Dynamic interactions between vegetation and land use in semi-arid Morocco: Using a Markov process for modeling rangelands under climate change - Freier, Korbinian P.; Schneider, Uwe A.; Finckh, Manfred (Agriculture, Ecosystems & Environment, 2011)
Integrated scientific assessments of semi-arid agroecosystems with mathematical models are challenging because of computational constraints. These constraints arise from exponentially increasing decision options due to dynamic interactions between the biophysical states of rangeland vegetation and farsighted decisions taken by pastoral stakeholders. This study applies a methodology that integrates these interactions in a computationally feasible manner. We equip a dynamic land use decision model with a detailed representation of biophysical processes by using a Markov chain meta-model of EPIC (Environmental Policy Impact Calculator). Using separate Markov chains for different weather scenarios, we investigate the economic and ecological impacts of droughts on rangeland management in southern Morocco. The drought simulations (2 years with 33% less precipitation) show a decrease in profits from pastoralism by up to 57%. Pastoral land use of the rangeland in our model increases surface runoff by 20%, doubles infiltration, and thus influences irrigation agriculture. The economic and ecological impacts of drought in our simulation go substantially beyond its meteorological time horizon.
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Land Reform, Climate Change and Sustainable Development in Zimbabwe - Goredema, Dorothy; Nyawo-Shav, Vongai; Chigora, Percyslage (Pakistan journal of social sciences, 2011)
openalex: W2335450784 mag: 2335450784
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Advance of apple and pear tree full bloom dates in response to climate change in the southwestern Cape, South Africa: 1973–2009 - Grab, Stefan; Craparo, Alessandro (Agricultural and Forest Meteorology, 2011)
Studies from throughout the world have demonstrated that tree phenophases are becoming earlier in spring and are closely associated with rising temperatures. Despite many such studies from the Northern Hemisphere, similar comparative work has not been forthcoming from the Southern Hemisphere or from Africa. In addition, few studies have demonstrated the possible role of changes in precipitation and associated soil moisture to driving fruit tree phenophases. Here we provide changes of mean full bloom dates for three apple Malus domestica (Golden Delicious, Sayaka, Granny Smith) and one pear Pyrus communis (Bon Chrétien) cultivars in the southwestern Cape of South Africa. These phenological changes are correlated with temperature and precipitation changes in the same region between 1973 and 2009. Significant early spring (August/September) temperature increases of +0.45 °C/decade are associated with a mean full bloom advance of 1.6 d/decade over the last 37 years. Golden Delicious apple trees have the strongest sensitivity (+4.2 d/°C) to climate change in the region, whilst Granny Smith apple trees have the lowest (+2.4 d/°C). Although winter and early spring rainfall has also decreased over this time, such decreases are not significant. However, significant correlations are found for both temperature and rainfall when comparing with the mean full bloom dates, and it is proposed that both variables operate synergistically to influence mean full bloom dates in the southwestern Cape.
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Minority status stress and coping processes among African American college students. - Greer, Tawanda M.; Brown, Porschia (Journal of Diversity in Higher Education, 2011)
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Digital doorways and the analysis of software application usage in ‘unassisted learning’ environments in impoverished South African communities - Gush, Kim (2011)
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The Education Policy Agenda and Education Research in Africa : Concerning Mainly Primary Education - Hamano, Takashi (Proceedings : 格差センシティブな人間発達科学の創成=Science of human development for restructuring the "gap widening society", 2011)
openalex: W438301757 mag: 438301757
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Doctoral education in South Africa - research and policy : editorial introduction - Herman, Chaya (Perspectives in Education, 2011)
The doctorate has a long history in South Africa. The first doctorate was in law and was awarded at the University of the Cape of Good Hope in 1899 to William Alison Macfadyen. Since then, South African universities have awarded nearly 30.000 PhD degrees, about two-thirds of which in the past two decades. Despite this long history, doctoral education in South Africa has been an unknown phenomenon, mostly conducted behind closed doors, as a private affair between the doctoral student and a supervisor. Knowledge about the doctorate was anecdotal and informal. Furthermore, until the late 1980s, such education in South Africa was the privilege of elite, white, mostly male students.
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Obstacles to success - doctoral student attrition in South Africa - Herman, Chaya (Perspectives in Education, 2011)
The article explores doctoral attrition in South Africa, investigating and comparing the attributions of attrition of doctoral students and PhD programme leaders. The article is based on secondary data analysis of two large studies on doctoral education in South Africa. The main point of the article is that the different understandings of the students and the PhD programme leaders, as well as the gaps in the narratives of both groups, are an indication of a lack of in-depth understanding of the actual causes of doctoral attrition. Using attribution theory, the article suggests that this lack of understanding may contribute to further attrition and calls for further research on the topic.
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Language development in higher education: Suggested paradigms and their applications in South Africa - Hibbert, Liesel (Southern African Linguistics and Applied Language Studies, 2011)
Abstract Against the backdrop of the current global recession, it is argued that strategic literacy development and diversity management may act as a buffer against the deepening impact of the existing and widening crisis of inequities in education in South Africa. With reference to youth studies, a link is made between identity and literacy as important cultural capital. This requires re-mediation of language development offerings, which are often based on outdated assumptions that participants are monolinguals who share the language and discourses of the institution. The author of this article suggests a shift towards learning ecologies which are designed to embrace linguistic diversity and that the following paradigms should be applied: linking institutional literacies to social change, conceiving of curriculum design as a means for creative opportunity, subscribing to critical approaches to literacy, linking student language development to the institutional diversity management strategy, and affirming linguistic hybridity within the institution. Finally, this article presents an integrated strategy for maximising student language development based on an inclusive curriculum model that is compliant with the requirements of a linguistically diverse student population.
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Nation-Building in Kenyan Secondary School Textbooks - Holmén, Janne (Education Inquiry, 2011)
This article examines how issues of national, Pan-African and tribal identities are handled in Kenyan upper secondary school textbooks for History and Government. Kenya is a multi-ethnic country without a common pre-colonial history. As a result, the historical record does not easily provide a common narrative with which to unify the nation. To compensate for the absence of a national narrative textbooks propagate and advance particular themes and national ideologies such as “African socialism”, “Harambee” and “Nyayoism.” Although unable to present a national narrative as a unifying factor, at the Pan-African level Kenyan textbooks stress the common African experience of European colonialism. Significantly, African nationalism is seen as unifying and liberating, whereas European nationalism is described as aggressive and oppressive. However, while the Kenyan textbooks describe the nation as in need of being constructed the tribes are taken for granted, despite research indicating that tribal identities themselves are often recent constructions. As a consequence, although national unity is stated as the primary goal of Kenyan History and Government education, school textbooks ironically do more to strengthen tribal identity than national identity.
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Poverty, shocks and school disruption episodes among adolescents in KwaZulu-Natal, South Africa - Hunter, Nina; May, Julian (Development Southern Africa, 2011)
While conventional explanations of drop-out and grade repetition acknowledge the role of socioeconomic factors, this paper uses data collected in a KwaZulu-Natal study of adolescents to investigate the explicit contribution of poverty and shocks to school disruption episodes. The asset-vulnerability framework developed by Moser and others is used to develop a poverty-based theory of school disruption. Evidence against such a theory is also put forward. The results indicate that the poverty-based theory accounts in part for school disruption. Poverty is predictive of school disruption, female adolescents are particularly vulnerable to drop-out episodes, and adolescent pregnancy emerges as an important influence. However, household shocks do not seem to predict school disruption. Programmes that offer incentives for school attendance and improving school quality are put forward as policy options for South Africa.
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E-learning platforms and humanities education: an African case study - Ikpe, Ibanga B. (International Journal of Humanities and Arts Computing, 2011)
The advent of e-learning has been a welcomed development in African universities, especially in countries where the demand for university education far outstrips capacity. This form of instruction not only has helped in reducing the problem of managing and testing large classes, but it also has helped lecturers in providing valuable assistance to students who would otherwise not have such access. The limitations of the e-learning platform coupled with a distorted student-teacher ratio has raised concerns about quality, especially for traditional humanities disciplines where the emphasis on argumentative rigor and critical thinking are at odds with the science-leaning orientation of e-learning platforms. This concern is especially important because the technology is relatively new and there are problems of access not only in terms of infrastructure but also in terms of the relevant computer literacy skills required of users of the technology. This essay examines the problems associated with the use of e-learning in teaching and examining traditional humanities courses in general but especially the problems encountered in using e-learning in teaching and assessing critical thinking courses at the University of Botswana. I argue that although certain aspects of e-learning are structured, confining, and therefore unsuitable for traditional humanities disciplines, e-learning can still be an appropriate tool for the humanities if used appropriately and creatively.
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The quality of doctoral education in South Africa : a question of significance - Jansen, Jonathan D. (Perspectives in Education, 2011)
One of the underlying concerns in the Study Panel on the South African PhD, a large-scale, overview investigation of the Academy of Science of South Africa (ASSAf), was the negative consequences of signalling the need for more doctoral graduates to boost the presumed link to national competitiveness within a global knowledge economy. There was evidence that institutional behaviour in response to increased incentives for more accredited publications led to increased quantity at the cost of quality. Understandably, therefore, the panel feared that policy signals and incentives to produce more doctorates would compromise quality PhDs from the 23 universities. At the heart of this concern was the significance of doctoral research and not simply more PhDs. This article seeks to advance thinking about how significance in doctoral research can be attained against the background of this national study, and its concerns, about quality PhDs.
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Building Democratically Active Citizens through the Prefectship System in Botswana Schools - Jotia, Agreement Lathi; Morapedi, Zibisani Edwin (DOAJ (DOAJ: Directory of Open Access Journals), 2011)
The goal of education in countries which regard themselves as democracies is to help develop citizens who can actively participate in the democratic process. Today, more than ever before, schools face the challenge of aligning their philosophies to the democratic national principles of the nation-state in order to produce citizens who are active in the democratic process. Therefore, this study was undertaken to explore the relationship between democracy and education by investigating the efficiency of the prefectship system (student leadership system where students choose their leaders) in Botswana Secondary Schools.
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Implications of financing higher education for access and equity: The case of Syria - Kabbani, Nader; Salloum, Siba (PROSPECTS, 2011)
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Judgments of Widely Held Beliefs about Psychological Phenomena among South African and Australian Postgraduate Psychology Students - Kagee, Ashraf; O’Donovan, Analise (South African Journal of Psychology, 2011)
Lay understandings of human cognition, affect, and behaviour often diverge from the findings of scientific investigations. The present study compared South African and Australian fourth year psychology students' judgments about the factual correctness of statements of psychological phenomena that have been demonstrated to be incorrect by empirical research. Students enrolled in the psychology Honours programmes at two large residential universities in South Africa and one university in Australia were asked to respond to a questionnaire that required them to decide on the validity of a list of empirically untrue statements. The results show that a large proportion of all universities believed many incorrect statements to be true. Significant differences between the samples emerged that may have been due to curricular differences between the academic programmes in the two countries. These results are discussed with reference to the teaching of critical thinking skills in psychology courses and the influence of popular culture on beliefs about human behaviour. Recommendations are also made about the teaching of scientific and critical reasoning skills in academic psychology programmes.
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Content Analysis Of Research Projects Submitted By Undergraduate Students (2000-2009) At The Zimbabwe Open University: Implications For Quality Assessment - Kangai, Caleb; Barwell, Richard; Musika, Farirai; Babra, Mapuranga (DergiPark (Istanbul University), 2011)
This study was part of a series of studies, into issues of quality, currently being conducted at the ZOU by the present authors. The present study aimed at developing a systematic approach towards quality assessment of students‘ research work. A content analysis of 400 research projects submitted by ZOU undergraduate students between 2000-2009 was undertaken applying both conceptual and relational analysis. Conceptual analysis was based on a checklist of six concepts: research questions, research paradigm, research design, data collection instruments, data form, procedures for data analysis and presentation and sought to establish the status of students‘ research work, its gaps and areas of saturation. Relational analysis was conducted through the use of a model that sought to assess the methodological appropriateness and methodological quality of the research projects. Major findings of the study revealed a clear distinction between research methodologies applied by students in the faculties of Arts & Education, Commerce & Law and Social Sciences and those applied by students in the faculty of Physical Sciences. Most research projects in the faculty of Physical Sciences, in the department of Agriculture, were quantitative by nature, guided by relational research questions and hypotheses. These studies used simple experiments to collect numerical data through the use of tests and observations, applied statistical analysis of data and presented data through the use of statistical tables. Almost all studies in the same faculty, in the department of Geography, were case studies and employed mixed methods. Most research studies from the faculties of Arts and Education, Commerce and Law and Social Sciences were qualitative, employed the descriptive survey research design, used questionnaires and interviews and used both quantitative and qualitative techniques to analyse, and present research findings. However, a significant number of projects across faculties did not identify the research paradigm.
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The integration of sustainability education in Namibian colleges of education - Kanyimba, Alex Tubawene; Coetzer, I.A. (Africa Education Review, 2011)
Abstract This article reports results of the study that examined constraints on the integration of Sustainability Education in Namibian colleges of education. The sample consisted of sixty-four (64) teacher educators selected from a total of one hundred and seventy-two (172). The findings of the study show that institutional, dispositional and situational constraints affect the cross-curricular integration of Sustainability Education in these colleges. The recommendations support the re-orientation of administration, curriculum and in-service training for teacher educators and administrators in order to support the cross-curricular integration of Sustainability Education in Namibian colleges of education.
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Lessons learnt from comprehensive evaluation of community-based education in Uganda: a proposal for an ideal model community-based education for health professional training institutions - Kaye, Dan K.; Muhwezi, Wilson Winstons; Kasozi, Ann N; Kijjambu, Steven; Mbalinda, Scovia Nalugo; Okullo, Isaac; Nabirye, Rose Chalo; Oria, Hussein; Atuyambe, Lynn; Groves, Sarah; Burnham, Gilbert; Mwanika, Andrew (BMC Medical Education, 2011)
Community-based education (CBE) can provide contextual learning that addresses manpower scarcity by enabling trainees acquire requisite experiences, competence, confidence and values. In Uganda, many health professional training institutions conduct some form of community-based education (CBE). However, there is scanty information on the nature of the training: whether a curriculum exists (objectives, intended outcomes, content, implementation strategy), administration and constraints faced. The objective was to make a comprehensive assessment of CBE as implemented by Ugandan health professional training institutions to document the nature of CBE conducted and propose an ideal model with minimum requirements for health professional training institutions in Uganda.We employed several methods: documentary review of curricula of 22 institutions, so as to assess the nature, purpose, outcomes, and methods of instruction and assessment; site visits to these institutions and their CBE sites, to assess the learning environment (infrastructure and resources); in-depth interviews with key people involved in running CBE at the institutions and community, to evaluate CBE implementation, challenges experienced and perceived solutions.CBE was perceived differently ranging from a subject, a course, a program or a project. Despite having similar curricula, institutions differ in the administration, implementation and assessment of CBE. Objectives of CBE, the curricula content and implementation strategies differ in similar institutions. On collaborative and social learning, most trainees do not reside in the community, though they work on group projects and write group reports. Lectures and skills demonstrations were the main instruction methods. Assessment involved mainly continuous assessment, oral or written reports and summative examination.This assessment identified deficiencies in the design and implementation of CBE at several health professional training institutions, with major flaws identified in curriculum content, supervision of trainees, inappropriate assessment, trainee welfare, and underutilization of opportunities for contextual and collaborative learning. Since CBE showed potential to benefit the trainees, community and institutions, we propose a model that delivers a minimum package of CBE and overcomes the wide variation in the concept, conduct and implementation of CBE.
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Relationship between Poverty and Child Abuse among Secondary School Students in South West Nigeria - Kemi, Odu Bimbola; Bosede, Alokan Funmilola (International Journal for Cross-Disciplinary Subjects in Education, 2011)
This study investigated the relationship between poverty and child abuse among public secondary school students in South West Nigeria.A descriptive research design of exploratory type was adopted for the study.A total of 1.440 public secondary school students in 36 schools from 9 local government areas in 3 Southwestern states of Nigeria were sampled for this study.Out of these students, 695 students were found to be abused and their responses formed the data that were analyzed for this study.A self constructed questionnaire titled Child Abuse Questionnaire (CAQ) was administered on the students after validation.The instrument has construct validity co-efficient of 0.756 and a reliability co-efficient of 0.83.The statistical technique that was used to analyse the data collected was Pearson Product Moment Correlation.The result of the analysis showed that there was a significant relationship between poverty and child abuse among these secondary school students.Based on this finding, it was recommended that free, universal and compulsory education should be made available to all Nigerian children up to secondary school level to alleviate the burden of povertystricken parents It was recommended that local agencies and NGOs should focus on income generating activities and micro-credit for parents.Among others, it was also recommended that counsellors should be on the look-out to identify and help the abused students.
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A Qualitative Study of Attitudes toward Suicide and Suicide Prevention among Psychology Students in Ghana - Knizek, Birthe Loa; Akotia, Charity S.; Hjelmeland, Heidi (OMEGA - Journal of Death and Dying, 2011)
The purpose of the present study was to investigate attitudes toward suicide and suicide prevention among psychology students in Ghana by means of a qualitative analysis of open-ended questions about causes of suicide and how suicide best can be prevented. The students mainly saw the causes as intra-personal and almost all of them believed that suicide can be prevented. The results indicated a huge impact of religion on the attitudes toward suicide as well as some lack of distinction between their religious and professional roles and responsibilities.
