planning challenges facing Botswana student-teachers - Boikhutso, Keene (Improving Schools, 2010)
The aim of this study is to examine the problems facing University of Botswana’s PostGraduate Diploma in Education (PGDE) student-teachers with respect to their pedagogical practices during school placements. The study attempts to locate the issue of lesson plans and use of behavioural objectives within the general discourse on school improvement. It highlights the strengths and weaknesses of behavioural objectives, particularly the focus on the input—output process model of teaching and learning. Methods used to collect data for this study include mainly document analysis and classroom observations. The results revealed that student-teachers are more predisposed to rely on the use of knowledge and comprehension-type of behavioural verbs in their lesson plans. PGDE student-teachers appeared to face a number of difficulties such as poor articulation of instructional objectives; heavy reliance on traditional didactic teaching-learning approaches; failure to specify ‘Conditions’ under which learning is ultimately evaluated and; the failure to determine the ‘Degree of Mastery’ expected of the learners. The article concludes by suggesting the shift to medium- to long-term goals of education as an alternative to the existing pedagogical practices.
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Sudanese Images of the Other: Education and Conflict in Sudan - Breidlid, Anders (Comparative Education Review, 2010)
Previous articleNext article No AccessSudanese Images of the Other: Education and Conflict in SudanAnders BreidlidAnders Breidlid Search for more articles by this author PDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 54, Number 4November 2010 Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/655150 Views: 314Total views on this site Citations: 12Citations are reported from Crossref HistoryReceived June 23, 2010 © 2010 by the Comparative and International Education Society. All rights reserved.PDF download Crossref reports the following articles citing this article:Daniel Bar‐Tal, Soli Vered, Shai Fuxman Between Open‐minded Critical Thinking and Closed‐minded Allegiance: Educational Tensions in Societies Involved in Intractable Conflict, Political Psychology 42, no.S1S1 (Sep 2020): 3–28.https://doi.org/10.1111/pops.12687Bernhard Streitwieser, Kathryn Duffy-Jaeger, and Jane Roche Comparing the Responses of US Higher Education Institutions to International and Undocumented Students in the Trump Era, Comparative Education Review 64, no.33 (Jul 2020): 404–427.https://doi.org/10.1086/709427Merethe Skårås, Tami Carsillo, Anders Breidlid THE ETHNIC/LOCAL, THE NATIONAL AND THE GLOBAL: GLOBAL CITIZENSHIP EDUCATION IN SOUTH SUDAN, British Journal of Educational Studies 68, no.22 (Apr 2019): 219–239.https://doi.org/10.1080/00071005.2019.1598540Thomas Kellaghan, Vincent Greaney Equity Issues in Public Examinations, (Dec 2019): 191–215.https://doi.org/10.1596/978-1-4648-1418-1_ch10Wameq A. Raza, Md. Mahbubul Kabir, Rafiath Rashid Factors affecting early grade educational attainment: Evidence from South Sudan, International Journal of Educational Development 65 (Mar 2019): 92–97.https://doi.org/10.1016/j.ijedudev.2017.08.004Amal Abdel Fattah Mohammad Universality of culture and neo-intuitionalism: Do they make a difference to comparative education?, Research in Comparative and International Education 12, no.44 (Dec 2017): 431–451.https://doi.org/10.1177/1745499917742064Merethe Skårås Educational and Social Challenges in the Reintegration Process of Former Child Soldiers, (Sep 2017): 243–263.https://doi.org/10.1108/S1479-358X20140000012012Dana Burde, Amy Kapit, Rachel L. Wahl, Ozen Guven, Margot Igland Skarpeteig Education in Emergencies: A Review of Theory and Research, Review of Educational Research 87, no.33 (Nov 2016): 619–658.https://doi.org/10.3102/0034654316671594Clive Harber Violence in Schools, (Jul 2017): 183–212.https://doi.org/10.1007/978-3-319-57382-3_9Elise Tenret Exclusive Universities: Use and Misuse of Affirmative Action in Sudanese Higher Education, Comparative Education Review 60, no.22 (Mar 2016): 375–402.https://doi.org/10.1086/685687Abderrahman Zouhir Language Policy and Identity Conflict in Sudan, Digest of Middle East Studies 24, no.22 (Oct 2015): 283–302.https://doi.org/10.1111/dome.12072Anders Breidlid The role of education in Sudan’s civil war, PROSPECTS 43, no.11 (Dec 2012): 35–47.https://doi.org/10.1007/s11125-012-9257-3
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Clinical Staging of HIV-Related Illness in Mozambique: Performance of Nonphysician Clinicians Based on Direct Observation of Clinical Care and Implications for Health Worker Training - Brentlinger, Paula E.; Torres, José Vallejo; Martínez, Pilar Martínez; Ghee, Annette E.; Lujan, Johnny; Bastos, Ronaldo Rocha; Manuel, Rolanda; Mudender, Florindo; Assan, Américo (Journal of Acquired Immune Deficiency Syndromes, 2010)
In Mozambique, clinical staging may be the primary determinant of HIV/AIDS treatment decisions, and the task of staging commonly falls to nonphysician clinicians (técnicos de medicina). Two years after the first Mozambican técnicos were trained in HIV/AIDS care, the quality of their performance in clinical staging was unknown.Expert clinicians observed 127 clinical encounters conducted by a randomly selected national sample of 44 técnicos and compared observed clinical staging decisions to World Health Organization and Mozambican national norms. They also reviewed relevant Mozambican in-service training curricula in HIV/AIDS care.Observers agreed with fewer than half (44.1%) of the técnicos' stage-defining diagnoses. Misclassification or misdiagnosis of 3 complaints (weight loss, fever, and diarrhea) accounted for the majority of the observed errors. Review of health worker curricula determined that observed staging errors reflected content errors and omissions in the técnicos' in-service HIV/AIDS training and constraints in local laboratory and imaging capacity.In response to these findings, the Mozambican Ministry of Health has revised the técnicos' scope of work and has developed new guidelines, curriculum materials, and training strategies to improve the quality of clinical staging and opportunistic infection diagnosis in Mozambique.
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Canadian Residents Teaching and Learning Psychiatry in Ethiopia: A Grounded Theory Analysis Focusing On Their Experiences - Brook, Shelley; Robertson, David W.; Makuwaza, Tutsirai; Hodges, Brian (Academic Psychiatry, 2010)
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Strengthening public health nutrition research and training capacities in West Africa: Report of a planning workshop convened in Dakar, Senegal, 26–28 March 2009 - Brown, Kenneth H.; McLachlan, Milla; Cardosa, Placido; Tchibindat, Félicité; Baker, Shawn K. (Global Public Health, 2010)
Abstract A three-day workshop was convened in Dakar, Senegal, to provide participants from West African and international academic and research institutions, public health agencies, and donor organisations an opportunity to review current public health nutrition research and training capabilities in West Africa, assess needs for strengthening the regional institutional and workforce capacities, and discuss appropriate steps required to advance this agenda. The workshop included presentations of background papers, experiences of regional and international training programmes and small group discussions. Participants concluded that there is an urgent need to: (1) increase the throughput of public health nutrition training programmes, including undergraduate education, pre-service and in-service professional training, and higher education in public health nutrition and related research skills; and (2) enhance applied research capacity, to provide the evidence base necessary for nutrition program planning and evaluation. A Task Team was appointed to inform the regional Assembly of Health Ministers of the workshop conclusions and to develop political and financial support for a regional nutrition initiative to: (1) conduct advocacy and nutrition stewardship; (2) survey existing training programmes and assist with curriculum development; and (3) develop a plan for a regional applied research institute in Public Health Nutrition.
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Resisting dominant discourses: implications of indigenous, African feminist theory and methods for gender and education research - Chilisa, Bagele; Ntseane, Gabo (Gender and Education, 2010)
In this paper we explore tensions between Western gender theory and research, and post‐colonial and indigenous feminist standpoints, which challenge us to re‐define our roles as feminist‐activist educators and researchers working with formerly colonised and historically marginalised communities. We discuss how African and Black feminist approaches can enable the construction of context‐specific knowledge of African women’s power via relational world views of motherhood, family, sisterhood and friendship. In contrast, the application of Western gender theory and policy in Botswana has tended to reduce women and girls’ experiences to the categories of ‘victim’ and ‘other’. We illustrate how Western male hegemony enters the school through subjects such as religion and can be typically reinforced through Tswana culture, embodied in language and rituals, generating multiple centres of oppression for girls/women in the education system and the public space. The paper explores ethical and transformative ways of approaching this complexity that can account for how girls and women negotiate and resist patriarchal power. Through analysis of empirical research narratives from several gender‐ and education‐focused studies, we explore strategies for decolonising Euro‐Western archival knowledge and challenging dominant, patriarchal, colonial research methodologies. Finally, we outline the role of the activist feminist researcher as transformative healer, who resists dominant research discourses in order to develop processes of social justice and healing in the community.