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Policy Measures to Improve the Quality of Education in Burkina Faso - Kouraogo, Pierre (2011)
According to the EFA Monitoring report 2008 (UNESCO: 2008) many Sub-Saharan African countries will not reach the four main quantifiable EFA goals by the target year of 2015. Burkina Faso is one of the low achievers in terms of primary school enrollment rates (72.8% GRE in 2008). One may wonder, whether such countries should not focus on improving access to basic education for all and worry less about quality. Yet the Dakar framework for action stated clearly that EFA means quality education for all. This explains why Burkina Faso, while making headways in terms of access over the last decade thanks to its ten-year development plan (PDDEB), has been taking a certain number of policy measures to improve the quality and relevance of education. The second phase of PDDEB and the current general education reform both lay a special focus on quality The present contribution does not aim at describing exhaustively these policy measures or evaluating their efficiency. We shall first summarize the current situation of education in Burkina Faso, take a cursory historical view of the key policy measures aiming at improving the quality of education and then veer into a theoretical orientation by proposing a framework for analyzing and understanding policy measures for quality improvement. The concrete measures will then be discussed briefly within the perspective of the model. We shall conclude by raising a few key issues arising from our review of the Burkinabe case. This paper is more an academic exercise than a comprehensive survey or a country report. We hope it will contribute to the debate on quality education. Most of our discussion will focus on basic education to avoid spreading ourselves too thin.
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Number of siblings and school achievement in sub Sahara Africa - Kuépié, Mathias; Tenikué, Michel; Nouetagni, Samuel; Misangumukini, Nicaise (RePEc: Research Papers in Economics, 2011)
This paper uses biographical data from Dakar and Yaounde, two big African cities, to study the link between the number of siblings and school attainment. The data describe all fertility events meet by parents and the sibling?s size structure of every child over time. The average sibling size effect is estimated first. Then, the sibling?s size at given age effect is estimated. The results show that, in Dakar, both the overall and age specific siblings size effect on education are negative and statistically significant. In Yaounde, the overall effect is not significant, but we observed negative effects at some schooling ages (between 14 and 16). This paper uses biographical data from Dakar and Yaounde, two big African cities, to study the link between the number of siblings and school attainment. The data describe all fertility events meet by parents and the sibling?s size structure of every child over time. The average sibling size effect is estimated first. Then, the sibling?s size at given age effect is estimated. The results show that, in Dakar, both the overall and age specific siblings size effect on education are negative and statistically significant. In Yaounde, the overall effect is not significant, but we observed negative effects at some schooling ages (between 14 and 16).
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Recent Developments of Teacher Profession in African and Asian Countries : From overview of Zambian Education Forum Part II - Kusakabe, Tatsuya (2011)
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Student Teachers' Attitudes and Concerns about Inclusive Education in Ghana and Botswana. - Kuyini, Ahmed Bawa; Mangope, Boitumelo (International Journal of Whole Schooling, 2011)
Introduction The governments of Ghana and Botswana since the 1990s have made various attempts at meeting their commitment to the inclusive education goals as enshrined in the Salamanca Declaration of 1994. In Ghana, apart from the implementing the Community-Based Rehabilitation program which led to the initiation of inclusive education programs in participating districts, some attempts have been made to collaborate with non-governmental organisations to organise inclusive education programs in other districts. In addition, some effort has been made at increasing teachers' knowledge of inclusive education through in-service training programs and new courses in teacher training colleges. Teacher education in Ghana takes place at two levels: Initial Teacher Training Colleges (ITTCs) and Universities. The ITTCs–numbering 20–provide training for teachers in primary and Junior High Schools, while Universities provide training to teachers in Senior High Schools. Historically, the ITTCs were part of the second tier of education until 2007 when they were redesignated as tertiary level institutions. They now award a professional Diploma of Education (Teaching) qualification instead of a professional teaching certificate. The University of Cape Coast and University of Education, Winneba provide professional teacher education undergraduate and postgraduate courses. Prior to the inclusive education initiative under the Community-Based Rehabilitation program, only the Advanced College of Special Education in Mampong-Akwapim delivered courses in special education at an intensive and more specialised level. Many ITTCs provided fairly limited introductory knowledge of special needs education. In 1989, the government introduced special education content into the curriculum of initial teacher programs beginning with an in-service training for 40 tutors drawn from the 20 ITTCs in Ghana. Trainees were required to design new curriculum materials and to deliver such units to their students, beginning in 1990 (Kuyini, 2004). This effort was part of the recommendations of the UNESCO Consultative Committee On Special Needs, which endorsed the concurrent implementation of a CBR and Inclusive education program in 1988. The UNESCO Teachers' Resource Pack (RP) on Special Needs in the Classroom was used for the training of the teachers for inclusive education during the initiation phase. The package was also used for the Pilot Action Research Project (PARP); a teacher training program aimed at sustaining the inclusive education knowledge and skills in the ITTCs and schools. The PARP reinforced the incorporation of inclusive education content into the curriculum of initial teacher training colleges in Ghana, beginning 1995 (Kuyini, 2004; Ofori-Addo, Worgbeyi & Tay,1999). Furthermore university-based teacher education courses at the Universities in Cape Coast and Winneba, increased offerings of special education electives at undergraduate and postgraduate levels. In Botswana, the government's commitment to inclusive education–defined narrowly here as the process of admitting children with disabilities and special learning needs to the local school, to be educated alongside their local community peers–saw the recent opening of a special education outfit in the office of the president. This follows earlier policy actions on teacher education that led to large numbers of regular education teachers being sponsored to pursue special education courses in various countries and the establishment of the special education unit in the Ministry of Skills and Development in Education (GoB, 1994). Further, The Revised National Policy in Education (RNPE) (1994), which emphasised access to education for the disadvantaged and students with disabilities (Dart, 2007), also sought to capacitate teachers to implement school reforms such as inclusive education. To this end, the training of teachers for special education received considerable attention. …
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What Does the Somali Experience Teach Us about the Social Contract and the State? - Leonard, David K.; Samantar, Mohamed Said (Development and Change, 2011)
Since 1991 the international system has struggled and failed to recreate a state on the territory of the former Somalia. Proto-state systems have been formed by Somalis themselves in Somaliland and Puntland and alternative forms of governance and order exist in other parts of Somalia, but none enjoys international recognition. The polities of Somalia offer important lessons concerning our general theories about social contract, the role that states play in creating wealth, indigenous systems of governance, and the failure of existing international approaches to state reconstruction. Contemporary Somali politics is re-explored here to extract these lessons. The article explores the assumptions embedded in the works of the classic Western social contract theorists in the light of Somali experience in order to show that the underlying conceptual structure of international state reconstruction work needs to be rethought. We conclude that it frequently is better to allow for bottom-up, organic, disjointed negotiation of indigenous governance solutions (even though they probably will not conform to Western ideas of liberal democracy) than for the international system to impose top-down answers. The former more closely tracks the history of state formation in Europe and the latter is troubled by the inconsistent and not necessarily benign interests of the international actors involved. Indigenous, local political systems are changed by the stresses of violent conflict, so prompt action to employ them in a post-conflict situation is indicated.
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Continuing medical education and educational materials for asthma in South Africa : guest editorial - Levin, Mike (Current Allergy & Clinical Immunology, 2011)
This edition of Current Allergy & Clinical Immunology focuses on asthma in children. We reprint the revised childhood asthma guideline from 2009, with kind permission of the South African Medical Journal. In addition, Sam Risenga has contributed an excellent article on difficult-to-control asthma. He highlights the concept of 'false' difficult-to-control asthma, which includes the incorrect diagnosis, the presence of comorbid conditions, continued exposure to aggravating factors, non-adherence to treatment and incorrect choice of inhalers or poor inhaler technique. Sharon Kling et al. give us a state-of-the-art review of current best practice for treating acute asthma in children, clearly laying out the cornerstones of acute asthma therapy. Finally Mike Levin has reviewed the issue of optimal aerosol delivery and important issues that may affect the selection of an appropriate device for a patient and the effective use of each device.
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Confirmatory factor analysis : the validation of mathematical values inculcation among secondary school mathematic teachers in north-eastern Nigeria - Liman, Mukhtar Alhaji; Nordin, Mohamad Sahari; Shittu, Ahmed Tajudeen (2011)
The use of Confirmatory Factor Analysis (CFA) on researches based on certain theoretical frame-work in both social sciences and education cannot be over-emphasized, as such this study employed the confirmatory factor analysis in an attempt to validates the mathematical values inculcation path measurement model among secondary schools mathematics teachers in the north-eastern part of Nigeria with aim of finding whether or not the data fit the model for the purpose of inference generalization. The preliminary sample size for the study is (n=101) secondary schools mathematics teachers that are involved in the study. The instrument for the data collection was a Questionnaire with some of the items designed and adopted. Amos graphic a statistical tool for structural equation modeling was used in finding the fit adequacy of the mathematical values path measurement model which shows the following fit-indices: NormX2 = 1.993, CFI = 0.903 and RMSEA = 0.099 all of which indicated the goodness of fit of the model except for RMSEA which lies within the range of mediocre. The purpose of this study is to acquaint secondary schools mathematics teachers to the need of inculcation of mathematical values in mathematics teaching and learning with sole objective of enhancing better understanding of mathematical concepts. The study is guided by the following research question and hypothesis: Is there any significant correlation between mathematics teaching and learning and its components of values inculcation? The understanding of mathematics teaching and learning is not significantly correlated to the inculcation of the mathematics conceptual values.
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Confirmatory factor analysis: the validation of mathematical values inculcation path measurement model among secondary school's mathematics teachers in the north-eastern region Nigeria - Liman, Mukhtar Alhaji; Shittu, Ahmed Tajudeen; Nordin, Mohamad Sahari (2011)
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Pre-service teachers' apathy to extensive reading: Imperatives for best practices in Nigerian universities - Litheko, S. R. S.; Maduekwe, AN (Africa Education Review, 2011)
Abstract This article presents the result of two case studies undertaken to look in-depth at the contributory factors to the first-year university pre-service teachers' apathy towards extensive reading. The investigation involved two case studies in the Faculties of Education at the University of Lagos and Lagos State University. With a stratified randomized sampling technique, a survey was conducted on 240 teacher trainees selected from different departmental grouping in the two Nigerian Universities. A questionnaire and focused interview schedule were used as research instruments. Data were gathered with the research instruments and were duly analyzed using percentages, t-test and analysis of variance (ANOVA). The results of the study as attested by the statistical analysis carried out showed that the pre-service teachers' apathy to extensive reading is as a result of a complex interplay of several factors, among which are: general lackadaisical attitude to academic work, distractions in the form of surfing the Internet, watching films and videos, economic considerations, emphasis on passing examination, lack of intrinsic motivation, the get-rich-quick syndrome, tight academic schedules, lack of defined priority on the part of students, out-dated libraries and difficulty in evaluating meaning. Based on the major findings, the study recommended amongst others, the establishment of Extensive Reading Programme in all Teacher Education Institutions and the use of mass media in launching advertisement campaigns needed to promote extensive reading awareness, not only as a Nigerian issue but a global one. Keywords: extensive readingpre-service teachersapathybest practices
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Burnout amongst urban secondary school teachers in Namibia - Louw, D.A.; George, Evy; Esterhuyse, Karel (Sa Journal of Industrial Psychology, 2011)
Orientation: Burnout seems to be particularly common amongst professionals who help and enable people to cope with the demands of their daily lives.Motivation for the study: The study focused on the magnitude and nature of burnout amongst Namibian teachers as well as the influence of biographical factors on their levels of burnout. Another aim was to determine the extent to which the results of this study correlate with research findings in other countries.Research design, approach and method: The researchers used a non-experimental research method. The study involved more than 300 secondary school teachers from the Windhoek region of Namibia. They administered the Maslach Burnout Inventory (MBI) and a biographical questionnaire to achieve the goals of the study.Main findings: The main findings of the study were that the participants experienced similar levels of burnout compared to teachers in other countries. This was especially true for emotional exhaustion. Teaching experience was the biographical variable that yielded the most significant positive correlation with burnout.Practical/managerial implications: The education authorities should address the emotional needs of secondary school teachers in Namibia urgently. They should introduce effective burnout intervention and prevention programmes. These programmes could result in higher levels of job satisfaction and educational effectiveness. They could also lead to increased general fulfilment and better teacher retention.
openalex: W1984805314 mag: 1984805314
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Burnout amongst urban secondary school teachers in Namibia : original research - Louw, D.A.; George, Evy; Esterhuyse, Karel (Sa Journal of Industrial Psychology, 2011)
Orientation: Burnout seems to be particularly common amongst professionals who help and enable people to cope with the demands of their daily lives. Motivation for the study: The study focused on the magnitude and nature of burnout amongst Namibian teachers as well as the influence of biographical factors on their levels of burnout. Another aim was to determine the extent to which the results of this study correlate with research findings in other countries. Research design, approach and method: The researchers used a non-experimental research method. The study involved more than 300 secondary school teachers from the Windhoek region of Namibia. They administered the Maslach Burnout Inventory (MBI) and a biographical questionnaire to achieve the goals of the study. Main findings: The main findings of the study were that the participants experienced similar levels of burnout compared to teachers in other countries. This was especially true for emotional exhaustion. Teaching experience was the biographical variable that yielded the most significant positive correlation with burnout. Practical / managerial implications: The education authorities should address the emotional needs of secondary school teachers in Namibia urgently. They should introduce effective burnout intervention and prevention programmes. These programmes could result in higher levels of job satisfaction and educational effectiveness. They could also lead to increased general fulfilment and better teacher retention.
openalex: W2257016369 mag: 2257016369
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Differences between sources of government expenditure in education and health, Tanzania - Lugo, María Ana (2011)
Reliable data on government expenditure in priority sectors, such as health and education, is a key ingredient into the analysis of public policy effectiveness. This brief note has two primary goals: (i) to document the increasing divergence over time between various official Tanzanian data sources on spending in these two sectors, and (ii) to outline possible explanations for this divergence and highlight its consequences for social expenditure analysis.
openalex: W13641501 mag: 13641501
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Spatial learning and memory differs between single and cohabitated guinea pigs - Machatschke, Ivo H.; Bauer, Barbara; Glenk, Lisa Maria; Millesi, Eva; Wallner, Bernard (Physiology & Behavior, 2011)
In socially-living animals, social enrichment enhances spatial learning and memory while separation from conspecifics can severely impair these abilities. In the present work, guinea pigs were kept in isolation or cohabitated in heterosexual pairs and then subjected to a labyrinth task. Latency-time to bait, error-rate, amount of movement and pre- and post-experimental cortisol (CORT) were registered. During a 5d-acquisition phase, single animals (N = 19) showed a more efficient encoding of spatial information, with significantly decreased latency-time and error-rate over the time course. In contrast, cohabitated animals (N = 19) did not show a significant improvement. Three days after acquisition, memory was tested in a retention test, under the same conditions. With regard to behavioral performance, there was no significant difference between cohabitated and single animals. Pre-experimental CORT was significantly higher in cohabitated animals when compared to single ones. Post-experimentally, CORT increased significantly in singles but not in cohabitated animals when compared to pre-experimental values. Thus, both groups did not differ from each other at that point. Social condition seemed to be an important modulator, in that learning and memory were more impaired in paired animals than in single ones. The failure of cohabitated animals to encode spatial memory more quickly may have been caused by a more chronically up-regulated HPA-axis. The post-experimental CORT increase of singles may be due to more efficient handling of short-term stress exposure.
openalex: W2054044647 mag: 2054044647
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Prospective changes in irrigation water requirements caused by agricultural expansion and climate changes in the eastern arc mountains of Kenya - Maeda, Eduardo Eiji; Pellikka, Petri; Clark, Barnaby; Siljander, Mika (Journal of Environmental Management, 2011)
Water resources and land use are closely linked with each other and with regional climate, assembling a very complex system. The understanding of the interconnecting relations involved in this system is an essential step for elaborating public policies that can effectively lead to the sustainable use of water resources. In this study, an integrated modelling framework was assembled in order to investigate potential impacts of agricultural expansion and climate changes on Irrigation Water Requirements (IWR) in the Taita Hills, Kenya. The framework comprised a land use change simulation model, a reference evapotranspiration model and synthetic precipitation datasets generated through a Monte Carlo simulation. In order to generate plausible climate change scenarios, outputs from General Climate Models were used as reference to perturbing the Monte Carlo simulations. The results indicate that throughout the next 20 years the low availability of arable lands in the hills will drive agricultural expansion to areas with higher IWR in the foothills. If current trends persist, agricultural areas will occupy roughly 60% of the study area by 2030. This expansion will increase by approximately 40% the annual water volume necessary for irrigation. Climate change may slightly decrease crops’ IWR in April and November by 2030, while in May a small increase will likely be observed. The integrated assessment of these environmental changes allowed a clear identification of priority regions for land use allocation policies and water resources management.
openalex: W2088196966 mag: 2088196966
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Indications of the effects of climate change on the pelagic fishery of Lake Kariba, Zambia–Zimbabwe - Magadza, C. H. D. (Lakes & Reservoirs: Science, Policy and Management for Sustainable Use, 2011)
The pelagic fishery of Lake Kariba comprises the introduced clupeid, Limnothrissa miodon, from Lake Tanganyika. The annual fishery catches grew logistically from 1974, when commercial fishing began. It peaked at 37 000 tonnes (estimated mean sustainable yield = 40 000 tonnes) around 1990 and declined steadily thereafter. A piecewise regression of Limnothrissa catches against time gives a breakpoint around 1987–1988. Regressions of Limnothrissa against air temperature and lake temperature gave breakpoints of 34.8 and 28.7 °C, respectively. Other studies indicate that Lake Kariba has warmed by close to 2 °C, with accompanying changes in thermal stratification. The lake phytoplankton is now dominated by Cyanophyceae, particularly Cylindrospermum raciborskii. The lake zooplankton population has greatly diminished. These data are similar to the results obtained for Lake Tanganyika (Nature 2003; 424, 766–8). In the Lake Tanganyika study, the declining pelagic fishery has been attributed to reduced food availability resulting from a reduced phototrophic zone depth, as well as epilimnion nutrient recharge from reduced mixing. The warming observed in Lake Kariba and its environs is consistent with the IPCC Fourth Assessment Report (AR4). While the effects of global warming have been observed in large natural lakes, this is the first study in which global warming has affected the ecosystem of a large impoundment.
openalex: W2157903767 mag: 2157903767
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A framework for the evaluation of research in South African Higher Education Institutions : conceptual and methodological issues - Masipa, Mochaki Deborah (2011)
openalex: W27500709 mag: 27500709
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An Exploration of the Involvement of People with Disabilities in Poverty- Reduction Strategies in Malawi - Massah, B. (2011)
openalex: W2130531623 mag: 2130531623
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Do Victims of War Need International Law? Human Rights Education Programs in Authoritarian Sudan - Massoud, Mark Fathi (Law & Society Review, 2011)
Drawing on ethnographic fieldwork in Sudan, this article illuminates the consequences of human rights educational workshops as a form of humanitarian assistance in war-ravaged areas. These projects are built on flawed assumptions about Sudanese politics and about the likelihood that human rights education empowers the war-ravaged poor. The beneficial impacts of human rights discourse stem from its side effects, which fulfill urgent and symbolic needs, and not from the core content of human rights. The case of an authoritarian regime exposes an alternative site of rights promotion, outside the established or struggling democracies where most literature on rights resides. Bridging the literature on rights in Western, democratic contexts and on human rights in Africa, this article argues that law is not enough—and is potentially dangerous—in the insecure and impoverished areas where the international aid community has been encouraging it to flourish.
openalex: W1845863511 mag: 1845863511
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Evaluating the Program of Preparing Teachers of Arabic in the Faculty of Education at Al-Aqsa University – Gaza - Matar, Majed; Abdel-Jawad, Iyad Ibrahim (An-Najah University Journal for Research - B (Humanities), 2011)
Aimed to determine the standards needed for both specialist and educational aspects for the preparation program of the teachers of Arabic in the Faculty of Education at the Al-Aqsa University in Gaza, and to know the availability of these standards, and the differences between the estimations of students and lecturers in the availability, as well as to know proposed thoughts of the students and lecturers to develop the program. To achieve these goals, the researchers used the descriptive analytical method, so a random sample consisted of (35) lecturers and (191) students from the fourth level was selected for the educationalquestionnaire, and the sample for the specialized aspect consisted of(25) lecturers and (188) students. The researchers built two questionnaires. The first one was to evaluate the pedagogic aspect and the second to evaluate the specialist. The most important findings were as follows: With respect to the questionnaire of the educational aspect, the standard, (Educational goals) has the relative weight of (72.39%) in the responses of lecturers and students, and then the standard (educational content) has the relative weight of (69.48%) and then the standard (Educational Evaluation) has the relative weight of (69.13%) and then the standard (educational activities) with the relative weight of (60.51%). The relative weight of the four standards reach (68.13%). Results of the study has shown that there were no statistical differences in the standards (educational content) and (Educational activities and pedagogy) between the estimations of students and lecturers, and there were statistically significant differences in the standards (educational goals) and (Educational evaluation), as well as in the total degree of the questionnaire where the differences on favor to the lecturers. With regard to the specialized questionnaire, the first standard was (Specialist objectives) with relative weight of (77.35%), followed by the standard (Specialist content) with relative weight of (66.85%), then the standard (Specialist evaluation) with relative weight of (66.59%), then the standard (Specialist activities) with relative weight of (59.53%), while the total degree of the responses of lecturers and students reached (68.24%). The results also indicated that there were no statistically significant differences between the responses of students and lecturers with respect to the standard (Specialized objectives), and with respect to the standard (specialized content) and (specialized activities) and (Specialized evaluation) as well as the total degree have shown that there were significant differences in favor of responses of the lecturers. هدفت إلى تحديد المعايير اللازمة للجانبين التخصصي والتربوي لبرنامج إعداد معلم اللغة العربية بكلية التربية بجامعة الأقصى بغزة، وإلى تعرف مدى توافر هذه المعايير، والاختلافات بين تقديرات الطلبة والمحاضرين في مدى توافرها، وكذلك إلى تعرف التصورات المقترحة من الطلبة والمحاضرين لتطوير البرنامج. واستخدم الباحثان لتحقيق هذه الأهداف المنهج الوصفي التحليلي حيث تم اختيار عينة عشوائية للاستبانة التربوية بلغت (35) محاضرا و(191) طالبا من طلبة المستوى الرابع في البرنامج، أما عينة الجانب التخصصي فبلغت (25) محاضرا و(188) طالبا حيث قام الباحثان ببناء استبانتين الأولى لتقويم الجانب التربوي والثانية لتقويم الجانب التخصصي. ومن أهم النتائج التي توصل إليها الباحثان ما يلي: فيما يتعلق باستبانة الجانب التربوي حصل معيار (الأهداف التربوية) على وزن نسبي (72.39%) في استجابات المحاضرين والطلبة ثم معيار (المحتوى التربوي) على وزن نسبي (69.48%) ثم معيار (التقويم التربوي) على وزن نسبي (69.13%) ثم معيار (الأنشطة التربوية) على وزن نسبي (60.51%) أما الوزن النسبي للمعايير الأربعة فبلغ (68.13%). ودلت نتائج الدراسة على عدم وجود فروق إحصائية في معياري (المحتوى التربوي) و(الأنشطة والأساليب التربوية) بين تقديرات الطلبة والمحاضرين، ووجود فروق ذات دالة إحصائية في معياري (الأهداف التربوية) و(التقويم التربوي)، وكذلك في الدرجة الكلية للاستبانة حيث كانت الفروق لصالح المحاضرين. أما فيما يتعلق باستبانة الجانب التخصصي فقد حصل المعيار الأول (الأهداف التخصصية) على وزن نسبي (77.35%) يليه معيار (المحتوى التخصصي) بوزن نسبي (66.85%) ثم معيار (التقويم التخصصي) بوزن نسبي (66.59%) ثم معيار (الأنشطة التخصصية) بوزن نسبي (59.53%)، أما الدرجة الكلية لاستجابات المحاضرين والطلبة فبلغ (68.24%). كما دلت النتائج على عدم وجود فروق ذات دالة إحصائية بين استجابات الطلبة والمحاضرين فيما يتعلق بمعيار (الأهداف التخصصية) أما فيما يتعلق بمعيار (المحتوى التخصصي) و(الأنشطة التخصصية) و(التقويم التخصصي) وكذلك الدرجة الكلية فقد دلت على وجود فروق دالة إحصائية لصالح استجابات المحاضرين.
openalex: W945192381 mag: 945192381
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Ayen's Cooking School for African Men - McNicoll, Cathy (Ethos, 2011)
openalex: W2993921157 mag: 2993921157
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Epidemiology of non-penetrative sex among university students in the context of HIV/AIDS prevention in Northwestern Ethiopia. - Mehari, Zelalem; Wubshet, Mamo; Deribe, Kebede; Biadgilign, Sibhatu (PubMed, 2011)
This study was conducted to explore the knowledge, attitude and practices related to non-penetrative sexual behavior in the context of HIV/AIDS prevention among Bahir Dar University students in Northwestern Ethiopia.We conducted a cross-sectional study among a representative sample of 624 regular students attending their education in academic year 2007 in Bahir Dar University in Ethiopia selected by stratified sampling technique. Association between practices and the explanatory variables was assessed in bivariate analysis using Chi-square tests and the associations were further expanded using multivariate logistic regression analysis.The overall knowledge assessments of the respondents showed that 65.2% of the respondents were having reasonable and good knowledge. Around 46.7% were currently practicing one or more of the non penetrative sexual practices. Among those who were practicing one or more of the non penetrative sexual behaviors (n = 286) were for the reasons as make sexual pleasure (56.8%), prevent HIV and STI (49.8%), keeping virginity (17.1%) and prevention of pregnancy (16.7%)respectively. Around 60.7% had unfavorable attitude towards non penetrative sexual behavior. Having good knowledge, being male gender, and having favorable attitudes towards NPS were associated with non penetrative sexual practice.Most of the students have relatively good knowledge and a considerable proportion of them were already engaged in one of the NPS practices withstanding the unfavorable attitude they have towards NPS. This remained that it is advisable to further consider NPS as one option and additional menu for avoiding unwanted penetrative sex in order to maximize young people's options to prevent HIV/AIDS and STIs along with broader IEC/BCC interventions.
openalex: W1597879322 mag: 1597879322
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Instructional aids, school variables and pupils' mathematics achievement in primary schools in Cross River State, Nigeria - Meremikwu, Anne Ndidi; Enukoha, Obinna I. (Research in Mathematics Education, 2011)
The aim of the study was to determine the effects of the use of instructional aids, and school variables on pupils’ Mathematics achievement in both public and private schools in Cross River State, Nigeria. The study adopts the quasi ‐ experimental research design involving pretest ‐ posttest with the use of instructional aids as the treatment for the experimental group. School variables (school location and school type) were the main variables, while gender was the moderator variable. A random sample of 600 pupils was selected using the multi stage sampling technique for the study. The experimental group was subjected to the treatment, which was teaching with instructional aids. The administration of the treatment lasted for six weeks. A 20‐item multiple-choice Mathematics Achievement Test (MAT), designed by the researchers, with a split‐half reliability index of 0.67 was the instrument used to gather data. The MAT was used as pretest and posttest for both the experimental and the control groups. Data collected from the study were subjected to the Analysis of Covariance (ANCOVA) with the pretest scores as the covariate. The results of the analysis showed that pupils’ Mathematics achievement was significantly dependent on the treatment, school type and school location but not on their gender. Also all the interactions of the treatment, gender, school type, and school location were statistically significant in explaining pupils’ Mathematics achievement. In fact, in the urban areas, pupils in the experimental group in private schools achieved significantly higher than their counterparts in the public schools. However, in the rural areas, the difference between the mean Mathematics achievement of the pupils in private and public schools was not statistically significant.
openalex: W2114442562 mag: 2114442562
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ACCURATE EVALUATION OF BUILDING DAMAGE IN THE 2003 BOUMERDES, ALGERIA EARTHQUAKE FROM QUICKBIRD SATELLITE IMAGES - Meslem, Abdelghani; Yamazaki, Fumio; Maruyama, Yoshihiro (Journal of Earthquake and Tsunami, 2011)
Using QuickBird satellite images of Boumerdes city obtained following the 21 May 2003 Algeria earthquake, our study examined the applicability of high-resolution optical imagery for the visual detection of building damage grade based on the ground-truth data on the urban nature, typology of a total of 2,794 buildings, and the real damage observed. The results are presented as geographical information system (GIS) damage mapping of buildings obtained from field surveys and QuickBird images. In general, totally collapsed buildings, partially collapsed buildings, and buildings surrounded by debris can be identified by using only post-event pan-sharpened images. However, due to the nature of the damage observed, some buildings may be judged incorrectly even if preevent images are employed as a reference to evaluate the damage status. Hence, in this study, we clarify the limitations regarding the applicability of high-resolution optical satellite imagery in building damage-level mapping.
openalex: W2054144273 mag: 2054144273
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Predictors of stress among Tunisian students - Mnif, L.; Yaïch, S.; Ammar, Y.; Masmoudi, J.; Damak, Jamel; Jaoua, A. (European psychiatry, 2011)
Introduction Gaining access to university is a potential stressful situation. This stress results from external factors such as lifestyle change, academic stress and family relationship dysfunction but also other factors of personal vulnerability as neuroticism. These factors may represent a risk in student's mental and physical health.The objective of this work is to extract the various predictors of stress among Tunisian students. Methods To evaluate the perceived stress among students, we used the specific scale of perceived stress (Boujut E, Bruchon-Schweitzer M, 2003). Neuroticism among students was evaluated using the Neuroticism scale of the NEO-PI-R (Costa and McCrae, 1985).Both scales have been validated among Tunisian students.Students also answered a general questionnaire with questions relating to conditions of life like the type of lodgment and socio-economic status of parents.Our study was conducted on a representative sample of university students (n = 500) randomly selected.The correlation between perceived stress and neuroticism and between perceived stress and the various issues was measured by Pearson's ‘r’. Results The Pearson coefficient showed a weak correlation between the total score of perceived stress and neuroticism score r = 0.42.The correlation between the total score of perceived stress and some questions of the questionnaire was good ;like the type of housing, socio-economic level, the means of transport used to go to school ; p < 0.05 for each of these issues. Conclusion Stress among Tunisian students is due to external factors rather personal factors.
openalex: W2034710571 mag: 2034710571
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Validation of the neuroticism scale of the NEO-PI-R among Tunisian students - Mnif, L.; Yaïch, S.; Ammar, Y.; Masmoudi, J.; Damak, Jamel; Jaoua, A. (European Psychiatry, 2011)
Introduction Neuroticism is one of the five fundamental dimensions of personality based on the model of the Big Five. It is defined as the general tendency to experience unpleasant emotions such as hostile emotions, feelings of anxiety or depression. The objective of this work is to validate the Neuroticism scale of the NEO-PI-R (Costa and McCrae, 1985) among Tunisian students. Methods Neuroticism among students was evaluated using the Neuroticism scale of the NEO-PI-R (Costa and McCrae, 1985). This scale provides an overall score of Neuroticism Lire phonétiquement Dictionnaire - Afficher le dictionnaire and also different scores for each of the six Neuroticism facets are: anxiety, depression, anger / hostility, impulsivity, social shyness and vulnerability to stress. The validation was made on a representative sample of university students (n = 500) randomly selected. The main properties studied were: acceptability, reliability (Pearson’s coefficient ‘r’), face validity and content validity (Cronbach’s alpha). Results The acceptability of the questionnaire was good, less than 10% of students were unable or unwilling to complete the questionnaire. The Pearson coefficient showed good reliability for this scale r = 0.96, p < 0.05. The Cronbach’s alpha was acceptable for all items of the scale α = 0.73. Conclusion The Neuroticism scale of the NEO-PI-R (Costa and McCrae, 1985) is valid in Tunisian students. It is now available for clinicians to measure the level of neuroticism among students.
openalex: W2005791648 mag: 2005791648
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Validation of the specific scale of perceived stress among Tunisian students - Mnif, L.; Yaïch, S.; Ammar, Y.; Masmoudi, J.; Damak, Jamel; Jaoua, A. (European Psychiatry, 2011)
Introduction The university transition life is the most frequent source of problems. These problems results from stress academic and family relationship dysfunction. These stress factors can pose a risk in student's mental and physical health. However, stress is the result of a transaction between the person and the environment. The objective Of this work is to validate the specific scale of perceived stress among Tunisian students. Methods To evaluate the perceived stress among students, we used the specific scale of perceived stress (Boujut E, Bruchon-Schweitzer M, 2003). This scale was constructed and validated on French students. The scale is as a self-administered questionnaire consisting of 25 items. The validation was made on a representative sample of university students (n = 500) randomly selected. The main properties studied were: acceptability, reliability (Pearson’s coefficient ‘r’), face validity and content validity (Cronbach's alpha). Results The acceptability of the questionnaire was good, less than 10% of students were unable or unwilling to complete the questionnaire. The Pearson coefficient showed good reliability for this scale r = 0.98, p < 0.05. The Cronbach's alpha was acceptable for all items of the scale α = 0.81. Conclusion The specific scale of perceived stress is valid among Tunisian students. It is now available for clinicians to measure the level of perceived stress among students.
openalex: W1993114995 mag: 1993114995
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Higher Education in Africa: the challenges ahead - Mohamedbhai, Goolam (2011)
openalex: W431108344 mag: 431108344
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Microalgal productivity in an estuarine lake during a drought cycle: The St. Lucia Estuary, South Africa - Molen, Johan S. van der; Perissinotto, Renzo (Estuarine, Coastal and Shelf Science, 2011)
The St. Lucia estuarine lake on the north coast of KwaZulu-Natal, South Africa, is one of the largest estuarine systems in Africa and of unique importance for the adjacent marine and terrestrial ecosystems. The area regularly experiences periods of drought, resulting in hypersaline conditions in its shallow lakes and the closure of the estuarine mouth. This study aimed to assess the primary production rates of phytoplankton and microphytobenthos throughout an annual cycle of this drought phase. Primary production rates were assessed at representative sites, namely the Mouth, Narrows, South and North Lakes from June 2006 to May 2007. Because of the drought, the salinity gradient from the mouth to the head of the estuary was reversed by comparison to estuarine systems with a steady freshwater inflow and regular marine exchange. In March 2007, during the study, the mouth opened as a result of rough seas, and the marine influence broke the existing reversed gradient, producing a marine salinity throughout the system. Microphytobenthic primary productivity varied between 0 and 34 mg C m−2 h−1 and showed strong correlations with salinity, DIN:DIP ratios and irradiance. Benthic productivity was high across the system after breaching of the mouth. Pelagic primary productivity (between 0 and 180 mg C m−2 h−1), showed a correlation with temperature and irradiance and was highest across the system in February 2007 when the mouth was still closed. There was no significant correlation between production rates and biomass (chl-a) in either the benthic or pelagic habitats. The negative correlation between DIN:DIP ratio and benthic primary productivity indicated that phosphorus was the limiting nutrient. This study shows that salinity, along with seasonally dependent parameters such as temperature and irradiance, correlates with the rate of microalgal production. Hence, in these shallow lakes, the largest primary productivity can occur in either the pelagic or benthic subsystems, depending on prevailing conditions at the time.
openalex: W2024546028 mag: 2024546028
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Bending the Curve. Your guide to tackling climate change in South Africa, Robert Zipplies (Ed.) : book review - Moll, Eugene (Veld & Flora, 2011)
The book was reviewed by Eugene Moll in the September 2009 issue of Veld & Flora on p. 173.
openalex: W2284792906 mag: 2284792906
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Sub-specialties in psychiatry in Africa - intellectual disability. - Molteno, Christopher; Adnams, Colleen M.; Njenga, Frank (African Journal of Psychiatry, 2011)
The recognition of psychiatric sub-specialties has been acknowledged and the importance of achieving parity for mental health in medical training, service provision and research stressed. Psychiatry has in the past suffered from relative neglect associated with the stigmatisation of mental illness. Within psychiatry there has been additional neglect and more severe stigmatisation of intellectual disability (ID). It is time to review the history and current status of and the associated challenges facing ID in Africa and to plan for the future. Njenga and Adnams have reviewed the epidemiology, policies and services for children and adults with intellectual disability in Africa and South Africa respectively.