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The role of Open and Distance Learning in community development in Malawi - Chimpololo, Andrew (2010)
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Continuous assessment of pupils' 'O' Level design project work in technical subjects in secondary schools in Zimbabwe - Chinyemba, Fredreck; Muzinda, Andrew; Nhemachena, Barbra; Motsi, Emily (Zimbabwe Journal of Educational Research, 2010)
A ZJER study on students assessment in technical subjects at secondary schools in Zimbabwe.
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Landscapes of Leadership in South African Schools: Mapping the Changes - Christie, Pam (Educational Management Administration & Leadership, 2010)
This article argues that the work of school principals in South Africa is shaped by two major sets of constructs or ‘landscapes’: the literature on leadership and management which provides particular constructions of the field and its changes; and the terrain of new policy frameworks adopted after apartheid to transform the education system. In terms of the former, the influence of international debates may be seen in South Africa, but these are situated adaptations rather than simple reflections. In terms of the latter, the new policies are underpinned by a tangled network of regulations on governance, labour relations and performance management, which bring complexity to the task of running schools. In addition, the enormous inequalities that continue to exist between schools mean that the work of principals is very different in different contexts. The article argues that a mismatch between the ideal and the actual may impede, rather than assist, attempts to improve schools. In particular, constructions of principals’ work in discourses that conflate leadership and management, that over-generalize, and that do not engage seriously with local conditions and the day-to-day experiences of principals, are likely to provide distorted depictions of principals’ work. In this context, a better understanding of the landscapes of leadership is a necessary starting point for change.
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Alternative strategies of funding secondary school education in Kenya: a case study of Emuhaya district - Christopher, kolo (2010)
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Correlates of academic performance of orphaned students in selected secondary schools in Musanze district, Rwanda - Daniel, Dushimumuremyi (2010)
A thesis presented to the school of postgraduate studies and research Kampala international university Kampala, Uganda in partial fulfillment of the requirements for the Degree Master of Educational Management and Administration
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The girls’ education initiative in Egypt, by Ronald G. Sultana - DeLancey, Rebecca Mbuh (Gender and Education, 2010)
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Evolution of the youth service in Mauritius (1948-2010) and its subsequent professionalisation through open distance learning at the Mauritius College of the Air - Dhurbarrylall, Roshun (Commonwealth Youth and Development, 2010)
This paper, as the title indicates, charts the development of the Youth Service in Mauritius since the pre-independence era. With the growing importance attached to the youth by the government nowadays, there is an urgent need to review the functioning of youth cadres at the Ministry of Youth and Sports (MYS) and see how best to reskill them to assist the youth in coping with the challenges they face so that they develop and mature into a responsible While the Diploma in Social Work served its purpose at one time, this is no longer tenable. A bespoke programme with a more flexible delivery mechanism is more consonant with contemporary requirements. Furthermore, since youth officers in full-time / part-time attendance on courses jeopardise the smooth running of the MYS while also straining the purse strings of the Ministry, more cost-effective means have to be resorted to. The Diploma that the Indira Ghandi National Open University (IGNOU) offers is therefore a reasonable alternative. The mid-term evaluation carried out by the Secretariat of the Commonwealth Youth Programme in 2002 highlights some weaknesses in the delivery of the Diploma in other countries of the region. As the Division of Distance Education at the MCA has mechanisms in place for the quality management and delivery of flexible learning programmes, this paper also focuses on how the Diploma is going to be delivered to the Youth Officers. The deadlines have already been set for the implementation of the project.
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Should They Be Excluded? Adult Education and Adult Persons with Disability in Swaziland - Dlamini, Shokahle R. (2010)
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A comparative study of piano curricula in Egypt and the USA (with specific reference to the School of Music at the University of Illinois) - Eid, Sahar Abdel Moneim Hanafy (International Journal of Music Education, 2010)
This research draws a comparison between the School of Music at the University of Illinois, USA and the Faculty of Music Education at Helwan University in Cairo, Egypt (the researcher’s academic appointment is at Menofia University, but she teaches on the faculty of Helwan University). The research answers two important questions: (1) What weaknesses in Egyptian piano curricula lead to students’ poor performance in exams? (2) What steps can be proposed to address these weaknesses and to help improve students’ performances in piano exams? The research comprises three parts: Part 1 presents an overview of music education in Egypt and a detailed description of the Faculty of Music Education, its origin and development over the years. This part addresses music education in general and piano curricula in particular, while focusing on the relevant shortcomings that lead to students’ poor levels of piano performance. Part 2 sheds light on the piano curricula in the School of Music at the University of Illinois. Part 3 compares undergraduate piano curricula in both situations, highlighting relevant strengths and weaknesses. Finally, recommendations are proposed and conclusions stated to address weaknesses in the piano curricula of the Faculty of Music Education at Helwan University.
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A measles and rubella (MR) catch-up vaccination campaign in an Egyptian University: Vaccine uptake and knowledge and attitudes of students - Elaziz, Khaled M. Abd; Sabbour, M. M.; Dewedar, Sahar (Vaccine, 2010)
In 2008, following a rubella epidemic, the Egyptian Ministry of Health implemented a Measles Rubella (MR) catch-up campaign, based on WHO recommendations for supplementary immunization activities to eliminate measles by 2010. The age group targeted was 10-20 years. This campaign was unique in Egypt as it was the first national vaccination campaign which included university students.To report uptake of MR vaccine and reasons for declining the vaccine among medical and non-medical students in the campaign and to assess the knowledge about the vaccine and the diseases.The study was conducted in two stages. In the first stage during the vaccination sessions, medical and other students (N=310) were given a questionnaire to assess their knowledge of the campaign and the vaccine. The second stage (N=341) was carried out when the campaign was completed to assess vaccine uptake among medical students.Posters displayed inside the university were reported to be the main source of information about the campaign. Students were generally poorly informed about both vaccine adverse effects, and contraindications although medical students tended to be better informed than other students. Overall 64.8% medical students accepted the vaccine with higher uptake among females than males (85.9 and 58.3% respectively). Non-compliant students had a significantly higher mean age. Almost half of students who did not accept the vaccine gave their reason as having little information about the vaccine (43.3%).The MR campaign in Ain Shams University may have been more successful with better use of health education messages.
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Mental Health Service Utilization of Somali Adolescents: Religion, Community, and School as Gateways to Healing - Ellis, B. Heidi; Lincoln, Alisa K.; Charney, Meredith E.; Ford-Paz, Rebecca E.; Benson, Molly A.; Strunin, Lee (Transcultural Psychiatry, 2010)
This mixed-method study examines the utility of the Gateway Provider Model (GPM) in understanding service utilization and pathways to help for Somali refugee adolescents. Somali adolescents living in the Northeastern United States, and their caregivers, were interviewed. Results revealed low rates of use of mental health services. However other sources of help, such as religious and school personnel, were accessed more frequently. The GPM provides a helpful model for understanding refugee youth access to services, and an elaborated model is presented showing how existing pathways to help could be built upon to improve refugee youth access to services.
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Gender Digital Divide: Comparative Assessment of the Information Communications Technologies and Literacy Levels of Students in Nigeria - Eneh, Onyenekenwa Cyprian (Information Technology Journal, 2010)
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Impact of Teaching-Learning Materials on Early Childhood Education Emuhaya East Zone, Emuhaya District; Kenya - Esikuri, Lylian (2010)
A Research Report Submitted to the Institute of Open and Distance Learning in Partial in Fulfillment of the Requirements for the Award of Degree of Bachelor of Education on Early Childhood and Primary Education of Kampala International University.