openalex: W2426199863 mag: 2426199863
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Bidialectalism in the classroom: the case of African-American English - Mordaunt, Owen G. (Language, Culture and Curriculum, 2011)
This article provides a brief description of the linguistic features of African-American English (AAE) and reviews the positions that have been taken up about its role in American education, ranging from those in which AAE is seen as an obstacle to the education of black children to those in which it becomes a language that is different from Standard American English to be taught as a second or foreign language. This article argues that a bidialectal paradigm is needed to describe the prevailing situation accurately and goes on to outline the steps that are necessary, within this paradigm, for the maintenance and development of AAE in the education of African-American children.
openalex: W2087603872 mag: 2087603872
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Sex, grades and power in higher education in Ghana and Tanzania - Morley, Louise (Cambridge Journal of Education, 2011)
Quantitative increases tell a partial story about the quality of women's participation in higher education. Women students' reporting of sexual harassment has been noteworthy in a recent study that I directed on widening participation in higher education in Ghana and Tanzania. The hierarchical and gendered power relations within universities have naturalised a sexual contract in which some male academics consider it a right to demand sex with female students in return for grades. These practices of transactional sex involve spatial and cognitive injustice as they contribute to social pressures for women reflexively to minimise their visibility and academic performance. The construction of female sexuality as a commodity and an object of barter also produces negative female learner identities. If women fail, this is evidence of lack of academic abilities and preparedness for higher education. If they achieve, this is attributed to women's ‘favoured’ position in gendered academic markets.
openalex: W2077673286 mag: 2077673286
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Livelihoods and the transformative potential of cities: Challenges of inclusive development in Rustenburg, North West Province, South Africa - Mosiane, Ben (Singapore Journal of Tropical Geography, 2011)
Urban geographers increasingly incorporate the potential of so‐called informal livelihood activities to provide resources that can be creatively managed in the transformation of urban space, particularly to the benefit of less well off and marginalized residents. This paper reports a case study in Rustenburg, North West Province, South Africa, where city managers began to promote inclusive development in the early 1990s, just prior to the formal dismantling of the apartheid system. The findings reveal that Rustenburg's urban transformation process, over a decade later, continued to reproduce repressive practices that limit the informal livelihood activities of the urban majority. Apparently efforts of well‐meaning city managers to implement a sustainable and inclusive development process are often rendered futile at the point of actually defining the constituents of urban socioeconomic transformation.
openalex: W1485829599 mag: 1485829599
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Medical schools in sub-Saharan Africa - Mullan, Fitzhugh; Frehywot, Seble; Omaswa, Francis; Buch, Éric; Chen, Candice; Greysen, S. Ryan; Wassermann, Travis; Abubakr, Diaa Eldin Eigaili; Awases, Magda; Boelen, Charles; Diomande, Mohenou Jean-Marie Isidore; Dovlo, Delanyo; et al. (The Lancet, 2011)
Small numbers of graduates from few medical schools, and emigration of graduates to other countries, contribute to low physician presence in sub-Saharan Africa. The Sub-Saharan African Medical School Study examined the challenges, innovations, and emerging trends in medical education in the region. We identified 168 medical schools; of the 146 surveyed, 105 (72%) responded. Findings from the study showed that countries are prioritising medical education scale-up as part of health-system strengthening, and we identified many innovations in premedical preparation, team-based education, and creative use of scarce research support. The study also drew attention to ubiquitous faculty shortages in basic and clinical sciences, weak physical infrastructure, and little use of external accreditation. Patterns recorded include the growth of private medical schools, community-based education, and international partnerships, and the benefit of research for faculty development. Ten recommendations provide guidance for efforts to strengthen medical education in sub-Saharan Africa.
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Mainstreaming disability into the poverty reduction processes in Uganda : the role of the human rights - based approach to the National Development Plan - Mulumba, Moses (2011)
openalex: W2119310524 mag: 2119310524
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Kenya Airways takes a new tack on pilot training - Mwembe, Kauli (World Airnews, 2011)
openalex: W648043834 mag: 648043834
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The Continuum of Teacher Professional Development : Towards a coherent approach to the development of secondary school teachers in Uganda - Nakabugo, Mary Goretti; Bisaso, Ronald; Masembe, Connie Ssebunga (2011)
Despite the critical role secondary education is expected to play in society, many countries in Sub-Saharan Africa are struggling to institute competitive secondary education systems. Few countries have viable mechanisms for recruiting able secondary leavers to secondary teaching, and lack coherent strategies for retaining and retraining those who join secondary school teaching. Yet the success of Education for All and increased participation at the primary level in many countries has resulted in an enormous demand for wider access to better quality secondary education. The quality of teachers in such a situation assumes greater importance, as changing needs place greater pressures on teachers such as having to deal with the challenge of large classes and learners of different characteristics. Teachers would need to be supported more than ever before, raising the need to step up the continuing professional development of teachers, which is an often neglected aspect of secondary education in Sub-Saharan Africa. 1. Secondary school education in Sub-Saharan Africa and the need for teacher professional development National economies are increasingly knowledge-based and high quality schooling is becoming more important than ever before (Musset 2010). Modern sector employers need graduates with more advanced literacy, numeracy, and problem-solving skills than are provided by primary schooling alone. Secondary education is considered to be capable of providing society with educated people who are needed for many areas of work, including the critical area of primary teaching. In spite of this paramount role secondary education is expected to play, many countries in Sub-Saharan African are struggling to institute competitive secondary education systems. Evidence abounds and the literature points to the acute demand for secondary school teachers in many parts of Africa, which far exceeds the supply due to factors such as secondary teacher attrition, bottlenecks in the teacher preparation system, and perceived unattractive conditions of service. Few countries have strong policies, strategies, and programs for recruiting able secondary leavers to secondary teaching, and lack coherent strategies for retaining and retraining those who join the secondary school teaching force (Mulkeen et al, 2007: v). In addition, many secondary school Principals are ill-prepared to meet the demands posed by the changing nature of their jobs, yet if well prepared they can help to create favourable environments for teacher development in their schools (DeJaeghere et al, 2009 and Mulkeen et al, 2007).
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On Defense: African American Males Making Sense of Racialized Narratives in Mathematics Education - Nasir, Na’ilah Suad; Shah, Niral (Journal of African American Males in Education (JAAME), 2011)
In this article, we explore the role of racialized narratives (e.g., “Asians are good at math”) in the mathematics learning experiences of African American male students. Drawing on concepts from sociocultural theory and cultural psychology, we conceptualize racialized narratives as dynamic cultural artifacts, which students appropriate and deploy in processes of identification and positioning. Interview data suggest that students had deep knowledge of these narratives, and made sense of them in a way that linked perceptions of Asian Americans as a mathematically gifted “model minority” to perceptions of African American males as intellectually inferior. Despite this positioning, many students spoke of repurposing racialized narratives in order to assume positions of mathematical competence. The learning sciences has long known that learning is deeply related to engagement; learning occurs when one is invested in the learning setting, and when one has access to the resources necessary to learn. Identity, then, is deeply intertwined with processes of learning, because identity speaks to one‘s sense of connection and belonging. In their groundbreaking book, Situated Learning, Lave and Wenger (1991) tell the story of a newcomer to the activity of meat-packing. He is charged with the task of wrapping the meat, and is sequestered in that task in a way that prevents him from learning how to cut the meat. They argue that this leads to him being unable to develop an identity as a meat-cutter, thus relegating him only to wrapping the meat and accepting a marginalized identity. This story illustrates the ways that we have typically thought about identity and learning in the sociocultural literature on learning. We have come to view identities as being rooted in and developed through the everyday learning
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What we know about the dramatic increase in PhD degrees and the reform of doctoral education worldwide : implications for South Africa - Nerad, Maresi (Perspectives in Education, 2011)
Theories of the “knowledge economy” view knowledge, and particularly new knowledge, as a critical resource to enhance a nation’s economic growth. Governments around the world have invested in doctoral education expansion. Reforms in doctoral education are being shaped by the changing needs of society, of research modes, and of a changed labor markets for PhD holders. The reform elements strive for excellence, expansion, quality assurance, accountability, and international and inter-sector network building. The expansion in doctoral studies has gone hand in hand with an increased flow of international doctoral students, the wish to become a world-class university, and the adoption of more standardized structures and practices of doctoral education. This paper ends with a number of promising reform practices that may be useful for South Africa’s expanding doctoral systems, such as the introduction of postgraduate schools that help implement and initiate innovations in doctoral education on a campus with an eye to high quality.
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Performance and Passing Rate Differences of African American and White Prospective Teachers on Praxis[TM] Examinations: A Joint Project of the National Education Association (NEA) and Educational Testing Service (ETS). Research Report. ETS RR-11-08. - Nettles, Michael T.; Scatton, Linda H.; Steinberg, Jonathan; Tyler, Linda (Educational Testing Service, 2011)
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Genital mycoplasmas in women attending the Yaounde University Teaching Hospital, Cameroon - Njunda, Anna Longdoh; Nsagha, Dickson Shey; Assob, Jules Clément Nguedia; Palle, John Ngunde; Kamga, Henri Lucien Fouamno; Nde, Peter Fon; Ntube, Mengang N C; Weledji, Patrick Elroy (Journal of Public Health in Africa, 2011)
Genital mycoplasmas are implicated in pelvic inflammatory diseases, puerperal infection, septic abortions, low birth weight, nongonococcal urethritis and prostatitis as well as spontaneous abortion and infertility in women. There is paucity of data on colonisation of genital mycoplasma in women and their drug sensitivity patterns. The aim of our study was to determine the prevalence of genital mycoplasmas (Ureaplasma urealiticum and Mycoplasma hominis) infection and their drug sensitivity patterns in women. A mycofast kit was used for biochemical determination of mycoplasma infection in 100 randomly selected female patients aged 19-57 years, attending the University of Yaoundé Teaching Hospital (UYTH) from March to June 2010. Informed consent was sought and gained before samples were collected. Genital mycoplasmas were found in 65 patients (65%) [95% CI=55.7-74.3%] and distributed as 41 (41%) [95% CI=31.4-50.6%] for U. urealiticum and 4 (4%) [95% CI=0.20- 7.8%] for M. hominis while there was co-infection in 20 women (20%) [95% CI=12.16-27.84%]. In our study, 57 (57%) [95% CI=47.3-67%] had other organisms, which included C. albicans (19 [19%]), G. vaginalis (35 [35%]) and T. vaginalis (3 [3%]). Among the 65 women with genital mycoplasma, the highest co-infection was with G. vaginalis (33.8%). Pristinamycine was the most effective antibiotic (92%) and sulfamethoxazole the most resistant (8%) antibiotic to genital mycoplasmas. We conclude that genital mycoplasma is a problem in Cameroon and infected women should be treated together with their partners.
openalex: W2165565002 mag: 2165565002
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The Impact of an International Training Program on Early Childhood Education in Central and West Africa : Comparisons of 2010 and 2009 Training - Nonoyama‐Tarumi, Yuko; Hamano, Takashi (Proceedings : 格差センシティブな人間発達科学の創成=Science of human development for restructuring the "gap widening society", 2011)
openalex: W373797936 mag: 373797936
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An emerging donor in education and development: A case study of China in Cameroon - Nordtveit, Bjorn Harald (International Journal of Educational Development, 2011)
This paper analyzes China's new approaches of education aid to Africa through a case study of Cameroon. China's cooperation has been characterized by different discourses and different historic relationships with recipient countries than those of traditional donors. Sino-African policies have gone through different stages, each connected to wider political and economic realities. Currently, a broadening of China's engagement with Africa can be noticed through increasing aid packages and the inclusion of African countries other than those that had traditionally been close to China. Cameroon has been one of the countries that have had a relatively extended cooperation with China. Four types of Chinese education aid to Africa are illustrated by this paper: (i) Confucius Institutes, which are providing language and culture-related training in host countries; (ii) longer term scholarships and short-term training for Africans in China; (iii) school construction; and (iv) stand-alone education projects. By analyzing how these three different types of aid are taking place in Cameroon, various and apparently contradictory strategies and discourses materialize.
openalex: W2085227249 mag: 2085227249
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The progress of inclusive education in South Africa: Teachers’ experiences in a selected district, KwaZulu-Natal - Ntombela, Sithabile (Improving Schools, 2011)
Education policies tend to evoke mixed feelings: excitement amongst advocates of change or uncertainty and stress among teachers expected to implement them. Reactions to the Education White Paper 6: Special Needs Education — Building an Inclusive Education and Training System have been no different. Emanating from a PhD study, this article documents how inclusive education is progressing in the province of KwaZulu-Natal. Informed by social constructivism and the systems theory, the study investigated teachers’ experiences and understandings of this policy statement in three primary schools in two districts. Data collected showed that teachers had limited experiences of inclusive education and limited understandings of what it entails in South Africa. As a result, most teachers felt inadequately prepared to implement it. The article concludes that the limited experiences and understandings result from, among other things, the inadequate and inappropriate professional development strategy used to disseminate information within the Department of Education.
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Demographic and health indicators as predictors of life expectancy in African countries: implications for population education and health promotion in Nigeria. - Ogbe, Joseph O. (PubMed, 2011)
This study was meant to analyse the relationship between vital statistics and life expectancy as measure of population control and welfare of citizenry in African countries and lessons Nigeria could draw from it. Thirty-one African countries were sampled for the study using data sourced from UNICEF-vital statistics (2010). Two hypotheses were tested and it was found that although there was negative correlation between demographic variables and life expectancy, demographic variables were not predictor of life expectancy. Although, environment/preventive health variables were collectively predictors of life expectancy, individually they were not. Nigeria should draw lessons on reducing under 5 and infant mortality, continuous improvement on water, sanitation, expanded programme on immunization and increase use of treated mosquito net to improve life expectancy.
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Pattern and determinants of obesity among adolescent females in private and public schools in olorunda local government area of osun state, Nigeria: a comparative study - Ojofeitimi, Ebenezer Ο; Olugbenga-Bello, Adenike Iyanuoluwa; Adekanle, Daniel Adebode; Adeomi, Adeleye Abiodun (Journal of Public Health in Africa, 2011)
The prevalence of obesity has continued to rise at an alarming rate worldwide to such an extent that it has been described as a global epidemic.Our study aims to investigate the pattern and determinants of obesity among adolescent females in private and public schools in the Olorunda Local Government Area of Osun State, Nigeria.This is a crosssectional descriptive study.Using the multistage sampling technique, 520 pre-tested, semi-structured questionnaires were administered to 257 girls from private schools and 263 girls from public schools.Most of the respondents from private schools (65.2%) had good knowledge about obesity and related matters while most of those from public schools (65.9%) had poor knowledge.The dietary practice of the majority of the girls from private schools (60.2%) was unhealthy while most of the girls from public schools (68.7%) had healthy dietary practices.Most of the respondents from private schools (64.2%) lived sedentary lifestyles while most from public schools (64.0%) lived active lifestyles.Using the BMI, the majority of the girls from private schools were underweight (52%), 10 (4.0%) were overweight and 3 (1.2%)were obese.For public schools, the majority (55.4%) fell within the normal group, 6 (2.3%) were overweight and none was obese.The prevalence of being over-weight and of obesity was higher among the girls in private schools than among girls attending public schools.We concluded that awareness should be created to promote a healthy balance of food, drink and physical activity within and outside the school.
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Quality Assurance and Sustainable University Education in Nigeria - Oladipo, Adebayo; Adeosun, Oyenike; Oni, Adesoji (2011)
openalex: W1725743246 mag: 1725743246
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Attitudes of University Students Towards Abortion in Nigeria - Olaitan, Olukunmi Lanre (International journal of tropical medicine (Print), 2011)
The study examined the attitude of university students towards abortion in Nigeria. A total of nine hundred (900) respondents gave their opinions on a self structured questionnaire. The frequency counts and percentages were used to analyse the personal data of the respondents and means, standard deviation, t-test and analysis of variance (ANOVA) for analyzing the hypotheses at α = 0.05 level of significance. Some students support abortion when it is on health condition of either the mother or the baby. Based on the findings, some of the recommendations made include proper reproductive health education and counseling should be given to young ladies and boys about unsafe abortion preventive method; Federal government as a matter of urgency should consider legalization of induced abortion to prevent the practice of clandestine abortion in the back street. Key words: Attitude, university students, abortion, reproductive health, infertility, premarital sex, promiscuity.
openalex: W2979877082 mag: 2979877082
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Survey of Management of Children with Cleft Lip and Palate in Teaching and Specialist Hospitals in Nigeria - Olasoji, H O; Hassan, Alaa Ali; Adeyemo, WL (The cleft palate-craniofacial journal (Print), 2011)
A national survey was conducted to obtain an overall view of the current management of children with cleft lip and/or palate in Nigeria.Questionnaires were sent to 44 identified cleft surgeons in all teaching and specialist hospitals in Nigeria.A total of 38 respondents returned completed questionnaires. The findings are as follows: (1) a majority of the surgeons (68.4%) are "low-volume operators," undertaking 10 or fewer new cleft repairs annually; (2) 86.8% of the surgeons repair cleft lip at 3 to 4 months of age, and the most common (71%) unilateral cleft lip repair method is the rotation-advancement technique; (3) 50% of the surgeons use straight line repair for bilateral cleft lip; (4) a majority (79%) of the respondents close the soft and hard palates as a single procedure; 47.3% of respondents use the von Langenbeck technique, 21.1% use the double-opposing Z-plasty and 21.1%, the palatal pushback; (5) in the management of protruding premaxilla, 52.6% of the respondents choose adhesive tape; (6) procedures such as alveolar bone grafting, rhinoplasty, and surgical treatment for velopharyngeal incompetence are rarely done as part of cleft management; and (7) the interdisciplinary team approach is practiced by 21% of respondents.Issues are raised regarding the current organization of cleft services. We hope the findings of this study will provide preliminary information needed for the eventual establishment of standard cleft management for children with cleft lip and palate deformity in Nigeria.