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Access and Success in Learning: Technologies for Scaling up Open and Distance Learning Programme in the Institute of Distance Learning, KNUST, Kumasi, Ghana - Essel, Rebecca; Owusu-Boateng, William (2010)
ODL (Open and Distance Learning) has come to stay. In recent years, there has been some extra-ordinary increasing international interest in it and Ghana is no exception. Currently, new ways of providing education are inevitable and ODL provides an effective alternate way. It represents approaches that focus on opening access to education and learning, freeing learners from the constraints of time and place and offering flexible learning opportunities to individuals/group. To the distant learner, ODL means increased access and flexibility and the combination of work and education. Many countries are trying to use ODL as a strategy for opening access to education. Inadequate infrastructure and professional competence in ODL serve as barriers. The study was designed to examine how learners can gain access to and success in learning. Again, it sought to ascertain some technologies which could be used to improve existing conditions at the IDL (Institute of Distance Learning), KNUST. The questionnaire was administered to 200 students and 20 facilitators. Stratified sampling was employed. The facilitators were interviewed. Lessons learnt include the fact that ODL will be an important element of future education and training. The emergent picture was that even though students use some computers, it could be extended to embrace other technologies, such as video conferencing, phone counseling and writing examinations on line so as to curtail any cultural and social barriers. It is worth noting that information could support the quality/variety of existing educational structures which enhance and consolidate capacity. Hopefully, usage of electronic information technologies in ODL would enhance retrieval/storage and distribution of information. It would also increase facilitation/communication among learners, facilitators and stakeholders in providing lifelong education.
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Prevalence of diabetes mellitus and impaired glucose tolerance in a rural community of Angola - Evaristo-Neto, António Dias Assunção; Foss‐Freitas, Maria Cristina; Foss, Milton César (Diabetology & Metabolic Syndrome, 2010)
To determine the prevalence of diabetes mellitus (DM) and impaired glucose tolerance (IGT) in a rural community (Bengo) of Angola.A random sample of 421 subjects aged 30 to 69 years (30% men and 70% women) was selected from three villages of Bengo province. This cross-sectional home survey was conducted using a sampling design of stage conglomerates. First, clinical and anthropometric data were obtained and fasting capillary glucose level was determined. Subjects who screened positive (fasting capillary glucose ≥ 100 mg/dl and < 200 mg/dl) and each sixth consecutive subject who screened negative (fasting capillary glucose < 100 mg/dl) were submitted to the second phase of survey, consisting of the 75-g oral glucose tolerance test. Data was analyzed by the use of SAS statistical software.The prevalence rates of diabetes mellitus and IGT were 2.8% and 8.1%, respectively. The age group with the highest prevalence of diabetes was 60 to 69 years (42%). Impaired glucose tolerance prevalence was 38% in the 40 to 49 year age group and it increased with age, considering that the 50 to 59 and 60 to 69 year age groups as a whole represent 50% of all subjects with impaired glucose tolerance. The prevalence of diabetes mellitus did not differ significantly between men (3.2%) and women (2.7%) (p = 0.47). On the other hand, the prevalence of impaired glucose tolerance among women showed almost twice that found in men (9.1% vs. 5.6%, respectively). Overweight was present in 66.7% of the individuals with diabetes mellitus and 26.5% of individuals with impaired glucose tolerance showed overweight or obesity.Although the prevalence of diabetes mellitus was low, the prevalence of impaired glucose tolerance is considered to be within an intermediary range, suggesting a future increase in the frequency of diabetes in this population.
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Evaluation and/or self-evaluation: a key process in the training of trainee-teachers of Spanish as a foreign in Gabon in the field of educational research - Eyeang, Eugénie (DOAJ (DOAJ: Directory of Open Access Journals), 2010)
Evaluation is today a topical theme. There are different kinds of evaluation as it applies to instructional media in the education. Here, the focus is on diagnosis, qualitative, quantitative as well as self-evaluation where the students typically make decisions about their own learning. For them, we would say that all these views contribute to the objective of teacher training in all aspects where enough account is taken of theory, practice and observation through discussions on corridors. Therefore, the practical field of the various settings that continually come up throughout the course is a goal to reach for the educational professionals. And to address this theme, we view evaluation as an integrating process that adds to the training of future teachers; that is, to the very teaching and, as a consequence, to learning. As a matter of fact, evaluation is centered on the classroom and it influences the students and their teacher. Here, we can see how future teachers with no experience in research methodology improve their analytical capabilities of teaching phenomena by integrating self evaluation (by the trainee teachers themselves) and peer-evaluation (by all class members) in the training act.
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School farming for school feeding: experiences from Nakuru, Kenya - Foeken, Dick; Owuor, Samuel; Mwangi, Alice (DOAJ (DOAJ: Directory of Open Access Journals), 2010)
School feeding is an important development tool and is related to at least three Millennium Development Goals. School farming has been largely overlooked in the urban agriculture literature but with many parents nowadays unable to afford school lunches for their children, it can play a vital role in reducing the costs involved in providing nutritional meals for pupils. This paper examines school farming in an urban setting, namely Nakuru town, Kenya and looks at the current practice, the extent to which school farming contributes to school feeding programs, and the challenges it faces and how these can be overcome. Based on a survey done in almost all primary and secondary schools in Nakuru, it shows that school farming and school feeding are now common practice in the town and that in many cases school farming does indeed contribute to school feeding programs. However, much more is possible and the paper indicates how various constraints in terms of land, water, support and leadership might be overcome.
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An Investigation of the academic performance of distant and conventional students studying Commerce at the University of Swaziland - Fowler, Charles; Nkambule, D; Vilakati, Nokuthula (2010)
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Learning Processes in a Small Enterprise Learning Network in South Africa - Gannon, Shaun; Kanellou, Despina; Tsekouras, George (2010)
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Role of UK Hospitals in Supporting Surgical Training in Africa - Grimes, Caris; Lavy, Christopher (Bulletin of The Royal College of Surgeons of England, 2010)
There are significant problems surrounding lack of access to surgical services, surgical training and surgical safety in Africa. There are many reasons for this. A recent report suggests that the ongoing healthcare workforce crisis is set to get worse in sub-Saharan Africa, with an estimated shortfall of 800,000 health professionals by 2015 and a required additional wage bill of approximately US $2.6 billion. Reasons include a lack of medical school places to meet demand; poor wages, facilities and infrastructure; impact of the HIV/AIDS epidemic; and migration to urban areas and developed countries. For example, although Kenya has trained 300 surgeons since 1972 only 120 of them remain in public service, with 27 of its 63 district hospitals having no qualified surgeons.
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Capacity development in food composition database management and nutritional research and education in Central and Eastern European, Middle Eastern and North African countries - Gurinović, Mirjana; Witthöft, Cornelia M.; Tepšić, Jasna; Ranić, Marija; Hulshof, P.J.M.; Hollman, P.C.H.; Porubská, Janka; Gohar, A.; Debeljak-Martačić, Jasmina; Petrović-Oggiano, Gordana; Novaković, R; Glibetić, Maria; et al. (European Journal of Clinical Nutrition, 2010)
Capacity development (CD) in food and nutrition is much more than formal training and includes human resource development, and organisational, institutional and legal framework development with the aim of enhancing nutrition-relevant knowledge and skills to support infrastructural development. The goal of the European Food Information Resource (EuroFIR) Network of Excellence has been to develop and integrate food composition data throughout Europe. EuroFIR joined forces in CD with the United Nations (UN) University and UN System Standing Committee on Nutrition, the Network for Capacity Development in Nutrition in Central and Eastern Europe, the Central and Eastern European Countries Food Data Systems network and with the Middle East and North African Capacity Building Initiative. The aim of this paper is to discuss an inventory of the status of food composition databases (FCDBs) and the training needs of compilers in non-EuroFIR countries in Central and Eastern Europe (CEE) and in the Middle East and North Africa (MENA), and to present the CD achieved through EuroFIR and other network collaborations. Two online questionnaires were created addressing the FCDB status and specific training needs in countries of the targeted regions. Data were collected during 2006–2008 and then analysed. Subsequently, CD activities were organised. Contacts were established in 19 CEE and 7 MENA countries, of which several had national food composition tables, but no electronic versions. Education, training, workshops, networking and the sharing of experiences were uniformly requested. Subsequently, CD activities in EuroFIR were organised focussing on food composition courses, exchange visits, workshops and individual training for PhD students, junior scientists and other staff categories, as well as conferences linked to food composition research and food information. To facilitate CD activities, EuroFIR has signed a Memorandum of Understanding with the Czech Republic, Hungary, Slovenia, Croatia and Estonia. EuroFIR has created training activities that complement national activities. Collaboration with other networks has provided an overview of FCDB status and training needs, providing directions for CD activities in those countries. This provides a platform for new funding and further development and networking for CD, which would be conducive to European Commission objectives and public health strategies for CD.
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Towards gender equality: South African schools during the HIV and AIDS epidemic - Hassim, Shireen (Global Public Health, 2010)
Towards gender equality: South African schools during the HIV and AIDS epidemic, by Robert Morrell, Debbie Epstein, Elaine Unterhalter, Deevia Bhana and Relebohile Moletsane, Pietermaritzburg, UKZN...
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An Effective Learner Support Services and Systems at the Namibian College of Open Learning (NAMCOL) - Haufiku, Ndinomayele D (2010)
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Investigating learner perceptions, preferences and adaptation of e-learning services in Egypt - Hegazy, Abdelfatah; Radwan, Nouran M. (2010)
With the emergence of the Internet, e-learning has increasingly become the promising solution that continues to grow day after day. Considering students' perception toward e-learning is important in successful development of e-learning in higher education, since attitude of user towards application of information technology is one of the most effective factors. This paper examines perception of virtual students' attitudes towards e-learning in Egypt. Descriptive and inferential statistics were used to analyze the data using SPSS Win13. Questionnaires received were analyzed, putting the students' perceptions in relation to gender, age, knowledge of computers and attitudes to advantages and disadvantages of e-learning. Results showed that students have positive perception to e-learning. Liner regression analysis indicated that 68% of variation in virtual students' perceptions of e-learning was determined by the four variables of: Students' assessment about competency of e-learning, access to internet, computer and internet usage and assessment of current higher education system's shortcomings.
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The South African Democracy Education Trust's ‘Road to Democracy’ Project: Areas of Focus and Methodological Issues - Houston, Gregory (African Historical Review, 2010)
Abstract This article summarises the story of the production of the historical volumes by the South African Democracy Education Trust (SADET). SADET was established after former president Thabo Mbeki expressed concern that there was very limited research done on the achievement of a peaceful political settlement in South Africa after decades of violent conflict. SADET's mission is, and has been to conduct a major study of South Africa's political history between 1960 and 1994. The focus of the article is on the project's editorial structure and on its research methodology, particularly the benefits and limitations of the use of oral interviews as the main research tool. Keywords: SADETdemocracynegotiationsstrugglecooperative history
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Barriers to Learning: The Difference Distance Learning can make in Namibia - Hummel, Ulrich I (2010)
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Integrating Technical/Vocational Education and Training (TVET) and Open and Distance Learning (ODL): a Strategy for Delivering Skills Training to the Doorstep of Nigerians - Idris, Amina (2010)
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Effects of Videotape Instructions on Primary School Pupils Achievement in Social Studies Owerri, Nigeria - Igwe, Nnenna C; Odor, King O (2010)
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Cervical cancer risk perception and predictors of human papilloma virus vaccine acceptance among female university students in northern Nigeria - Iliyasu, Zubairu; Abubakar, I. S.; Aliyu, Muktar H.; Galadanci, Hadiza (Journal of Obstetrics and Gynaecology, 2010)
Cancer of the cervix is the most common cancer and the leading cause of cancer mortality among women in sub-Saharan Africa. Although a vaccine against human papilloma virus (HPV) is now available, its acceptance among vulnerable women in developing countries is largely unexplored. We studied cervical cancer awareness and HPV vaccine acceptance among 375 female university students in northern Nigeria. A total of 133 participants knew of HPV (35.5%), 202 (53.9%) had heard of cervical carcinoma and 277 (74.0%) were willing to accept HPV vaccination. After adjusting for potential confounders, age (adjusted odds ratio (AOR) = 2.3, 95% confidence interval (CI), 1.47-6.53); medical education (AOR = 3.4, 95% CI, 1.74-6.93); HPV knowledge (AOR = 1.8, 95% CI, 1.38-5.41) and awareness of cervical cancer (AOR = 2.3, 95% CI, 1.52-5.06) were significant predictors of readiness to accept HPV vaccine. Public health education and appropriate communication strategies should be implemented in advance of large scale vaccine introduction to increase awareness and prevent misconceptions about the HPV vaccine.
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Teaching Spoken English in the ODL System in Nigeria: Challenges and Strategies for Improvement - Iyere, Theodore O (2010)
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New Jersey students supporting sustainability for Zimbabwe village - Johnson, Teddi Dineley (The Nation's Health, 2010)
It takes a village to raise a child, an African proverb teaches, but what it takes to raise an African village up out of poverty is more on the mind of a New Jersey doctoral student these days. Thousands of miles and about a handful of time zones from her native Zimbabwe, Moleen Madziva, MSc, is determined to eradicate poverty in the tiny village she calls home.
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Disability, social inclusion and technological positioning in a South African higher education institution: Carmen's story - Kajee, Leila (Language Learning Journal, 2010)
In South Africa, higher education policy documents propose technology and resource-based teaching and learning to prepare youth for the knowledge and information society, and for a socially transformed society. However, the extent to which these policies are being implemented is still uncertain. This article reports on a technology-based English course that incorporates face-to-face and online modes of delivery at a South African university. The aim of the paper is to examine how the only blind participant among a group of sighted participants positions herself and engages with the technological practices of the university, as well as the course, given the recommendations of the policies. Included is a discussion of how she constructs her identity and negotiates meaning in the course. The construction of identity is explored from a post-modern view that old identities, which stabilised the social world, are in decline, giving rise to new identities and fragmenting the modern individual as a unified subject. I explore views of identity as how people understand their relationship in the world, how that relationship is constructed across time and space, and how people understand their possibilities for the future. I also draw on discussions of positioning and self. Finally, I suggest implications that such a study might have for pedagogy, practice and policy in higher education institutions in South Africa.
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Enabling Success of Students with Disabilities on Teacher-training Distance Education programs in Uganda: A comparison of Two Dual Mode Universities - Kajumbula, Richard (2010)
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In-service Teachers’ Perceptions about the Impact of the Computer Literacy Skills Course in Primary Schools in Botswana - Kamau, Judith W (2010)
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An investigation into the use of the balanced literacy approach to improve standard four pupils’ achievement in English reading and writing in Malawi - Kamlongera, Cecilia Esnath (2010)
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[Ghana learning site: experiencing intercultural nursing competence in general practice]. - Kamm, Anna; Heinzelmann, Christine; Rogler, Antonia; Tofahrn, Susanne; Veeser, Julia; Weber, Ann-Kathrin; Witte, Kathrin (PubMed, 2010)
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An exploratory study on factors contributing to drop- out of learners at Namibia College of Open Learning (NAMCOL) - Kavetuna, Joel (2010)
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Use of alternative assessments in institutions of higher education in Lesotho - Khaahloe, Matselane Belina (2010)
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Polybaric Evolution of the Volcanic Rocks at Gabal Nuqara, North Eastern Desert, Egypt - Khalaf, E.A.; Khalaf, M.; Oraby, F. (2010)
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Intensifying Quality Education For All Through ODL In Lesotho Primary Schools - Khoro, Angelina (2010)
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Evaluation of ultrasound training in the problem based learning radiography curriculum at makerere university, Uganda - Kiguli-Malwadde, E.; Gonzaga, Mubuuke Aloysius; Francis, Businge; Rebecca, Nakatudde; Stephen, Bule (Radiography, 2010)
Introduction The College of Health Sciences (CHS), Makerere University has been training health professionals since 1924. Six years ago, there was a curriculum change to Problem Based Learning/Community based Education and Service (PBL/COBES). A SPICES model (Student centered, problem based, integrated, community based, electives, systematic) was adopted and defined to suit the CHS environment. The radiography program is 3 years in length which involves Ultrasound as an important part of the training. It was a challenge to adopt the new PBL method of learning after having a lecture-based pedagogical method for over 80 years. Objective To implement the training of ultrasound in the PBL radiography curriculum as well as evaluate the opinions of the staff and students about Ultrasound training in the new curriculum. Methodology A participatory approach was used. Workshops were conducted and objectives for ultrasound courses refined. Scenarios were written for use in the PBL sessions. A retrospective review of student performance in the ultrasound courses was carried out. A cross-sectional survey involving teachers and current radiography students was also carried out to evaluate learning of ultrasound using the PBL approach. Results Students have consistently excelled in ultrasound courses using the PBL approach of learning. Both teachers and students rated the teaching of ultrasound to radiography students as being highly important and supported the new approach to training. Conclusion Ultrasound training using PBL has been successfully implemented. However, this is still an ongoing process and will require the total commitment of both students and teachers.