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Why Teachers matter : Policy issues in the professional development of teachers in South Africa. - Onwu, Gilbert O.M.; Sehoole, Chika (2011)
openalex: W332498310 mag: 332498310
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Prevalence of syphilis seropositivity in antenatal clinic clients in a teaching hospital in South–South region of Nigeria - Onwuezobe, IA; Ochang, EA; Umoiyoho, AJ; Bassey, EA; Umoffia, E. M. (Asian Pacific Journal of Tropical Disease, 2011)
To assess the seroprevalence of syphilis among women receiving antenatal care in University of Uyo Teaching Hospital (UUTH), Uyo, Akwa Ibom State, Nigeria. Between July 2009 to March 2010, blood samples of 415 consenting clients submitted for prevention of mother to child transmission (PMTCT) HIV screening programme were screened for syphilis antibodies using the Immunochromatographic ACON Ultra Rapid Syphilis Test Strip (ACON laboratory Inc. USA). Any positive result was repeated with another test strip (Diaspot Ultra Rapid Syphilis Test Strip, Diaspot Inc. USA). Of the 415 samples, 9 (2.2%) were syphilis seropositive and 14 (3.4%) were HIV positive. Assessment of risk factors for syphilis revealed an observed trend with increasing parity though statistically not significant (P=0.268). More than half of the syphilis positive clients believed their spouses were promiscuous. There is still a substantial carriage of syphilis among antenatal clinic attendees in UUTH, Uyo. The need for routine screening is imperative. Point of care testing should conveniently be incorporated into the PMTCT programme.
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Institutional approaches for carbon financing in the forest sector: learning lessons for REDD+ from forest carbon projects in Uganda - Peskett, Leo; Schreckenberg, K.; Brown, Jonathan R. (Environmental Science & Policy, 2011)
With momentum building around the implementation of REDD+ programmes and projects, questions surrounding the appropriate structuring of institutions are becoming increasingly important. We examine how the variations in the institutional arrangements related to the carbon finance aspects of projects affect the opportunities for poor rural producers involved, or those living in the vicinity of projects. Evidence is drawn from a review of three forest carbon projects in Uganda, based on qualitative stakeholder interviews and supported by policy documents and literature. Three aspects of project institutions are discussed; actors, rules and links to existing external institutions. The findings suggest that supporting such projects with carbon finance can have some positive impacts on opportunities through improved monitoring, but that considerable progress needs to be made in balancing the interests of project financers with those of the communities involved and improving policy coordination with existing institutions external to projects. We suggest that these lessons are particularly transferable to the growing number of REDD+ approaches that are strongly performance based or funded through carbon markets, and implemented through direct payment systems between buyers and local producer groups or individuals.
openalex: W2003460297 mag: 2003460297
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A Perspective of the Challenges Facing (Basic School) Teacher Training, Recruitment and Quality in Zambia - Phiri, John (2011)
Bishop (1985) cited Fafunwa as having stated that “of all the educational problems that beset African countries today, none is as persistent or as compelling as the one relating to the training of a competent teacher”. This comment, made in 1967, still remains true about teacher training in Africa generally and in Zambia in particular today. Indeed, teachers have an indispensable role to play in our education system. If we are to have quality education we need sufficient teachers who are well trained and motivated professionals. Professionalism is one of the most important characteristics that should identify teachers...... particularly primary school teachers who are the subject of discussion in this paper. This paper will attempt to give a perspective of the challenges facing basic school teacher training, recruitment and quality in Zambia. The paper will pay particular attention to how primary colleges recruit students, the nature of training offered, the deployment of the students, and the effects of the challenges on the quality of education in Zambia.
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New School of Mines for West Africa - Piper, Dominic (Australia's Paydirt, 2011)
Australia may be suffering from a chronic skills shortage but in West Africa the situation is even worse with the number of mining professionals coming out of its university systems extremely low.
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Who is laughing last in the South African classroom? A critical reflection on language in education - Postma, Mariette; Postma, Dirk (Southern African Linguistics and Applied Language Studies, 2011)
Abstract The performance of pupils using African languages at home testifies to both the inequalities of South African society and education and to a failure to address language problems in education. We reflect on findings from a case study in a secondary school. It was found that pupils struggle to articulate ideas in English which is, for most pupils using African languages at home, both their second language (L2) or First Additional Language (FAL) at school and their language of learning. This article aims to offer a new analytical perspective by focusing not simply on cognitive and linguistic issues, but also on the different ways in which reality (or ontics) is enacted within different language communities. A postcolonial view is developed which does not oppose the use of English instead of the home language (HL), but which emphasises the importance of developing pupils’ abilities to live in tensions created by the opposing ontological assumptions embedded in the different languages and cultures. In order to benefit from these insights, pupils must be well grounded in their HL, as well as in the dominant language, and furthermore, pupils must be enabled to live simultaneously within different realities (ontics).
openalex: W1986589009 mag: 1986589009
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Quality Assurance of Egyptian Higher Education: A Policy Transfer Perspective - Ramadan, Farida Ibrahim; Zaaba, Zuraidah; Umemoto, Katsuhiro (Literacy Information and Computer Education Journal, 2011)
A higher education is considered the source of opportunities and prosperity in all countries all over the world; also it is vital for competitiveness in the increasingly globalizing knowledge society Egyptian higher education, at the beginning of the new millennium, faces unprecedented challenges: not only is the demand for access unstoppable, but also higher education (HE) is recognized as a key force for modernization and development.Discussions of policy diffusion and transfer have primarily focused on official actors, and networks of the political and economical sectors.Policy transfer in HE sector, especially quality assurance (QA) policy, in national departments and nongovernmental organizations, is a relatively neglected dimension.Accordingly, this paper addresses a brief history of QA and accreditation policy of HE in Egypt, which we divide simply into main distinct phases; the Quality Assurance and Accreditation (QAAP) Phase, and the Program of Continuous Improvement and Qualifying for Accreditation (PCIQA).We also address how the Egyptian QA and accreditation life cycle is developing from the policy transfer perspective.This cycle we divide into two main stages according to the process; the QA formulation and setting stage, and the implementation stage.In the last section of our paper, we present a theoretical actor model of QA policy transfer.Based on our suggested model, we argue that both the Egyptian policy-setting and formulation, and implementation stages of QA and accreditation policy are strongly influenced by several actors, channels, of transfer; global, international, regional, and national channels.
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Perspectives of Professional Development for Primary School Teachers in Madagascar. - Razafimbelo, Célestin (2011)
The inventory of fixtures about the professional development of teachers will be dealt with in a few pages. A historical glance will enlighten the current context of the job of a teacher and her/his development. Then, the lined perspectives and the opportunities offered by the EFA plan will be discussed. We are talking about perspectives because it is a project, actually launched but suspended. Finally, we will see the issues around its implementation and the question which arises due to the democratic break and the crisis that follows. As the Malagasy educational system is largely inclined to be a French system, the same organisation of teacher training is found in Madagascar. It is after the year 1972 that this choice was questioned: the nation wanted to decolonize, democratize and malgachize the educational system. Nowadays, the main concern has changed; the school has developed in its size, mission and needs. The in-service training is unavoidable to make up for the lack of teachers due to the swelling of the school students using the perspective drafted.
openalex: W332023805 mag: 332023805
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Soviet-Ethiopian Contacts in the Field of Education in the 70-80-s of the XX-th Century - Riabchikova, L N (DOAJ (DOAJ: Directory of Open Access Journals), 2011)
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Educating African American men on prostate health and informed decision making: Initial report from a peer-education program in Louisiana. - Robinson, Martha; Sartor, Oliver; Jack, Leonard (Journal of Clinical Oncology, 2011)
211 Background: Informed decision making for prostate cancer health is widely endorsed but systematic programs to address this need are sparse. Herein we report initial progress in a statewide effort targeting African American men. Methods: The Louisiana Cancer and Lung Trust Fund Board (LCLTFB) Prostate Cancer Program is funded via a “check box” on the state income tax form, in which a portion of refunds could be allocated for prostate cancer efforts. The LCLTFB partnered with the statewide comprehensive cancer control program to develop a pilot lay program to educate men on prostate informed decision. The program was developed and modeled after “My Brother's Keeper,” a CDC funded program and implemented in five regions of the state. African American men active in the cancer community and regional cancer coalitions were identified as possible trainers for the program. Staff members from “My Brother's Keeper” trained the Cancer Control regional staff, as well as the community trainers in a two day session. Upon completion, the community trainers were charged to go into their community and convene three education sessions. Educational sessions were conducted in local churches, head start centers, men social club meeting, Greek organizational meetings, and labor union meetings. Men attending the session received a short pre- and post-test assessing whether or not they had discussed prostate informed decision making with a health care provider, if they had made an appointment with a health care provider, or was any follow up from the educational session initiated. Results: A total of 250 African American men in Louisiana were educated by the program. Upon followup phone calls, 172 men self-reported that they had initiated some form of follow up as a consequence of the participation. 35 men were unable to be contacted for follow up (number no longer in service or no phone number listed) 43 men (messages left but no returned call). Conclusions: Peer education can engage African American men regarding informed decision making on prostate cancer health issues. More data are needed to verify and determine the type of followup that was initiated after the educational sessions. [Table: see text]
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Education, Sex and Leisure: Ideology, Discipline and the Construction of Race Among South African Servicemen During the Second World War - Roos, Neil (Journal of Social History, 2011)
During the Second World War (1939-1945), South African military authorities employed various regimes to mould white South African soldiers as citizens of a particular type. These coincided broadly with traditions of racial statehood identified by David Goldberg, and included attempts at ideological control – through the liberal Army Education Scheme, a compulsory adult education project – as well as disciplinary interventions, which concentrated on soldiers' sexuality. The ways that ordinary soldiers responded to these divergent discourses reminds us that whiteness in a racial state was elaborated not just from above, but also below. This observation raises some cautionary points for the writing of 'post-social' history, and just as it demands that ordinary servicemen's actions, experiences and ideologies need to be related to the state and other modes of power, it reaffirms Geoff Eley's appeal for a 'new history of society'.Lines of investigation that explore attempts to educate, discipline and control white soldiers begin to challenge some of the conventional periodizations of SA history, particularly the notion that South Africa's 1940s represented an optimistic 'world of possibilities'.
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An evaluation of the feasibility of using Moodle to develop an online learning program for the Grade 12 Literature component of the First Additional Language syllabus in South Africa - Rooyen, Marinda Van (2011)
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Reflections of Pre-Service Elementary Teachers after Learning about an African Culture through Mask-making - Rule, Audrey C.; Montgomery, Sarah E. (Social studies research & practice, 2011)
Arts-integrated social studies projects can provide meaningful learning about another culture; yet, they are rare in the current assessment-focused climate. Similarly, students are under-exposed to projects that involve spatial reasoning; nonetheless, this skill is important in everyday life and the workplace. This article describes a mixed-methods study of 65 (59 female, 6 male) pre-service elementary teachers in a social studies methods course reflecting on their participation in an African mask-making project with first and second graders that incorporated both arts integration and spatial reasoning. Pre-service teachers identified discussion with others, example masks and images, and taking time as the most helpful mask-making strategies. Most preservice teachers thought they would (42%) or possibly would (32%) implement mask making with their future elementary students because of deep, meaningful learning and active engagement they experienced and observed during the project. The authors concluded that pre-service teachers need multiple experiences with long-term arts-integrated projects that support the development of spatial skills to be confident enough to undertake them in their future classrooms and suggest that such projects be part of social studies methods courses.
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Educators' Perspective on Library Education in Nigeria - Saleh, Adam Gambo (Library Philosophy and Practice, 2011)
A look at the history of Library Education in Nigeria showed that right from inception it has been characterized by one problem or the other. The first two Library Schools in Ibadan and Zaria were established on different professional and philosophical orientations. The inability of the Leadership to monitor and harmonize this variation led to the proliferation of various programs in different kinds of Institutions across the Country. This development led to questions being raised on the issue of professional qualification, curriculum content, facilities and the faculty. This study attempted to provide answers to these questions from the perspective of library Educators. A questionnaire was administered on 25 faculty members randomly selected from five Universities offering the Bachelor of Library Science program. Analysis of the data revealed the varied nature of the curriculum contents and the poor state of information resources and facilities, coupled with inadequate senior faculty members in Nigerian Library Schools. It is however hoped that a conscious and deliberate policy from bodies such as Librarians Registration Council of Nigeria (LRCN), Nigeria Library Association (NLA), National Universities Commission (NUC), and Education Trust Fund (ETF) will change the course of Library Education for the better in Nigeria.
openalex: W1579929275 mag: 1579929275
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Student mobility and doctoral education in South Africa - Sehoole, Chika (Perspectives in Education, 2011)
This article analyses doctoral education programmes in South Africa with a particular focus on student mobility. It investigates pull and push factors as a conceptual framework, arguing that the patterns of student mobility in doctoral education programmes in South Africa follow the patterns of international student mobility elsewhere, which are driven mainly by the quest for better opportunities. Contrary to previous studies, which do not focus on the role of the state, this article sees the state as playing a key role in facilitating such mobility. This article uses comparative education methods to compare the patterns of enrolment of doctoral education students in South Africa during 2005 and 2009. Statistical data from the Department of Higher Education and Training were used to analyse the enrolment patterns of doctoral students in South African universities. Secondary sources in the form of government documents, a literature review and internet sources were employed in contextualising the study.
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Education for democratic citizenship and cosmopolitanism: The case of the republic of Namibia - Shanyanana, Rachel Ndinelao (2011)
Thesis presented in partial fulfilment of the requirements for the Degree of Master's in Education
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Let us walk the talk! 57th annual South African Pharmaceutical Students Federation Conference, 5 - 9 December 2010 : SAPSF news - Shelembe, Thulasizwe N. (SA Pharmaceutical Journal, 2011)
The 57th annual SAPSF Conference was held in December 2010 and not in June as is usually the case. This was largely due to issues brought about by the country's hosting of the 2010 Soccer World Cup held in June / July of 2010.
openalex: W1155864110 mag: 1155864110
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Challenges of Quality Education in Sub-Saharan Africa-Some Key Issues - Sifuna, Daniel N.; Sawamura, Nobuhide (2011)
This is a summary of a book jointly authored by the two writers and published by Nova Science Publishers [Daniel N. Sifuna & Nobuhide Sawamura (2010) Challenges of Quality Education in Sub-Saharan African Countries]. It is noted that uring the 1970s and 1980s, most policy makers concerned with education in developing countries limited their attention to school access or enrolments. Over the years however, it became clear that access to school was not sufficient to ensure a decent level of basic learning. While the gains in enrolment had been quite impressive in many parts of the world, including the Sub-Saharan African region, low quality and high dropout rates led to the perception that many of the children left school without having obtained a sustainable level of basic reading, writing and numeracy skills. The rising concern with education quality was strongly reflected in the protocols of the World Conference on Education for All held in Jomtien, Thailand in 1990 and the World Education Forum held in Dakar, Senegal in 2000. It was perceived that ensuring education quality is a necessary complement to educational access and hence quantity and quality had to go hand in hand. This summary paper focuses on the educational concept of quality, its function, issues of quality education in early childhood care and education, primary, secondary and higher education.
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Citizenship and citizenship education: a critical discourse analysis of the Zimbabwe Presidential Commission Report - Sigauke, Aaron T. (Education, Citizenship and Social Justice, 2011)
Educational discourse, like other fields, is not neutral. Through policy documents it has ideological functions of transmitting dominant cultures and serving certain sectional interest groups. In Zimbabwe 1998 was characterized by radical political discontent as witnessed by a rise in student activism and the formation of the main political opposition party. It is during this same year that a government appointed commission recommended a citizenship education that would ‘mould’ young people so that they ‘conform’ to expectations of the ‘adult society’. This article examines possibilities for other underlying ideological motives in the recommendation for citizenship education in the curriculum. It does so through a critical discourse analysis of a chapter on citizenship education in the commission’s report. The article concludes that there are possibilities for other underlying motives in the recommendation for a citizenship education regarded as a cure for the perceived anti-social behaviour among young people.
openalex: W2072402629 mag: 2072402629
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Catholic schools in Egypt: an educational mission in difficult conditions - Sj, Fadel Sidarouss (International Studies in Catholic Education, 2011)
Catholic schools in Egypt have to pursue their educational mission in a predominantly Muslim context. This article describes the mission objective and developments in this context from both a historical and a contemporary viewpoint. The Catholic education mission has enjoyed a positive reputation in Egypt in the past and it is hoped that this will continue in the future.
openalex: W1592504129 mag: 1592504129
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Race Is Not Neutral: A National Investigation of African American and Latino Disproportionality in School Discipline - Skiba, Russell J.; Horner, Robert H.; Chung, Choong-Geun; Rausch, M. Karega; May, Seth L.; Tobin, Tary J. (School Psychology Review, 2011)
.Discipline practices in schools affect the social quality of each educational environment, and the ability of children to achieve the academic and social gains essential for success in a 21st century society. We review the documented patterns of office discipline referrals in 364 elementary and middle schools during the 2005–2006 academic year. Data were reported by school personnel through daily or weekly uploading of office discipline referrals using the Web-based School-wide Information System. Descriptive and logistic regression analyses indicate that students from African American families are 2.19 (elementary) to 3.78 (middle) times as likely to be referred to the office for problem behavior as their White peers. In addition, the results indicate that students from African American and Latino families are more likely than their White peers to receive expulsion or out of school suspension as consequences for the same or similar problem behavior. These results extend and are consistent with a long history of similar findings, and argue for direct efforts in policy, practice, and research to address ubiquitous racial and ethnic disparities in school discipline.