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Contextual Background to supporting Learning in the Digital Age: A comparative Study of Botswana and Lesotho - Kolosoa, Lineo Clementina; Sebopelo, Phineas (2010)
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The use of potential social structures and entities for HIV prevention education: The role of Queen mothers in Ghana - Koomson, Ebenezer (2010)
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Affirmative action in Malaysia and South Africa: policies and outcomes in education and employment - LEE, Hankyu (2010)
This paper surveys and evaluates affirmative action policies and outcomes in Malaysia and South Africa, two countries with majority-favouring regimes. I outline the historical contingencies and political economy of policy formulation, noting key similarities and differences. Broadly, Malaysia's continuity ofBumiputera political dominance and relatively discretionary policy framework contrasts with South Africa's post-Apartheid transition to democratic majority rule and institutionalization of a more statutory framework. This paper then presents empirical evidence of the progress of affirmative action, focusing on representation of disadvantaged groups in tertiary education and upper-level employment. We consider Malaysia and South Africa separately, followed by analysis of our findings in comparative perspective. On the whole, both countries have made quantitative gains in increasing representation of disadvantaged groups in targeted areas, but qualitative differences persist, especially in terms of the capacities of tertiary graduates from the beneficiary group and dependence on public sector employment. This paper concludes with discussion of policy proposals that emerge out of our analysis, particularly in view of the contrasting institutional frameworks of Malaysia and South Africa.
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Can the climate change bandwagon's piccolo player start conducting?Taking action on climate change : Long-term mitigation scenarios for South Africa, Harald Winkler : book review - Leiman, Tony (South African Journal of Science, 2010)
The Kyoto Protocol, which has been directing global attempts to control climate change, is due to expire in two years' time. While it was hoped that the recent Copenhagen talks would provide a way forward, such hopes were dashed. Surprisingly, the South African delegation actually took on something of a leadership role at Copenhagen and exceeded many watchers' expectations in its proclaimed commitment to mitigating climate change.
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Towards multilingual higher education in South Africa: the University of Cape Town's experience - Madiba, Mbulungeni (Language learning journal, 2010)
South African universities are required by the Language Policy for Higher Education adopted by the government on 6 November 2002 to implement multilingualism in their learning and teaching programmes. Multilingualism is recommended in this policy as a means to ensure equity of access and success in higher education, in contrast to past colonial and apartheid education policies that left a legacy of inequality, exclusion and failure. The implementation of this policy requires that universities develop language policies that clearly show how multilingualism will be promoted in their institutional environment and in their teaching and learning programmes. Whereas most universities have thus far developed language policies that indicate how multilingualism will be promoted in general communication and environment, the implementation of multilingualism in teaching and learning programmes seems to pose a serious challenge. The University of Cape Town has during the past few years developed its language policy and plan with the aim of implementing multilingualism in its environment and in learning and teaching programmes. The aim of this paper is to discuss the university's experience in this regard and to highlight the lessons for implementing a university language policy that may be drawn from this experience.
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Potential impacts of agricultural expansion and climate change on soil erosion in the Eastern Arc Mountains of Kenya - Maeda, Eduardo Eiji; Pellikka, Petri; Siljander, Mika; Clark, Barnaby (Geomorphology (Amsterdam), 2010)
The Taita Hills form the northernmost part of the Eastern Arc Mountains of Kenya and Tanzania, is one of the world's most important regions for biological conservation. Due to the expansion of agricultural activities during the last centuries, currently only 1% of the original vegetation remains preserved in the Taita Hills. These landscape changes, together with potential increases in rainfall volumes caused by climate change, offer a great risk for soil conservation. The present research aims to evaluate how future changes in climate and land use can alter, in time and space, the variables inherent to a widely used soil erosion model, and to assess the impacts of these changes for soil conservation. A modelling framework was assembled by integrating a landscape dynamic model, a soil erosion model and synthetic precipitation datasets generated through a Monte Carlo simulation. The results indicate that, if the current trends persist, agricultural areas will occupy roughly 60% of the study area by 2030. Although these land use changes will certainly increase soil erosion figures, new croplands will likely take place predominantly in the lowlands, which comprises areas with lower soil erosion potential. By the year 2030, rainfall erosivity is likely to increase during April and November, while a slight decrease tendency is observed during March and May. An integrated assessment of these environmental changes, performed using the modelling framework, allows a clear distinction of priority regions for soil conservation policies during the next 20 years.
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The injustice of climate change: voices from Africa - Magrath, John R. (Local Environment, 2010)
Farmers and pastoralists in Africa are remarkably consistent across countries in how they report climate is changing. These changes are still relatively small but, combined with the effects of chronic poverty, disease and environmental degradation, are already having severe human consequences. The changes are consistent with what is expected to occur due to man-made global warming and will increase. Women are especially impacted. Africa is least responsible for greenhouse gas emissions, but will suffer some of the most damaging consequences. Adaptation is essential. This will require finance from international sources. However, there is much African governments can and should do to start. Boosting adaptation to current climatic variability and shocks and tackling poverty will bring benefits today and for the future.
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Quality issues regarding learner support for distance learners at the National University of Lesotho - Makhakhane, Bothephana (2010)
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‘I just need to be flashy on campus’: female students and transactional sex at a university in Zimbabwe - Masvawure, Tsitsi B. (Culture, Health & Sexuality, 2010)
This paper challenges two common perceptions regarding transactional sex relationships particularly in Africa: that they are primarily resorted to as survival strategies by economically disadvantaged young women and that sex and money are always exchanged within these relationships. Instead, I show how, in reality, young women and the men they date may use these relationships primarily to compete for social status in their peer groups as well as to fashion themselves as high-status, successful modern subjects. Often, for these particular female students, and indeed the men they date, transactional sex often involves more than a straightforward exchange of sex and money. Ethnographic data was collected at the University of Zimbabwe between August 2006 and December 2007 using participant observation and in-depth interviews. This paper focuses on the experiences of ten female students who were, or had been, involved in transactional sex as well as on interviews conducted with four male students who were 'mediating' transactional sex relationships on campus. Findings suggest the importance of taking into account the contexts in which transactional sex occurs. Transactional sex takes different shapes and holds different meanings depending on where it manifests itself.
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Studies of crustal structure, seismic precursors to volcanic eruptions and earthquake hazard in the eastern provinces of the Democratic Republic of Congo - Mavonga, T.; Ndontoni, Zana; Durrheim, Raymond (Journal of African Earth Sciences, 2010)
In recent decades, civil wars in the eastern provinces of the Democratic Republic of Congo have caused massive social disruptions, which have been exacerbated by volcanic and earthquake disasters. Seismic data were gathered and analysed as part of an effort to monitor the volcanoes and quantitatively assess the earthquake hazard. This information can be used to regulate the settlement of displaced people and to “build back better”. In order to investigate volcanic processes in the Virunga area, a local seismic velocity model was derived and used to relocate earthquake hypocenters. It was found that swarm-type seismicity, composed mainly of long-period earthquakes, preceded both the 2004 and 2006 eruptions of Nyamuragira. A steady increase in seismicity was observed to commence ten or eleven months prior to the eruption, which is attributed to the movement of magma in a deep conduit. In the last stage (1 or 2 months) before the eruption, the hypocenters of long-period earthquakes became shallower. Seismic hazard maps were prepared for the DRC using a 90-year catalogue compiled for homogeneous Mw magnitudes, various published attenuation relations, and the EZ-Frisk software package. The highest levels of seismic hazard were found in the Lake Tanganyika Rift seismic zone, where peak ground accelerations (PGA) in excess of 0.32 g, 0.22 g and 0.16 g are expected to occur with 2%, 5% and 10% chance of exceedance in 50 years, respectively.
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The Role of Open and Distance Learning in Skills Development: A Papua New Guinean Case Study - Minol, Kipli Joan (2010)
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Addressing the gap in South African high school mathematics - Mkhize, Duduzile Rosemary; Nduna, Bruce (Commonwealth Youth and Development, 2010)
The problem of low performance in mathematics by youths in high schools limits their future participation in professions deemed to be essential for the country's economic development, such as those in engineering. This problem has been regarded as a legacy of apartheid education policy which excluded the majority of black youths from mathematics education in South Africa. Taking cognisance of this view, the 1995 White Paper on Education and Training promulgated a redressing of this problem through various mathematics interventions. However, low achievement in mathematics by black youths graduating from high schools has persisted in spite of these interventions. This article argues for the incorporation of positive characteristics inherent to these youths as a result of their developmental stage, such as enhanced cognitive development, identity formation and the positive coping styles of South African adolescents. As mathematics learning relies largely on cognitive activities, this article concludes that this might have been the gap/missing link that needed to be addressed in mathematics interventions over the past decade. It proposes the infusion of adolescent characteristics which have the potential of enhancing mathematics learning among the youth and this is viewed as the gap/missing link in mathematics interventions.
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What Tanzanian young people want to know about sexual health; implications for school-based sex and relationships education - Mkumbo, Kitila A. K. (Sex Education:Sexuality, Society and Learning, 2010)
It is very important that sex and relationships education (SRE) programme developers attempt to elicit, understand and incorporate young people's views in the SRE development and implementation processes. This paper reports the findings of a study that sought to identify young people's self-identified learning needs and priorities regarding sexual health that should be included in school-based SRE. Seven hundred and fifteen primary and secondary students aged between eight years and over 20 years old completed a survey between June and September 2007. The questionnaire had both closed and open-ended items. The open-ended items asked students to provide up to two questions on sex and relationships; this study briefly reports on the results of students' responses. Students raised a total of 535 questions, which were subjected to quantitative content analysis. This revealed that students asked a wide range of questions across three major themes of SRE; namely, facts and information, attitudes and values, and relationships and skills. The most frequently asked questions were on sexual decision-making (27%), sexual pleasure and enjoyment (20%), relationships (14%), safer sex and condom use (10%), sexually transmitted diseases and HIV/AIDS (8%) and masturbation (7%). Of these topics, only sexually transmitted diseases and HIV/AIDS are currently covered in Tanzania's school curriculum. The results of this study show that, although students consider HIV/AIDS as one of the important SRE areas, they want a broader SRE coverage than a purely health-oriented model can offer. Furthermore, the nature of the questions that students asked exposes some serious inadequacies in the current SRE programmes in Tanzania. This calls for broad school-based SRE programmes, which should reflect a wider coverage of sexual health than the present curriculum's rather narrow focus on HIV/AIDS.
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Chronicling educator practices and experiences in the context of democratic schooling and quality education in South Africa - Mncube, Vusi; Harber, Clive (International Journal of Educational Development, 2010)
An interview-based qualitative study was undertaken to explore the experiences and practices of educators in providing democratic schooling as a way of delivering quality education for learners in schools. The exploration looked at educators’ understandings of the concept of democracy in schools, their understanding of the concept quality education and whether there is any link between democratic schooling and quality education. The findings suggest that there is a perceived link between democracy in schools and the delivery of quality education for learners, even though there are tensions and contradictions in democratising schools.
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African Transitional Justice Research Network: Critical Reflections on a Peer Learning Process - Mncwabe, Nokukhanya (International Journal of Transitional Justice, 2010)
Journal Article African Transitional Justice Research Network: Critical Reflections on a Peer Learning Process Get access Nokukhanya Mncwabe Nokukhanya Mncwabe *Africa Regional Coordinator, Transitional Justice Programme, Centre for the Study of Violence and Reconciliation , South Africa . Email: nmncwabe@csvr.org.za Search for other works by this author on: Oxford Academic Google Scholar International Journal of Transitional Justice, Volume 4, Issue 3, November 2010, Pages 497–508, https://doi.org/10.1093/ijtj/ijq020 Published: 01 November 2010
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A training need for rural primary care in Nigeria - Monjok, Emmanuel; Essien, E. James; Smesny, Andrea; Okpokam, S. N. (Journal of Obstetrics and Gynaecology, 2010)
The major causes of maternal death in Nigeria are avoidable and preventable. Many of these deaths occur in the rural health facilities and hospitals which are severely lacking in skilled birth attendants. Of the many strategies that have been developed to reduce avoidable maternal death significantly, increasing the availability of skilled human resources is crucial. The shortage of obstetric specialists, especially in the rural and peripheral health facilities in rural Nigeria where more than 60% of the population resides, has been a major contributing factor to the low number of skilled birth attendants. The increased availability of skilled human resources ensures that all aspects of obstetrics, such as antenatal care, postnatal care and other life-saving interventions, including emergency surgery, is available for women during labour and in the immediate postpartum period. In this paper, we propose a short obstetric-training programme for generalist medical officers to increase the number of skilled birth attendants in both rural and peripheral health facilities in Nigeria. These general practice/family practitioners (GP/FPs) and hospital medical officers (MO), will have designated career structures within the primary and secondary healthcare systems, while the consultant obstetrician and sub-specialists, trained with long postgraduate programmes will function at the urban ‘specialists’ and in teaching hospitals.
openalex: W2005084515 mag: 2005084515
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Widening Participation in Higher Education in Ghana and Tanzania: Developing an Equity Scorecard. Research Report, November 2010 - Morley, Louise; Leach, Fiona; Lussier, Kattie; Lihamba, Amandina; Mwaipopo, Rosemarie; Forde, Linda Dzama; Egbenya, G. (2010)
openalex: W772495475 mag: 772495475
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Implications of Environmental Monitoring of Oil Pollution in Sharm El-Maya Bay, Sharm El-Sheikh, Egypt - Morsy, Mona; Soliman, Farouk; Khattab, Rafat A.; Rashed, Mohamed; El‐Masry, Nabil (International Journal on Environmental Sciences, 2010)
The peculiar environment of Sharm El-Sheikh area, upon which its tourism industry is based, is undoubtedly threatened by different sources of pollution that are directly related to the rapid growth of the city, the influx of millions of tourists every year, and to the increased maritime activities in the Gulf of Aqaba and the Red Sea. The 1999’s oil spillage in Sharm El-Maya Bay represented an extreme example of one of these threats. Although the spillage itself was promptly contained, only few studies were conducted to investigate the source of the pollution and its spatial and temporal variations. The present study, therefore, aimed to determine the extent of the pollution, its spatial variation, and its source. Three different types of samples were collected and analyzed for petroleum hydrocarbons. They included sediment samples from the headland, and samples of seabed sediments and seawater from the subtidal zone. Total hydrocarbons were determined using conventional gravimetric techniques. The results showed that the average concentration of the total hydrocarbons was 661.7±383.16 μg/g in the headland, 170±128.59 μg/g in the seabed, and 37.99±17.45 mg/L in the seawater. The results also indicated that the average content of total hydrocarbons in seawater samples was considerably higher than that estimated earlier. Spatial and temporal variations in the total hydrocarbon contents are suggestive of a land-based source of pollution related to damaged underground fuel-storage tanks and pipelines that are actively polluting the bay.
openalex: W2741858061 mag: 2741858061
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A Management Model in Open and Distance Learning at the Polytechnic of Namibia to Ensure Competitive Advantage and Optimum Benefits - Möwes, Delvaline (2010)
openalex: W2518265617 mag: 2518265617
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Environment and Academic Performance of Physically Handicapped Learners in Regular Schools of Ruiru Division, Thika District Kenya. - Msalari, Helen (2010)
A Research Report Submitted to the Institute of Open and Distance Learning in Partial Fulfillment of the Requirements for the Award of the Bachelor of Degree in Primary Education of Kampala International University.
openalex: W3108317594 mag: 3108317594
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AIDS mitigation through agriculture-based interventions in rural contexts: Junior farmer field and life schools and future livelihoods in central Mozambique - Müller, Tanja R. (Singapore Journal of Tropical Geography, 2010)
This article summarizes findings from a research project on junior farmer field and life schools (JFFLS) as an agriculture-based intervention to improve the livelihood prospects of children and orphans made vulnerable by HIV/AIDS in central Mozambique. In the sites investigated JFFLS have opened up concrete present and potential livelihood options in agriculture and beyond. More generally, the resource profile dynamics of participants are altered in ways that provide strong grounds to believe that the skills and knowledge they have gained will positively impact the trajectories of their future lives. In terms of HIV/AIDS mitigation, the findings recommend livelihood-based interventions aimed at altering the vulnerability context of specific population groups.