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An investigation into the validity of mobile technologies as a support structure for first year students studying German as a foreign language in a South African context - Stander, Alison Gretchen (2011)
Thesis (MPhil (Modern Foreign Languages. Hypermedia for Language Learning))–University of Stellenbosch, 2011
openalex: W106441166 mag: 106441166
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Bachelor of Education in educational management students’ perception of their programme of study: case of University of Botswana - Tsayang, Gabatshwane (2011)
A survey study was conducted to establish perceptions of students who completed in 2008 and 2009 respectively in the Bachelor of Education (B.Ed.) in Education Management regarding the study provision and conditions, therefore the perceived value and qualityof the study programme. Theories of learning which point to the influence of the ‘inner world’, the ‘work environment’ and the ‘other people’ on learning and therefore perceptions of programmes were used as the theoretical framework. B.Ed. Educational Management students filled in a questionnaire which had both open and close ended items. Perceptions were deduced from views on, among others, facilities to support the programme, usefulness of the programme for work, quality of the programme and support availed students. The findings showed an overwhelming positive perception of the programme. By implication, the programme would be expected to positively enhance learning thus, produce managers who would have a positive impact in the schools. Among the recommendations made were that the Ministry of Education and Skills Development of Botswana considers sponsoring more inservice management students to the local programme to reduce on costs, with cognisance being taken to avoid inbreeding where every manager would be coming from the local institution. Another recommendation is to conduct a study to establish the impact of these graduates on education where they are deployed as school managers.
openalex: W1805976103 mag: 1805976103
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Smoking Cessation Counseling in Dentistry: Attitudes of Nigerian Dentists and Dental Students - Uti, Omolara; Sofola, OO (Journal of Dental Education, 2011)
The study was aimed at assessing the awareness, attitude, practices, willingness, and perceived barriers of dental students and dentists in Lagos University Teaching Hospital, Lagos, Nigeria, in relation to smoking cessation in the dental care setting. An anonymous self-administered questionnaire that contained questions relating to attitudes, views, and perceived barriers to smoking cessation activities in the dental clinic was hand-delivered to all dentists and clinical dental students in 2007. One hundred and thirty-six respondents took part in the study (response rate=81.9 percent). Although 95 percent of the respondents believed that smoking affects the dental management of the patient, only 65 percent always ask their patients about their smoking habits, and only 30 percent have heard about smoking cessation programs. A significantly higher proportion of students always ask patients about their smoking habits compared with dentists (p=0.0017). Also, a significantly higher proportion of dentists (97 percent) advised their patients against tobacco use compared with 77 percent of students (p=0.0000). Only 2 percent and 3 percent agreed that it is their professional responsibility to educate or encourage patients to quit smoking, respectively. Also, 98 percent strongly disagreed that it is within the scope of dental practice to ask about tobacco use, and 86 percent disagreed that tobacco counseling can be effective in helping patients quit tobacco use. Perceived barriers reported were lack of time (88 percent), lack of necessary materials (81 percent), and lack of knowledge of smoking cessation (74 percent). However, 81 percent of the respondents said they are willing to undergo training in tobacco use cessation. Since most of the dentists and dental students had poor attitudes and negative perceptions of smoking cessation activities, possibly due to lack of training and resources to carry it out in the clinics, there is need to include smoking cessation training in the dental curriculum in Nigeria.
openalex: W2335071019 mag: 2335071019
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Voluntary counseling and testing (VCT) for HIV/AIDS: A study of the knowledge, awareness and willingness to pay for VCT among students in tertiary institutions in Enugu State Nigeria - Uzochukwu, Benjamin; Uguru, Nkolika; Ezeoke, Uchechukwu Enuma; Onwujekwe, Obinna; Sibeudu, Florence (Health Policy, 2011)
To examine the level of awareness of youths to voluntary counseling and testing and willingness to pay for this service, and to explore reasons for underutilization of this service. A cross sectional study was carried out among undergraduate students of two tertiary institutions in Enugu Nigeria using pre-tested interviewer administered questionnaire. Information was collected from 250 respondents per institution. Analysis was done using SPSS computer software package. Most of the respondents (64%) have heard about VCT and 70.6% of the students obtained their information from the mass media (P < 0.05) while a minority (3.8%) heard from families. 76.6% of respondents believe VCT can provide useful information on HIV/AIDS and VCT is obtainable mainly in teaching hospitals (78.5%) and to a lesser extent in government hospitals (9.8%) and NGOs (8.8%), while being almost non existent in private hospitals (2.9%). 81% of the respondents did not attend VCT while only 19% attended. The reasons for non attendance were that majority of the students (45.7%) were unaware of the services (P < 0.05), indifferent to VCT (20.0%), (12.8%) felt it was costly and (13.3%) were afraid of discovering their HIV status. About 50% of the respondents were willing to pay for VCT and the mean willingness to pay was $3.2 (N370). Out of those willing to pay, 46% of them are willing to pay ($2.6) N300 while 34% and 20% are willing to pay $3.4 (N400) and $4.3 (N500), respectively (P < 0.05). Among those not willing to pay, 67.6% of them think it should be free (P < 0.05). Males and people with higher knowledge of VCT stated higher WTP values than females and those with less knowledge of VCT. Log OLS also showed that a higher level in the University was positively related to WTP. The high knowledge of VCT does not reflect on the attendance at VCT clinics. Respondents seem ignorant about where the services can be obtained and they believe VCT should be free or adequately subsidized. The cost of VCT is much higher than the mean WTP and governments should take this into consideration when subsidies are being considered. More VCT centers should be created and widely publicized in various communities.
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The role of disability rights movements in the Ethiopian Development Agenda - Wakene, Dagnachew (2011)
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Academic biliteracy in South African higher education: strategies and practices of successful students - Walt, Christa van der; Dornbrack, Jacqui (Language, Culture and Curriculum, 2011)
Academic support for higher education students in multilingual contexts often focuses on the development of separate language proficiencies, on the one hand, and on general study skills, on the other hand. In bi/multilingual education contexts where students are presented with lectures and study material in more than one language, successful students develop specific practices that allow them to exploit their bi/multilingual proficiency, that is, without focusing on one language only. This article reports on a qualitative study conducted with postgraduate students at Stellenbosch University. It probes the strategies and processes that successful bilingual students use when different languages are available to mediate cognitively challenging material. Bilingual strategies and practices that are employed emerged from a series of semi-structured interviews with postgraduate students, and are presented as an insight into bilingual learning.
openalex: W2023962793 mag: 2023962793
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Navigating Interculturality: African American Male Students and the Science Classroom - Warren, Beth; Rosebery, Ann S. (Journal of African American Males in Education (JAAME), 2011)
We examine science learning and teaching as intercultural processes taking place at powered boundaries of race, culture, language, and subject matter. Through close analysis of a classroom event, we describe the ways in which a group of teachers and researchers came to understand the experience of an African American male student in a 7th grade science class. The group developed a layered interpretation by unpacking subtle ways in which subject matter, student sense-making, and implicit structures of race, culture, and language based in Whiteness as privilege interacted to shape unfolding interactions. Building from their analyses, they also imagined pedagogical practices for disrupting racialized orders of inequality in the science classroom.
openalex: W2185062129 mag: 2185062129
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Perceptions of risk and barriers to cervical cancer screening at Moi Teaching and Referral Hospital (MTRH), Eldoret, Kenya. - Were, Edwin; Nyaberi, Z; Buziba, Nathan (PubMed, 2011)
Affordable screening cervical cancer methods using visual inspection with acetic acid (VIA) and with Lugol's iodine (VILI) are being developed. Scaling up of screening services requires an understanding of the user perceptions about screening.Determine the perceptions of risk and barriers to previous cervical cancer screening by women attending MCH-FP clinic of MTRH, Eldoret, Kenya.Cross-sectional questionnaire survey involving a consecutive sample of 219 consenting non-pregnant women about perceptions on cervical cancer risk, barriers to screening and previous screening.Of 219 women interviewed, 12.3% of participants had screened before. Women of over 30 years were more likely to have screened before (p=0.012). While 22.8% felt that they were at risk of the cervical cancer, 65% of all participants, nevertheless, wished to be screened. Perception of being at risk was significantly associated with a felt need for screening (p=0.002), an association that persisted only for women reporting multiple lifetime sex partners (p=0.005). Fear of abnormal results and lack of finances were the commonest barriers to screening reported by 22.4% and 11.4% of respondents, respectively.Previous screening was uncommon. Cheaper screening methods are needed. Messages about screening should clarify the meaning and consequences of possible results.
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A feminist investigation into the reasons for attrition of women doctors from the South African medical profession and practice: exploring the case of UCT medical school between 1996 and 2005 - Wildschut, A. (2011)
openalex: W174739087 mag: 174739087
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Drinking outcomes following drink refusal skills training: Differential effects for African American and non-Hispanic White clients. - Witkiewitz, Katie; Villarroel, Nadia; Hartzler, Bryan; Donovan, Dennis M. (Psychology of Addictive Behaviors, 2011)
Determining whether a particular treatment works for specific groups of people can help tailor dissemination of evidence-based alcohol treatments. It has been proposed that individuals from different racial groups might have better outcomes in treatments that are sensitive to sociocultural issues that impact alcohol use among these groups. The current study was a secondary analysis of data from the combined behavioral intervention (CBI) condition of the COMBINE study. Those randomly assigned to CBI (n = 776) had the opportunity to receive up to 9 skills training modules, which were chosen by the therapist. The goal of the current study was to determine whether receiving 1 of the CBI modules, drink refusal and social pressure skills training, predicted differential outcomes among African American clients. Results indicated that African American clients who received the drink refusal skills training module (n = 25) had significantly fewer heavy drinking days (d = 0.79) 1 year following treatment than African Americans clients who did not receive the module (n = 35). African American clients who received the module also had significantly fewer heavy drinking days (d = 0.86) than non-Hispanic White clients who received the module (n = 241). Good clinical outcomes at 1 year posttreatment were observed among 80% of African Americans who received the module, compared with 54% of African Americans who did not receive the module and 52% of non-Hispanic White clients who did receive the module. Although small sample size limits interpretation, findings provide preliminary evidence supporting the inclusion of drink refusal skills training as part of alcohol interventions for African American clients.
openalex: W2033280797 mag: 2033280797
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Research on doctoral education in South Africa against the silhouette of its meteoric rise in international higher education research - Wolhuter, Charl C. (Perspectives in Education, 2011)
The aim of this article is to survey the international literature on doctoral education from a South African perspective. A colossal amount of published research on doctoral education abroad has accumulated in recent years, dwarfing the minuscule number of publications on doctoral education in South Africa. Three major deficiencies in the corpus of literature internationally on doctoral education are the lack of any empirical validation of the claimed social rates of return to doctoral education, an absence of empirical research on the scholarly contribution/impact of doctoral education, and the inadequacies of the paradigms employed to research doctoral education. This means that the body of literature on doctoral education does not take into account power relations in society and embedded knowledge, as well as the demonstrated stranglehold of these on scholarship. The first two imply that there is a lack of empirical substantiation for claims regarding the indispensable role of doctoral education in accomplishing a knowledge society and the role of doctoral studies in pushing back the frontiers of knowledge. In conclusion recommendations are made as to how South Africa could, given its infancy in this field, seek to build a literature base that consciously addresses the perceived gaps in the international literature in this field.
openalex: W145850557 mag: 145850557
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“Seeing as Sound Travels Everywhere”: African American Boys Learning to “See” Transmission through the Analysis of Invented Representations - Wright, Christopher (Journal of African American Males in Education (JAAME), 2011)
This study examines the meta-representational competence (MRC) of a group of four middle school African American boys as they explore the scientific phenomenon of sound transmission. Through an approach that foregrounds the boys’ drawings and practices of critiquing their drawings, I highlight the intellectual and representational strengths that this group of boys brought to the task of representational design. By taking a resource-rich view of this group of middle school African American boys, I challenge the deficit thinking that is often associated with African American boys’ practices and engagement. Specifically, this study focuses on the boys’ emerging representational criteria as they critique drawings of sound transmission and how these criteria shape the boys’ representational practices. Findings reveal that this particular group of boys developed and negotiated several representational criteria that were continually revisited through the production and critique of their invented drawings. The emerging representational criteria included an accurate representation of a) the appearance of sound waves, b) the directionality of sound waves, and c) the change in volume over distance, time, and/or through a medium. In addition to continually developing an understanding of scientific representations and how they are used, the boys also developed their understandings of sound transmission through an iterative process of designing representations.
openalex: W2188955359 mag: 2188955359
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Student-Teachers' Competence and Attitude towards Information and Communication Technology: A Case Study in a Nigerian University - Yusuf, Muhammad-Najeeb O.; Balogun, Modupe R. (Contemporary educational technology (Online), 2011)
The importance of ICT in empowering teachers and learners, and enhancing teaching and students’ achievement has been highlighted in several studies. Similarly, the digital divide between the developed and developing nations had been of a serious concern to educators. The paucity of studies on ICT integration in the developing nations needs to be addressed so as to ensure total integration of ICT in the school curriculum. This study examined empirically student-teachers’ competence and attitude towards information and communication technology. Gender influence on their competence and attitude were also examined. Participants were 382 student-teachers (181 males and 201 females) from the Faculty of Education, University of Ilorin, Nigeria. The data collected through a questionnaire were analysed using percentages, means, and chi-square statistics. Findings revealed that majority of the student-teachers have positive attitude towards the use of ICT and they are competent in the use of few basic ICT tools. Overall, no significant difference was established between male and female student-teachers’ attitudes and use of ICT. The implication is that the student-teachers lacked the necessary competence in the full integration of ICT in the curriculum. This underscores the need to improve the ICT contents of teacher education programs in universities in developing nations.
openalex: W2795380309 mag: 2795380309
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Student-Teachers' Competence and Attitude towards Information and Communication Technology: A Case Study in a Nigerian University - Yusuf, Muhammad-Najeeb O.; Balogun, Modupe R. (DergiPark (Istanbul University), 2011)
openalex: W4300918596
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Free education and social inequality in Ugandan primary schools: A step backward or a step in the right direction? - Zuze, Tia Linda; Leibbrandt, Murray (International Journal of Educational Development, 2011)
The intent of this study is to understand both direct and indirect resource effects in the context of a mass education system in Uganda. We find that under certain conditions, policies that promote physical resource availability can lead to substantial equity gains. A school's social composition appears to improve educational quality but it is also related to wider gaps between rich and poor students. We also show that heavier teaching workloads have the most damaging effect on low-income students who have fewer private resources to devote to academic pursuits. The policy implication is that equalising access to formal primary education does not guarantee equitable outcomes.
openalex: W2060108954 mag: 2060108954
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Teachers' Institution and Participation in a Lesson Study Project in Zambia : Implication and Possibilities - 馬場, 卓也; 中井, 一芳 (2011)
openalex: W277767528 mag: 277767528
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Road traffic accident deaths as seen in a Tertiary Health Centre Jos University Teaching Hospital (JUTH), Jos, North central, Nigeria - A, Silas O.; Adoga, A A; Isichei, Christian O.; Echejoh, GO; Manasseh, M N; Olu-Silas, R A (Journal of Clinical Pathology and Forensic Medicine, 2011)
World wide, road traffic accidents have contributed significantly to morbidity and mortality in all regions. With the increase in population, indulgence in alcohol and drug intoxication, increased civilization with consequent increase in the number of vehicles worldwide, road traffic accidents have increased enormously with developing nations worst hit. Several persons have lost their lives in an attempt to move from one place to the other. Most of these deaths are medicolegal in nature as they occur immediately at the scene of the accident or within 24 h of patients’ admission in any health facility following the accident. This has resulted to increased litigation in our courts of law. This paper aims to analyze some demographic features- age, sex and the mode of road traffic accidents in our environment. Key words: Road traffic accident, deaths, Jos.
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Roadblocks to the achievement of universal primary education in Africa - Akpochafo, Williams P.; Ireyefoju, J. O. (International Journal of Educational Administration and Policy Studies, 2011)
One of the millennium development goals (MDGs) is the achievement of universal primary education (UPE). It is seen as part of the child's rights and also as a force capable of freeing the child from ignorance, disease, poverty and making him a better human being. Africa is lagging behind in the pursuit of UPE and there are odds (roadblocks) working against its achievement. Such problems have been identified to include lack of adequate planning, poor funding, poor state of physical facilities, the incidence of HIV/AIDS and malaria, absence of research activities to support education, medium of instruction, etc. The first four are discussed in this paper. It is argued that except Africa does something to tackle the problems and achieve UPE, it shall remain a passive observer instead of being an active participant in the new world order. Key words: Africa, achievement, millennium development goals (MDGs), universal primary education (UPE).