openalex: W2145419036 mag: 2145419036
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Error analysis: investigating the writing of ESL Namibian learners - Mungungu, Saara Sirkka (2010)
openalex: W2286292507 mag: 2286292507
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The Effect Of Varied Intensity Interval Training On Some Physiological Variables And Numerical Level Among Long Distance Runners On The Scientific School To The Yemen Capital – Sana'a - Mutahar, Abdulghane (Maǧallaẗ ǧāmiʿaẗ al-naǧāḥ al-abḥāṭ. Al-ʿul-um al-insāniyyaẗ, 2010)
This study aimed at identifying the effects of Interval training of changeable intensity on improvement of heart rate, aerobic endurance, anaerobic endurance, and mileage in long distance racing with young runners. The overall population of this study was composed of all long distance runners in Sana’a – Republic of Yemen. The sample of this study was deliberately selected from the overall community composed of sixteen runners were chosen from Al-Sha’ab, Al-Hamazah, and Al-Kuwait High Schools. Then, this sample was divided into two equivalent groups at all the variables of this study. The experimental group was exposed to the suggested and planned program while the control group continued to use the traditional training program. The researcher used the experimental methodology which is compatible to the nature of this study. The researcher designed the suggested training program which consists of 48 training units carried out during 8 weeks at the rate of 6 units per week after going through the available background including the previous studies, the athletic references and books. The samples had performed the pretest and post-test at the whole variables of this study, at the same conditions and following the same procedures. Results of this study were statistically analyzed using average, Standard Deviation and t-test to know the statistical significant level of those results. This study had concluded that there are statistically significant differences between the pre-test and the post-test measurements. The posttest reflected an improvement in heart rate during rest, aerobic endurance, anaerobic endurance and mileage with members of the subject sample. On the other hand, there were statistically insignificant differences between the pre and the post measurements with the members of the feature sample. The post tests had shown clearly a statistically significant differences between the two samples. The heart rate, aerobic endurance, and mileage improved in those members of the subject sample. In addition, there were no statistically significant difference between both samples regarding improving the anaerobic endurance. This study recommends that coaches could benefit from the suggested program used in this study. In addition, it emphasizes the necessity of making similar studies using this program with a sample of champion’s long-distance runner’s athletes.
openalex: W37584811 mag: 37584811
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Experience with Norplant at a Nigerian teaching hospital. - Mutihir, JT; Aisien, AO; Ujah, I. A. O. (PubMed, 2010)
To determine the acceptance of Norplant implants while it was in use and share our experience with other Norplant providers.Retrospective descriptive study.The family planning clinic of the Jos University Teaching Hospital, Jos, Nigeria.During the 21-year period, January 1985 to December 2005, a total of eighteen thousand, two hundred and ninety one (18,291) new clients accepted various modern contraceptive methods in the family planning clinic of Jos University Teaching Hospital, Nigeria. Norplant was accepted by 1,333 clients (4.9%) as against the intrauterine devices (IUDs) 25.4%, and Oral Contraceptive Pills (OCP) 22.9%. Female sterilisation was a contraceptive method of choice in 21.2%, the injectables in 13.9%, and the male condom in 9.3%. Failure rate was 0.37% and continuity rate was high among users. The Norplant contraceptive implant was accepted by women of mean age of 29.6 years and women of all parity. The acceptance pattern demonstrated a multi-nodal pattern from the time of introduction in 1985 to December 2005 when supply came to an abrupt stop. The greatest barriers to Norplant use were non- availability and high cost of the commodity.Norplantimplants provided contraceptive protection with high reliability, safety, independence from user compliance, rapid return of pre-existing fertility after removal, good tolerability, and relatively simple and quick insertion and removal. The capsules will definitely be used as a reference for similar contraceptive products in the contraceptive market.
openalex: W2121702022 mag: 2121702022
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The official language in education policy and its implementation at infant school level in Zimbabwe - Ndamba, Gamuchirai Tsitsi (Zimbabwe Journal of Educational Research, 2010)
A ZJER study focusing on reasons for the discrepancy between the official language policy and its implementation in Zimbabwe's education sector.
openalex: W1546787113 mag: 1546787113
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Managing parental involvement with education in Zimbabwe - Ngwenya, Victor Chaboneka (2010)
openalex: W2203729659 mag: 2203729659
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Volcanic risk perception in rural communities along the slopes of mount Cameroon, West-Central Africa - Njome, Manga S.; Suh, Cheo Emmanuel; Chuyong, George B.; Wit, Maarten J. de (Journal of African earth sciences (1994), 2010)
A study of volcanic risk perception was carried out in rural communities around the Mount Cameroon volcano between August and December 2008. The results indicate that risk perception reflects the levels of threat to which a resident population has been exposed to previously. Results of 70 responses to questionnaires show that local knowledge of hazards is high. Most respondents correctly indicated that earthquake and lava flow activities would affect resident population most in the future. By contrast, respondent’s ability to adapt and protect themselves from the effects of future eruptions is poor, and inhabitants would likely shift responsibility for their protection to the requisite experts. This study confirms that there is little knowledge of any existing emergency plan, little or no educational outreach activities, but a high perceived need for information about and implementation of such actions. Knowledge about natural threats is found to be directly related to past exposure to volcanic hazard, and is significantly higher for people living along the southern than those along the northern slopes of Mt. Cameroon. The data also show that the media remains the most accessible channel for hazard communication, and that the internet is a growing information source that should be used to reach out to the younger generation. It is clear from the results of this study that major education and information efforts are required to improve the public’s knowledge, confidence in the government, and growing self-reliance, in order to improve both collective and individual capacity to face future volcanic emergencies.
openalex: W2044419838 mag: 2044419838
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Educational communication uses short messaging services by students in Nigerian universities - Nwagwu, Williams E. (World journal of science, technology and sustainable development, 2010)
A questionnaire was used to collect data from 1676 undergraduate and postgraduate students randomly selected from three major Nigerian universities to understand how media gratification and constraints motivated their use of text messaging to meet educational needs. Sixty‐five (65 per cent) and 63 per cent of the respondents reported using the technology for contacting peers and lecturers for educational matters while less than 40 per cent have used technology to contact lecturers and others respectively. Generally, closeness to mothers and education of parents influence use of the technology for educational contact. The instrumental gratifications of SMS capability to enable students escape face to face communication, convenience and low cost also explain use of SMS to make educational contact although this activity is constrained by the difficulty to decipher the intention of the messages and by the confusion that often arises due mainly to unclear acronyms.
openalex: W2023475815 mag: 2023475815
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Asessment and Management of psychosocial and Academic Problems of working Secondary School Students in Lagos State, Nigeria - Nwokedinobi, Joy N. (2010)
openalex: W2961215715 mag: 2961215715
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Factors affecting performance of learners in mathematics with specific learning difficulties in Nyamira division Nyamira district Kenya - Obadiah, Charles Ndubi (2010)
A Research Report Submitted To The Institute Of Open And Distance Learning In Partial Fulfillment Of The Requirements For The Award Of A Degree Of Bachelors Of Education In Special Needs Education Of Kampala International University
openalex: W2998287101 mag: 2998287101
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Equalizing Educational Opportunity in Nigeria Through Open and Distance Learning - Ofoha, Dorothy (2010)
openalex: W2916341160 mag: 2916341160
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Play and Its effects on Early Childhood Education A case study of Wakondo Primary School, Mbita Division, Mbita District, Kenya. - Ogunah, Edward Ochieng (2010)
A research report submitted to the Institute of Open and Distance Studies in Partial Fulfillment of the Requirement for the Award of Degree of Bachelors of Education in SNE of Kampala International University.
openalex: W3040840629 mag: 3040840629
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Electronic Information Seeking among LIS Postgraduate Students at Makerere University, Uganda - Okello‐Obura, Constant; Ikoja-Odongo, J. R. (Library Philosophy and Practice, 2010)
Introduction Higher education is changing rapidly (Toner 2008). Bennett (2003) identifies two major shifts in education. Firstly, higher education is moving away from a teaching to a learning culture. Secondly, the revolution in information technology is changing delivery of education. An academic library should take these two shifts into account while planning their services. Like much of the world, the Uganda system is becoming increasingly open and diverse with the underlying strategic aim of being available to all. Makerere University is Uganda's premier institution of high learning with over 30,000 students. It is one of the largest universities in East and Central Africa.. It is also one of the oldest and most prestigious universities in Africa. Makerere University was established in 1922 as a technical school and currently has 22 faculties offering day, evening, and distance study programmes. In recent years there have been a number of changes in the higher education sector in Uganda and, in particular, at Makerere University (Okello-Obura and Magara 2008). These dramatic changes include the way in which information is provided to the university community. The university, through a number of donor supported programmes, has embraced the electronic provision of information to facilitate study programmes and research. With the integration of online information services like full text online journal, electronic books, Electronic document delivery services and digital libraries in its library systems, Makerere University is attempting to disseminate information by means of an electronic hybrid Online systems. According to Tsakomas and Papatheodorou (2006) advances in technology and transformations in the information landscape have altered the way users interact with such information systems. The transition from print to electronic medium, apart from resulting in a growth of electronic information, has provided users with new tools and applications for information seeking and retrieval that take their idiosyncrasy into account, rather than obliging them to adapt their own characteristics (Tsakomas and Papatheodorou 2006). The major objectives of the adoption of e-resources are to facilitate access to international information resources via the Internet as well as the timely dissemination of both local and international research output (Okello-Obura and Magara 2008). This should result in efficient research by enabling access to up-to-date international literature as soon as it is published; and ensure satisfaction of user needs. Following a study conducted by Okello-Obura and Magara (2008) to determine electronic information resources use by Library and Information Science (LIS) undergraduate students, another study was commissioned to analyse the use of e-resources by LIS postgraduate studies. The need for this study was prompted after discovering that the list of references of coursework and assignments submitted by most postgraduate students that did not include e-resources despite the fact that the Makerere University Library was subscribing to a number of them. Secondly this was also based on the assumption that students in the LIS discipline, should be knowledgeable and comfortable with electronic resource usage. This prompted a number of questions including: what computer skills LIS postgraduate students have? What are their attitudes towards e-resources? What suggestions do they have to help improve on e-resources? 1.1 Objectives of the study The objectives of this study were to * establish the level of computer skills of Makerere University LIS postgraduate students. * determine the use of electronic information resources by LIS postgraduate students at Makerere University. * determine the attitudes of LIS postgraduate students towards electronic information resources. * recommend appropriate measures to improve electronic information access and use at Makerere University. …
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Six Sigma as Model of Assuring Quality Learner Support Services in National Open University of Nigeria Study Centres - Okopi, Fidel O. (2010)
openalex: W2589507934 mag: 2589507934
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Holistic e-learning in Nigerian Higher Education Institutions - Oye, N. D.; Salleh, Mazleena; Iahad, Noorminshah A. (2010)
This paper discusses holistic e-learning in Nigeria higher Education (HE) institutions. We assume, however that, a semblance of e-learning exist, at the departmental levels of the HE institutions, rather than the whole institutions. A case study of e-learning technology tools at Federal University of Technology Yola (FUTY) shows that ICT infrastructure is more tilted to the management (offices) and schools/faculty (offices) than the departments, lecture halls and students hostels. This paper is looking into the disparity observed between the successful adoption of technology for administrative purpose and the less successful adoption of technology with regards to teaching and learning. That is the major reasons why we have partial e-learning in most Nigerian HE institutions. The paper is proposing a move from separate e-learning research focus to holistic research focus, by adopting social software as a new approach for networking within the institutions and with other institutions. Finally the expected benefits of holistic e-learning were enumerated.
openalex: W179074787 mag: 179074787
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Blended learning at National University of Rwanda - Pavalam, S. M.; Jawahar, M.; Akorli, Felix K. (2010)
There has been a wind of change in higher education system in Rwanda since 2008 with a strong focus on student centred learning. National University of Rwanda introduces blended learning, a combination of traditional teaching with technology assistance. Very few researches have been conducted to assess the impact of this system in Rwanda. This paper explores and evaluates the adaptability of blended learning at the University. The crucial factors for the assessment are carefully picked, taking into consideration of the environment of studies. Two sets of questionnaires are distributed to assess the perspectives of staff as well as students about the blended learning. Staff and students positively approve blended learning in spite of some difficulties. As this new technology is in its infancy, some problems are felt: student-computer ratio, awareness of eLearning training for the staffs and students, basic computer usage training for the staff and students would solve these problems. Provisions of support in terms of Policy, Human Resource, and finance for eLearning are essential for enhancement of the system.
openalex: W2009403934 mag: 2009403934
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The current capacity for training in public health nutrition in West Africa - Pepping, Fré (Global Public Health, 2010)
Abstract This article is based on a paper prepared for the Workshop on Establishing a Regional Institute for Public Health Nutrition Research and Training in West Africa, convened in Dakar, Senegal, 26–28 March, 2009. Information was gathered mainly prior to this workshop; several responses, however, came in after the workshop and these have been included in the current paper. In completion of the article use was made of the views and opinions as expressed during this workshop. Objectives were to provide background information on academic programmes (undergraduate and graduate) and research institutions with a focus on human nutrition in West Africa, to describe the importance of foreign nutrition training programmes for West African students and to detail existing nutrition training activities currently in the region. Data were obtained from a survey of 15 UNICEF country offices in the West African region, previously published reports, United Nations University/International Union of Nutrition Sciences capacity development activities 1996–2009, personal communications and websites of relevant African institutions. Results indicate that West African nutrition academic programmes and research institutes do not adequately meet the demand for nutritionists and technical services in the region. Exceptions seem to be Bénin, Ghana and Nigeria. Diploma courses and other short courses have been an important means of attracting people from a variety of disciplines to nutrition. A well-equipped regional institute could directly and indirectly bolster nutrition capacity in the region. To meet the regional nutrition research and training needs in West Africa, it is not necessary to make a choice between creating a new regional institution vs. expanding existing national institutions. Based on solid capacity development principles, both options need action.
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Competency Development for assuring Quality in Open and Distance Learning in Nigeria - Peters, Olufemi A.; Ofulue, Christine I. (2010)
openalex: W2587523279 mag: 2587523279
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Effects of nutrition on growth and development of pupils in selected primary schools of lower Nyakach division, Nyando district, Kenya - ., Philip Odingo (2010)
A Research Report Submitted To The Institute Of Open And Distance Learning In The Partial Fulfillment Of The Requirements For The Award Of A Bachelor Degree Of Bachelor Of Education Arts Of Kampala International University
openalex: W3044328263 mag: 3044328263
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Effect of an intervention programme on the physical activity participation patterns among school going children in South Africa - Phillips, Julie; Figaji, Tamara Ann (British Journal of Sports Medicine, 2010)
A steady decrease in the levels of physical activity during childhood and adolescents has been noted in various parts of the world. The picture of low physical activity levels in developed countries is no different in developing countries. Children spend the majority of their day at school therefore a school setting is ideal to conduct physical activity intervention studies. The primary aim of this study was to measure the effect of an intervention programme on the physical activity participation patterns among school going children and adolescents. The conveniently selected sample from an urban independent Catholic school included all learners from grade 5 to 7 with parental consent. Baseline data included among others, patterns of physical activity participation, and support for physical activity. Physical activity was assessed with the Modifiable Activity Questionnaire for Adolescents.1 Learners were requested to indicate on how many days of the week preceding the study they participated in vigorous (VPA) and moderate activities for at least 20 min. Support for physical activity from friends and family was also measured.2 The 12-week Promoting Lifestyle activity for Youth (PLAY) programme3 was implemented at the school. Two weeks after the programme, repeat measurement of variables was collected. The mean number of sessions of VPA per week was higher after the intervention programme (3.71 days) than before (3.17 days; p<0.05) and higher levels of support from family for physical activity was reported. The mean number of sessions of moderate physical activity increased with the frequency of family and friends social support. All bivariate correlations between the family and friends social support variables and moderate physical activity were positive and some were statistically significant (p<0.05) The results of the study indicated that intervention programmes such as PLAY have the potential to increase the levels of physical activity participation and support from family for physical activity among learners.
openalex: W2036956749 mag: 2036956749
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‘Youthscapes’ and escapes in rural Africa: Education, mobility and livelihood trajectories for young people in Eastern Cape, South Africa - Porter, Gina; Hampshire, Kate; Mashiri, Mac; Dube, Sipho; Maponya, Goodhope (Journal of international development, 2010)
Abstract This paper draws attention to the significance of mobility in shaping the educational and livelihood trajectories of rural young people in sub‐Saharan Africa, with particular reference to a case study in Eastern Cape, South Africa. Young rural people commonly face both economic and political exclusions. As our case study illustrates, in the context of work demands, restricted basic education and poverty, the potential for escape, whether to secondary education or city jobs, is limited and in some respects highly gendered. We draw principally on ethnographic material from interviews with people aged 9–18 years, their parents, teachers and other key informants. Copyright © 2010 John Wiley & Sons, Ltd.
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