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Economic Impacts of Climate Change on Nigerian Agriculture and Adaptation Strategies Response among Farming Households in Nigeria - Apata, Temidayo Gabriel; Agboola, Timothy Olusola; Kehind, A. L.; Sanusi, R.A. (Journal of Agricultural Science and Technology, 2011)
This study evaluates the potential impacts of climate change on Nigeria's agriculture using Ricardian approach and brief analysis of farmer's adaptation strategies. Sampling was based on rural household survey conducted on farming households in all the six zones of the country. The sampling frame considered the traditional typology of the country's agro ecological zones and dominant agricultural commodities. Random sampling was used to select 800 farming households from each of the selected 20 villages; however, only 650 household's data were useful for subsequent analysis. Both primary and secondary data were collected. About 83 percent of the respondents' perceived temperature is higher, while multiple crops cultivation under dry land farms is the most predominant adaptation strategy. Ricardian regression results show the estimated coefficient for adaptation is positive and statistically significant. thus suggesting that farmer s who adopted climate change adaptation strategies had higher net revenue than those who did not. The marginal effect estimates show that households with climate change adaptation measures tended to produce about 87 kg more of food per hectare than those who did not take such measures. This accounts for about 15% of change in output in the survey areas.
openalex: W1534994915 mag: 1534994915
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Gender, marital status and religious affiliation as factors of assertiveness among Nigerian education majors - Arigbabu, Abayomi A.; Oladipo, Samuel E.; Owolabi-Gabriel, M. A. (International journal of psychology and behavioral sciences, 2011)
Using an ex-post factor survey research design, the present study examined the influence of gender, marital status and religious affiliation on assertiveness of education majors. For the purpose of the study, 367 education majors were randomly selected from two institutions. This was made up of 96 (26.2%) males and 271(73.8%) females; 165 (45%) married, 191 (52%) singles and 11 (3%) widowed. Participants’ ages ranged between 17 to 53 years. Validated scales were used to collect data, which was analyzed using univariate analysis of variance. The result showed no significant differences for gender, martial status or religious affiliation. Key words: Education major, assertiveness, pre-service teachers, N.C.E. students, university undergraduates.
openalex: W3210050528 mag: 3210050528
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Prevalence of substance use among college students in Eldoret, western Kenya - Atwoli, Lukoye; Mungla, Prisca A; Ndung'u, Moses N; Kinoti, Kiende C; Ogot, Evans M (BMC Psychiatry, 2011)
Substance use among college and university students predicts substance related problems in later life. Few studies on this phenomenon have been carried out in low income countries, and most focus on primary and secondary school students. This study therefore aimed to establish the prevalence and factors associated with drug use among university and college students in a low income country.A descriptive cross-sectional survey using the Self-Administered WHO Model Core Questionnaire to collect information on use of various drugs among students in colleges and university campuses within Eldoret Municipality in Western Kenya.Four tertiary learning institutions in Eldoret Municipality were randomly selected for inclusion in the study- three tertiary level non-university institutions and one university campus.Five hundred students who gave consent to participate in the study, 125 from each of the four participating institutions. The mean age was 22.9 years (18-32, s.d. 2.5), and males made up 52.2% of the sample.Lifetime prevalence rate of any substance use was 69.8%, and none of the socio-demographic factors was significantly associated with this. Lifetime prevalence rate of alcohol use was 51.9%, and 97.6% of alcohol users had consumed alcohol in the week prior to the study. The prevalence rate of cigarette use was 42.8%, with males having statistically significantly higher rates than females (p < 0.05). Other substances used were cannabis (2%) and cocaine (0.6%). Among those who admitted to using substances, 75.1% were introduced by a friend while 23.5% were introduced by a relative other than a member of the nuclear family. Majority of those using substances wanted to relax (62.2%) or relieve stress (60.8%). Problems associated with alcohol use included quarrelling and fights, loss and damage to property, problems with parents, medical problems and unplanned unprotected sex.The prevalence of substance use among college and university students in Eldoret is high and causes significant physical and psychosocial problems in this population. A large proportion of those using alcohol reported serious adverse effects, raising the necessity of targeted interventions to reduce the risk of subsequent substance dependence and other deleterious consequences.
openalex: W2029955692 mag: 2029955692
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A survey of problem-based learning and traditional methods of teaching anatomy to 200 level pharmacy students of the University of Lagos, Nigeria - Azu, Onyemaechi Okpara; Osinubi, AA (African Journal of Pharmacy and Pharmacology, 2011)
The introduction of the problem-based learning (PBL) may be a very uncomfortable problem for the students originally exposed to the didactic methods of teaching and learning.Our medical and pharmaceutical curriculum is yet to adopt this new method of learning and as such this study looks forward to exposing some aspects of the traditional style as well as introducing to the students the new method using PBL.It is envisaged that in the five-year Pharmacy program, the students would be exposed to and monitored and their academic performance vis-à-vis their professional competencies adjudged using this two styles of teaching anatomy.A total of one hundred and fifty 200 level Pharmacy students were randomly divided into fifteen groups of ten per group during their 2 semester course in Anatomy in the academic year 2007/2008 session.The students were exposed to both the PBL and traditional methods of teaching anatomy alternately.At the end of the period, 150 structured questionnaires were administered to the students and analyzed statistically.Results from this preliminary study does show that the PBL method of teaching Anatomy to Pharmacy students has strong positive impact in the general perception and knowledge build of the students in their 200 level studies despite the obvious challenges of the environment.
openalex: W2131353274 mag: 2131353274
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Management challenges facing implementation of free primary education in Kenya: A case of Keiyo District - Cheruto, Kipkoech Lydia; Benjamin, Kyalo Wambua (International Journal of Educational Administration and Policy Studies, 2011)
In January 2003, the Kenyan government declared free primary education (FPE) in all public schools in the country as a fulfillment of the education for all (EFA) global commitment and strategy to give children universal primary education. This study examined the management challenges facing implementation of FPE in Kenya, a case of primary schools in Keiyo district. The study design used was descriptive survey method where questionnaires, interview schedule and observation were used to collect data from the head teachers, teachers and education officers from Keiyo district. Purposive sampling technique was used to select the education officers and the head teachers while random sampling technique was used to select the zones, schools and the teachers that participated in the study. A total of 260 respondents participated in the study. Data collected were analyzed using descriptive statistic. The study showed that primary school management face challenges in the implementation of the program which include shortage of staff, limited financial management skills, resistance from parents, inadequate physical facilities and delay in disbursement of funds by the government. Head teachers require further training in financial management and other managerial skills; and accounts clerks should be employed in primary schools to assist in book- keeping. Key words: Free primary education, management challenges, implementation.
openalex: W2170435353 mag: 2170435353
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Literacy in primary and secondary education in Nigeria - Edem, Eno; Mbaba, Uduak G.; Udosen, Alice E.; Isioma, Enang Patricia (Journal of Languages and Culture, 2011)
Literacy is a condition whereby one can successfully function at certain levels in a society where literacy plays a role in providing access to power and resources. Thus, what counts as literacy is determined by the cultural, political, and historical contexts of the community in which it is used. The purpose of education is the preparation for life and for giving an individual wholesome development. Functional literacy is therefore, a very crucial outcome of education. The paper discusses literacy in primary and secondary levels of education in Nigeria and its impact on individual and national development and proposes ways of improving literacy in schools. Key words: Literacy, education.
openalex: W2095816130 mag: 2095816130
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Entrepreneurship Education and Small-Scale Business Management Skill Development among Students of Auchi Polytechnic Auchi, Edo State, Nigeria - Idogho, Philipa O.; E, Barr. Ainabor Augustine. (International journal of business and management (Print), 2011)
The study investigated the extent to which the entrepreneurship education introduced in tertiary institutions in Nigeria as part of Federal Government initiatives, has imparted in students, the management skill development needed to set up small-scale businesses, using Auchi Polytechnic, Auchi as a case study.A sample of 300 final year students were selected using the random sampling technique.The study tested a hypothesis of no relationship between exposure to entrepreneurship educational experience and managerial skill development among the respondents.The Pearson correlation analyses used in the test showed that there is a positive correlation between the variables, i.e., entrepreneurship education and managerial skill development (r = 0.349; p < 0.05).It also found that students who received instruction in entrepreneurship education showed a greater desire to set-up small-scale businesses after graduation (r = 0.379; p < 0.05).The study thus concluded that the entrepreneurship education introduced into the curriculum for tertiary institutions had made some appreciable impact on the students.It thus recommends an intensification of the programme of instruction for entrepreneurship education among Nigeria's tertiary technical institutions.
openalex: W1975087154 mag: 1975087154
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Motives for Training and Management Development in the Nigerian Banking Industry - Isiaka, Sulu Babaita (Asian social science, 2011)
This study focused on the motives for training and management development using the Nigerian Banking Industry as a case study .The study relied on both qualitative and quantitative analysis of data.The entire staff of the 25 commercial banks as at 2007 in Nigeria is the population of the study and the difficulty in studying the whole population makes sampling inevitable.In the selection of the banks for this study, stratified sampling technique was adopted.All the 25 banks as at 2007 were stratified into two, old and new Generation Banks.Consequently 4 banks were selected from each stratum.A total of 320 questionnaires were administered.281 out of the 320 questionnaires were however returned and found suitable for analysis.The data obtained through questionnaire were analyzed using descriptive statistics and inferential statistics such as frequency distribution and Analysis of Variance (ANOVA), respectively.The results of the analysis showed that banks see training and management development as important factors, as well having motives for investing in Training and management development.These motives include-new technology; productivity; responding to skills deficiencies; moral duty; new hire request; and staff request.Some of the recommendations based on the findings include-training should be seen as one of the most important strategies for organizations to help employees gain proper knowledge and skills needed to meet the environmental challenges; it must also be noted that, training and development, though primarily concerned with people, is also concerned with technology, the precise way an organization does business.
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Climate change risks for African agriculture - Müller, Christoph; Crämer, Wolfgang; Hare, Bill; Lotze‐Campen, Hermann (Proceedings of the National Academy of Sciences of the United States of America, 2011)
The Intergovernmental Panel on Climate Change (IPCC) assessment of major risks for African agriculture and food security caused by climate change during coming decades is confirmed by a review of more recent climate change impact assessments (14 quantitative, six qualitative). Projected impacts relative to current production levels range from -100% to +168% in econometric, from -84% to +62% in process-based, and from -57% to +30% in statistical assessments. Despite large uncertainty, there are several robust conclusions from published literature for policy makers and research agendas: agriculture everywhere in Africa runs some risk to be negatively affected by climate change; existing cropping systems and infrastructure will have to change to meet future demand. With respect to growing population and the threat of negative climate change impacts, science will now have to show if and how agricultural production in Africa can be significantly improved.
openalex: W2101011098 mag: 2101011098
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Climate change risks for African agriculture - Müller, Christoph; Crämer, Wolfgang; Hare, Bill; Lotze‐Campen, Hermann (Proceedings of the National Academy of Sciences of the United States of America, 2011)
The Intergovernmental Panel on Climate Change (IPCC) assessment of major risks for African agriculture and food security caused by climate change during coming decades is confirmed by a review of more recent climate change impact assessments (14 quantitative, six qualitative). Projected impacts relative to current production levels range from -100% to +168% in econometric, from -84% to +62% in process-based, and from -57% to +30% in statistical assessments. Despite large uncertainty, there are several robust conclusions from published literature for policy makers and research agendas: agriculture everywhere in Africa runs some risk to be negatively affected by climate change; existing cropping systems and infrastructure will have to change to meet future demand. With respect to growing population and the threat of negative climate change impacts, science will now have to show if and how agricultural production in Africa can be significantly improved.
openalex: W2101011098 mag: 2101011098
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A Survey of Catalogue Use by Engineering Students in Nigerian Universities - Owolabi, Kehinde Abayomi; Salaam, M. O. (Cataloging & Classification Quarterly, 2011)
This article is a survey of catalogue use by engineering students in Nigerian universities libraries. Simple random sampling technique was used to select one thousand three hundred and sixty-eight engineering students from three universities in the country. A questionnaire was used as the main instrument for data gathering. Some of the findings revealed that a majority of the student survey participants make use of the catalogue occasionally and prefer to browse through the shelves when searching for information in the libraries. This article recommends that library use instruction should be included in the university curriculum and that librarians should provide practical demonstrations on the use of various catalogues to students during orientation programs.
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Establishing Quality Assurance in Nigerian Education System: Implication for Educational Managers. - Adegbesan, Sunday O. (Educational Research Review, 2011)
The importance of quality education in nation building cannot be over emphasized. There have been several calls on the educational managers on how to make the educational system to be more vibrant in the quality of its products after several quantity of mass failure and half baked products from our various educational institutions in the country. These over the years have generated a lot of debate and argument among Nigerians on the newspapers, radio and television programmed, including parent’s religious bodies and non governmental organizations. They often expressed their concern about the manner in which the system is loosing its confidence as regards to the effective and efficient nature of the system. However, this paper therefore, discusses the role of educational managers in assuring quality in the Nigerian education system. Consequently, the paper looks at the concept of quality assurance and strategies for establishing quality assurance in education and finally it also examines Educational managers’ role in assuring quality in Nigeria education system.
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African Traditional Concept Of Salvation In The Light Of Biblical Teaching - Adeyemo, Tokunboh (2011)
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Training Through Father-Son Relationships In The Lutheran Church of Nigeria - ERBER, David M. (2011)
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Organizing A Healthy Student Fellowship For African-American Students - Tate, Dorcy Wesley (2011)
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Muslim Egyptian and Lebanese Students’ Conceptions of Biological Evolution - BouJaoude, Saouma; Wiles, Jason R.; Asghar, Anila; Alters, Brian (Science & Education, 2011)
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Physical volcanological study of the Rungwe volcanic province, Tanzania - Fontijn, Karen; Jacobs, Patric (AVRUG-bulletin, 2011)
Many potentially hazardous volcanoes in low-income countries have not been studied and are not regularly monitored. This thesis presents a first step towards detailed hazard and risk assessment for the Rungwe Volcanic Province (RVP) in Tanzania. The volcano-tectonic architecture of the RVP reveals a strong control of tectonic activity over the location of three central volcanoes that are considered active: Ngozi, Rungwe and Kyejo. From the preserved stratigraphic record, it is clear that Rungwe volcano was dominated at least in its Late Holocene history by explosive eruptions generating pyroclastic fallout deposits. Tephra fallout is therefore the most important volcanic hazard at Rungwe. Ngozi had two major eruptions on a regional scale both of which possibly contributed to the formation of its present-day caldera. The < 1 ka Ngozi Tuff deposit suggests that Ngozi has been active until recently, and that it is capable of producing significant pyroclastic density currents. The ca. 4 ka Plinian-style Rungwe Pumice eruption is closely documented and physically characterized, enabling to infer key eruptive parameters. The deposit volume is estimated at 3.2 – 5.8 km³. The Rungwe Pumice classifies as a magnitude 5 Plinian eruption with a maximum eruption column height of 30 – 35 km. The Rungwe Pumice is a unique scientific case study. The eruption happened in nearly wind-free conditions, as evidenced by empirical and semi-analytical modelling and dispersal maps. Second, it lacks pyroclastic density current deposits which are usually found in other similar Plinian eruption deposits as a result of fountain collapse. Field, petrological and geochemical data are consistent with a 5 – 6 km deep magma chamber. Compositional variations between Rungwe magmas are interpreted to result from fractional crystallization in a main trachytic magma body that is regularly replenished by a less evolved magma from a deeper source, resulting in a certain proportion of magma mixing and mingling. The findings presented in this thesis provide a major step forward in the understanding of processes at work in the RVP and Rungwe volcano in particular.
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Amnesty International's Methods of Engaging Youth in Human Rights Education: Curriculum in the United States and Experiential Learning in Burkina Faso - Hopkins, Karen (Journal of human rights practice (Print), 2011)
Human rights education (HRE) is a useful tool to build solidarity among youth and activism for social justice at local, national and international levels. In order to understand how HRE can be effective in accomplishing this daunting task, educators should consider three factors: leadership skills, awareness, and empowerment. Two approaches, curriculum-based and experiential learning, have the potential to contribute to these goals and to break down negative assumptions of youth culture, while developing their interests and their capabilities in initiating positive change. This article will compare Amnesty International's approach to HRE in the capitals of two countries: Washington DC in the United States, and Ouagadougou in Burkina Faso. The first case study analyzes Amnesty International USA's (AIUSA's) Human Rights Education Service Corps (HRESC), which uses a curriculum-based awareness approach to working with high school students. The second case study examines a transformational approach to experiential learning in Burkina Faso through Amnesty International Burkina Faso (AIBF), which was charged with hosting Amnesty's first Youth Forum in Africa. Although these two programs have the same basic goal of increasing awareness of the rights outlined in the 1948 Universal Declaration of Human Rights (UDHR), the learning outcomes for the youth and communities involved are different. Comparing these two approaches to HRE will help educators and activists to understand best practices in HRE for youth, and how peer education can strengthen outcomes when incorporated into education programs.
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The Role of Shame as a Mediator between Anti-Black Racial Identity Attitudes and Negative Affect in a Sample of African American College Students. - Jefferson, Stephen (2011)
A sample of 168 African American undergraduates was surveyed to clarify past findings demonstrating a consistent relationship between endorsing negative attitudes about being African American and experiencing negative affect. Specifically, shame was tested as a mediator between participants' endorsement of preencounter attitudes (i.e., anti-Black attitudes) and both feelings of depression and global self-esteem, respectively. As predicted, shame acted as a complete mediator in both equations. Limitations and implications are also discussed. INTRODUCTION Personality theorists in recent decades have focused increasing attention on various aspects of African American personality and racial identity development (Baldwin & Bell, 1985; Parham & Helms, 1981; Sellers, Smith, Shelton, Rowley, & Chavous, 1998; Vandiver, Fhagen-Smith, Cokley, Cross, & Worrell., 2001). One of the major contributors to this area of research is William E. Cross, Jr. (1991), who proposed the theory of Nigrescence. Nigrescence theory attempts to explain how African Americans who experience racial oppression come to develop attitudes and identification with African American communities. Cross has formulated a series racial identity statuses instantiated by attitudes ranging from Black self-hatred (preencounter status) to Black pride and acceptance (immersion-emersion and internalization statuses; Cross, 1991; Vandiver et al., 2001). Cross (1991) developed this theory as a response to the proliferation of research asserting that because African Americans are evaluated negatively by the dominant culture (Correll, Park, Judd, & Wittenbrink, 2002; Dovidio, 2001; Mendes, Blascovich, Lickel, & Hunter, 2002), they would internalize such attitudes (for reviews, see Baldwin, 1979; Banks, 1976; Gray-Little & Hafdahl, 2000). Cross (1991) argued that the main studies upon which these theories were based were flawed because they failed to properly define self-concept (i.e., self-concept is a multifaceted construct consisting of both personal identity and reference group orientation). Thus, while personal identity is defined as those aspects of personality that are universal among all humans and putatively independent of socialization (e.g., anxiousness, self-esteem, introversion-extroversion, etc.), reference group orientation is that aspect of persona fabricated by cultural scripts (e.g., gender, racial, and class identities). Nigrescence was a response to decades of conceptual synecdoche in which these facets of self-concept were assumed to represent the whole. Consequently, many studies operationalized African American self-concept by using either measures of personal identity or reference group orientation, but not both. This has resulted in confusion concerning the particular mechanism by which racial group orientation might be associated with both personal identity and psychopathology. The present study is an initial attempt to clarify this confusion. Of most relevance to the current study is Cross's preencounter status. Although it has undergone several iterations, the consistent theme throughout these revisions has been that a core attitudinal stance of this status is one of Black self-hatred (Vandiver et al., 2001). Preencounter Attitudes and Negative Affect How are preencounter attitudes associated with negative psychological states? Carter (1991) found that “preencounter attitudes were significantly positively related to self-reported anxiety, memory impairment, paranoia, hallucinations, alcohol concerns, and global psychological distress (p. 111). Munford (1994) and Pyant and Yanico (1991) found that preencounter attitudes appear to be positively correlated with depressive symptoms (r =.33 and .38, respectively). Why would endorsing negative attitudes about one's reference group be associated with negative affect? Having an immutable, ascribed membership in a group one does not value would likely create a sense of dissonance in individuals. Such status incongruence has been linked empirically (Higgins, Klein, & Strauman, 1985; Lundberg, Kristenson, & Starrin, 2009) and theoretically (Kaufman, 1996) to feelings of shame; however, research is lacking with regard to empirically examining the association of shame with preencounter attitudes Thus, the present study is a first step toward this end. Shame and Negative Affect What is shame? From the pudor (Kaster, 1997) of the Romans to the Chinese concept of face (Yau-fai Ho, 1976), shame has generally been defined as the feeling of wanting to disappear from view or hide from others (Lewis, 1987a; Tomkins, 1963), or as the experience of losing social attractiveness (Van Vliet, 2008). How is shame associated with negative affect? Extensive theoretical (Kaufman, 1996; Lewis, 1987b) and empirical (De Rubeis & Hollenstein, 2009; Gilbert, McEwan, Bellew, Mills, & Gale, 2009) research supports a strong relationship between depressive affect and shame. The correlation between shame and depression has been found to range from .59 to .79 (Cook, 1994). Preencounter Attitudes, Shame, and Depression Shame and the preencounter stance both appear to tap heavily into themes of self-disaprobation; however, while shame is a global indictment of the self, preencounter attitudes represent a more circumscribed facet of shame (i.e., racial identity, rather than the whole self, is reproached). Further, while both shame and preencounter attitudes are associated with depressive symptoms, the correlation between shame and depression is generally much larger than that between preencounter attitudes and depression. Consequently, I hypothesized that shame would act as a mediator between the endorsement of preencounter attitudes and the experience of depressive affect. Preencounter Attitudes, Shame, and Global Self-Esteem The relationship of African American racial identity attitudes with global self-esteem is a complex one (Cross, 1991); however, past research has demonstrated a consistent negative correlation between endorsement of preencounter attitudes and self-esteem (Collins & Lightsey, 2001; Munford, 1994; Pyant & Yanico, 1991; Speight, Vera, & Derrickson, 1996). With regard to the relation of shame with global self-esteem, research has consistently demonstrated a strong negative correlation between these variables (Brown & Marshall, 2001; Thompson, Sharp, & Alexander, 2008; Yelsma, Brown, & Elison, 2002). However, Cook (1994) asserts that while low levels of self-esteem ought to be associated with increasing experience of shame, low levels of shame are not necessarily indicative of higher self-esteem. Working from this theory, shame and global self-esteem would likely be more strongly associated with each other than either would be with preencounter attitudes. Why? If Cross's (1991) definition of selfconcept is correct, then shame and global self-esteem are both facets of the common superordinate construct of personal identity. Conceptually, this suggests a much stronger relation between these variables. Contrastingly, preencounter attitudes are part of the reference group construct, and therefore ought to be related to, but more distal from, personal identity. Finally, why place shame as a mediator between preencounter attitudes and global self-esteem rather than reversing this relationship (i.e., placing self-esteem as a mediator between shame and preencounter attitudes)? Assuming that shame and self-esteem are subsumed under a common construct of personal identity, then this begs the question: How are preencounter attitudes associated with personal identity? Intuitively, the answer appears to lie in the fact that both shame and preencounter attitudes tap into a general negative self-evaluation construct (i.e., there is no affectively positive aspect to the endorsement of either stance). However, global selfesteem has both negative and qualities (Rosenberg, Schooler, Schoenbach, Rosenberg, 1995). Thus, if we accept Cook's (1994) assertion that shame represents the negative side of global self-esteem, and we remember that in Cross's (1991) theory preencounter attitudes reflect a negative evaluation of being Black, then the logical link become clear: shame bridges the gap between preencounter attitudes and self-esteem through the theme of negative self-evaluation. To review, the specific hypotheses of this study are as follows: Hypothesis 1: Shame was expected to mediate the relationship between preencounter attitudes and depression. Hypothesis 2: Shame was expected to mediate the relationship between preencounter attitudes and global self-esteem.
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Factors that affect the use of constructivist approaches when teaching the new biology curriculum in Malawi - Mdolo, Margaret Malizgani (2011)
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Snacking as a Contributor to Overweight among Nigerian Undergraduate Students. - Olumakaiye, MF; Ogbimi, GF; Ogunba, BO; Soyebo, KO (Nigerian journal of nutritional sciences, 2011)
Objective: This study investigated the role of snacking as a contributor to overweight among undergraduate students. Subjects and Methods: Four hundred and eighty ndergraduates of Obafemi Awolowo University, Ile-Ife, Nigeria were investigated using simple random cluster method from four popular snack outlets. Structured questionnaires were administered to elicit information on snacking habit. Anthropometric measurements of weight and height were obtained. Overweight was assessed and defined as Body Mass Index =25. The data collected were analyzed using SPSS software. Frequency counts, percentages, correlation and regression analyses were determined. Results: There were 178(37.2%) male and (302)62.8% female. Mean age of the undergraduate students was 22.7±3.16; highest among 20-25 years age range (p
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Challenges for weed management in African rice systems in a changing climate - Rodenburg, Jonne; Meinke, Holger; Johnson, David E. (The Journal of Agricultural Science, 2011)
SUMMARY Global changes including increases in temperature, atmospheric greenhouse gases, soil degradation and competition for land and water resources, will have multiple impacts on rice production systems in Africa. These changes will affect weed communities, and management approaches must be adapted to take this into account. Higher temperatures and limited water availability will generally advantage C 4 over C 3 plants (e.g. rice). Conversely, elevated carbon dioxide (CO 2 ) levels will improve the competitiveness of rice relative to C 4 weeds, which comprise many of the problem weeds of rice. Increased atmospheric CO 2 levels may also improve tolerance of rice against parasitic weeds, while prevalence of parasitic species may be amplified by soil degradation and more frequent droughts or floods. Elevated CO 2 levels tend to promote growth below-ground relative to above-ground, particularly in perennial (C 3 ) species. This may render mechanical control of weeds within a cropping season less effective or even counterproductive. Increased CO 2 levels, rainfall and temperature may also reduce the effectiveness of chemical control, while the implementation of adaptation technologies, such as water-saving irrigation regimes, will have negative consequences for rice–weed competition. Rain-fed production systems are prevalent throughout Africa and these are likely to be most vulnerable to direct effects of climate change (e.g. higher temperatures and changes in rainfall patterns). Effective weed management strategies in these environments could encompass off-season tillage, the use of well-adapted cultivars (i.e. those with drought and heat tolerance, high weed competitiveness and parasitic weed resistance or tolerance) and rotations, intercropping or short, off-season fallows with weed-suppressive legumes including those that suppress parasitic weeds. In irrigated, non-flooded rice systems, weeds are expected to become more serious. Specifically, perennial rhizomatous C 3 weeds and species adapted to hydromorphic conditions are expected to increase in prevalence. By implementing an integrated weed management strategy primarily targeted at weed prevention, dependency on flood water, herbicides and mechanical control can be lessened. Off-season deep tillage, stale seed bed techniques, use of clean seeds and irrigation water, competitive cultivars, timely transplanting at optimum spacing and judicious fertilizer timings are suitable candidate components for such a strategy. Integrated, novel approaches must be developed to assist farmers in coping with the challenges of weed control in the future.
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Real governance beyond the 'failed state': Negotiating education in the Democratic Republic of the Congo - Titeca, Kristof; Herdt, Tom De (African Affairs, 2011)
Journal Article Real governance beyond the ‘failed state’: Negotiating education in the Democratic Republic of the Congo Get access Kristof Titeca, Kristof Titeca Search for other works by this author on: Oxford Academic Google Scholar Tom de Herdt Tom de Herdt * *Tom de Herdt (tom.deherdt@ua.ac.be) lectures at the Institute of Development Policy and Management, University of Antwerp. Kristof Titeca (kristof.titeca@ua.ac.be) is a postdoctoral fellow of the Research Foundation – Flanders (FWO), based at the Institute of Development Policy and Management, University of Antwerp. The research for this article was part of an inter-university research project on ‘Post-conflict reconstruction in the DRC’, funded by the Belgian Federal Science Policy, and of a research project funded by the UK Department for International Development on primary education in the DRC. The authors would like to thank everyone who participated in these projects. Special thanks go to Jean-Pierre Mbwebwa, Johan Verhaghe, Jean-Pierre Olivier de Sardan, Marc Poncelet, Sonia Mrsic-Garac, Inge Wagemakers, Géraldine André, two anonymous reviewers, and the editors of this journal for their comments. The usual disclaimers apply. Search for other works by this author on: Oxford Academic Google Scholar African Affairs, Volume 110, Issue 439, April 2011, Pages 213–231, https://doi.org/10.1093/afraf/adr005 Published: 25 February 2011
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Corrigendum to "Thirty thousand years of vegetation development and climate change in Angola (Ocean Drilling Program Site 1078)" published in Clim. Past, 4, 107–124, 2008 - Dupont, Lydie M; Behling, Hermann; Kim, Jung-Hyun (Climate of The Past, 2011)
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Mitigation of climate change in livestock systems in Kenya - Herrero, Mario; Silvestri, Silvia; Bryan, Elisabeth; Okoba, Barrack; Ringler, Claudia (2011)
Presented at the Workshop on Climate Change Adaptation for Smallholder Agriculture in Kenya, 24-25 February 2011.
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Evaluation of models for assessing groundwater vulnerability to pollution in Nigeria - Abdullahi, US (Bayero Journal of Pure and Applied Sciences, 2011)
This paper examines, based on a review and synthesis of available material, the presently most applied models for groundwater vulnerability assessment mapping.The appraoches and the pros and cons of each method are evaluated in terms of both the conditions of their implementation and the result obtained.The paper further observed that, with the exception of DRASTIC model, most of other models have not been applied to ground water studies in Nigeria, unlike other parts of world where they are widely used.This review therefore brings to limelight the importance of their applicability in groundwater vulnerability mapping in Nigeria.
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Black Focused Schools in Toronto: What do African-Canadian Parents Say? - Agyepong, Rosina (2011)
The purpose of this study was to examine how parents of African descent understand the African-centered school concept as an alternative education to the mainstream public school in Toronto. While we cannot ignore the success stories of some Black students in the school system, the reality remains that the academic performance of some shows a downward trend. Hence, concerned educators and members of the AfricanCanadian community suggest the need for the establishment of a Black focused or African-centered school as an alternative to the mainstream public school. This will allow students to learn more effectively because they are culturally grounded and will be able to link issues of individual or group identities with what goes on at school. This qualitative research relied principally on in-depth interviews with twenty African-Canadian parents who have children in the mainstream public schools in Toronto. It assumes that parents are important stakeholders in their children‟s education so their views on problems and the need for an alternative form of schooling have significant implications for the academic performance of Black youth. The data from my study and available literature make it evident that despite the introduction of African heritage and multicultural programs and anti-racist education,
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Current pattern of patch test results at the skin clinic of the Lagos University Teaching Hospital, Nigeria - Ayanlowo, Olusola; Olumide, Yetunde (International Journal of Dermatology, 2011)
International Journal of DermatologyVolume 50, Issue 3 p. 372-374 Current pattern of patch test results at the skin clinic of the Lagos University Teaching Hospital, Nigeria Olusola Ayanlowo MD, Olusola Ayanlowo MD Dermatology UnitDepartment of MedicineCollege of MedicineLagos, NigeriaSearch for more papers by this authorYetunde Olumide MD, Yetunde Olumide MD Dermatology UnitDepartment of MedicineCollege of MedicineLagos, NigeriaSearch for more papers by this author Olusola Ayanlowo MD, Olusola Ayanlowo MD Dermatology UnitDepartment of MedicineCollege of MedicineLagos, NigeriaSearch for more papers by this authorYetunde Olumide MD, Yetunde Olumide MD Dermatology UnitDepartment of MedicineCollege of MedicineLagos, NigeriaSearch for more papers by this author First published: 23 February 2011 https://doi.org/10.1111/j.1365-4632.2009.04414.xCitations: 2 Dr. Olusola AyanlowoDermatology UnitDepartment of MedicineCollege of MedicineUniversity of LagosPMB 12003LagosNigeriaE-mail: [email protected] Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL References 1 James WD, Rosenthal LE, Brancaccio RR, Mark JG. American Academy of Dermatology patch test survey: use and effectiveness of this procedure. J Am Acad Dermatol 1992; 26: 991– 994. 2 Saripalli VY, Achen F, Belsito DV. The detection of clinically relevant contact allergen using a standard screening tray of twenty-three allergens. J Am Acad Dermatol 2003; 49: 65– 69. 3 Olumide Y. Contact dermatitis in Nigeria. Contact Dermatitis. 1985; 12: 241– 246. 4 Gollhausen R, Przybilla B, Ring J. Reproducibility of patch test. J Am Acad Dermatol 1989; 21: 1196– 1202. 5 Krob HA, Fleischer AB Jr, D’Agostino R Jr, et al. Prevalence and relevance of contact dermatitis allergens: a meta-analysis of 15 years of published TRUE test data. J Am Acad Dermatol 2004; 51: 349– 353. 6 Rani Z, Hussain I, Haroon TS. Common allergens in shoe dermatitis: our experience in Lahore, Pakistan. Int J Dermatol 2003; 42: 605– 607. 7 Olumide Y. Contact dermatitis in Nigeria IV. Dermatitis of the feet. Contact Dermatitis. 1987; 17: 142– 145. 8 Ayanlowo O, Olumide Y. Routine patch testing in a dermatology clinic of a Teaching Hospital in Nigeria. Nig Q J Hosp. Med. 2007; 17: 160– 164. 9 Romaguera C, Grimalt F, Vilaplana J. Contact dermatitis from nickel; an investigation of its sources. Contact Dermatitis. 1988; 19: 52– 57. 10 Hogan D. Contact dermatitis. Allergic. e Medicine 2003: 1– 8. Citing Literature Volume50, Issue3March 2011Pages 372-374 ReferencesRelatedInformation
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Alienation and engagement in postgraduate training at a South African medical school - Bezuidenhout, J; Cilliers, François; Heusden, Martie van; Wasserman, E; Burch, Vanessa (Medical teacher (1979. Print), 2011)
The importance of contextual factors, such as the learning environment and sociocultural characteristics of the student, are becoming increasingly evident. Mann [2001. Alternative perspectives on the student experience: Alienation and engagement. Stud High Educ 26(1):7-19.] proposed that all learning experiences can be viewed as either alienating or engaging and Case expanded on this work.The purpose of this study was to explore perceptions of alienation or engagement as experienced by residents in anatomical pathology at one South African university.A cross-sectional case study, with 16 semi-structured interviews was conducted. Residents were categorised as either alienated or engaged, based mainly on workplace experiences.Four relevant dimensions were identified; individual, home, workplace and institution. The personal attributes, strategies for coping and reasons for choosing pathology of alienated residents differed from those with engaged experiences. Poor socioeconomic background and schooling did not lead to predominantly alienating experiences, but this group still lacked some generic skills. In the workplace, two main factors resulting in alienated experiences were the interaction between residents and consultants and residents' comprehension of workplace-based learning.We present a simple model which may be used to identify factors that engage and alienate students in the learning experience in the workplace-based setting. Addressing these factors can contribute towards a more engaging experience for all residents.
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Seven months retrospective study on Urinary Tract Infection among patients at Aminu Kano Teaching Hospital, Kano - Nigeria - Chedi, Baz; Wannang, NN; Halliru, MA; Bichi, LA (Bayero Journal of Pure and Applied Sciences, 2011)
Urinary Tract Infection (UTI) is a significant health problem world wide, affecting all ages and both sexes.It is the most common infectious complication associated with serious risk in pregnancy and responsible for a high rate of morbidity in neonates and children.Most often antibiotics are prescribed in UTI before bacteriological results are available.The aim of the study was to determine the prevalence of the disease among different sexes and age groups as well as the predominant bacterial pathogens and their sensitivity to antibiotics so as to guide empirical antibiotic therapy.Data of 123 patients who had a positive urine culture at Aminu Kano Teaching Hospital seen in December 2004 to July 2005 was collected retrospectively and evaluated.The results showed that Escherichia coli was the most encountered uropathogen accounting for 39.8%, Proteus sp 26%, Klebsiella 21.1% while Pseudomonas sp was the least accounting for 0.8%.Females (especially at the child-bearing ages) were found to have a higher frequency of UTI (54.5%) as against their male counter parts (45.5%) in the area studied.The isolated pathogens showed more sensitivity to cephalosphorins and flouroquinolones (31.3 and 40.6% respectively) and less to penicillins (13.6%).They may therefore be used as an alternative to penicillins.
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The Perception of Students Regarding E-Learning Implementation in Egyptian Universities - Gamal, Sarah El; Aziz, Rasha Abd El (2011)
Adopting e-learning in Egypt with population, over 80 million, needs clear understanding of the students' characteristics, perception, and cultural aspects. The large number of students per class in higher education in Egypt has highlighted the role of and the need for e-learning. This paper will focus on the Egyptian students as the customer in the e-learning process. It will try to identify the students' education preference, perception regarding e-learning mode effectiveness, and their e-readiness to its adoption by answering 'What is the preference of the Egyptian students' regarding HE mode in Egypt?' and 'What is the students perception regarding the effectiveness of e-learning as a higher education mode of learning in Egypt?' A structured questionnaire was designed to target higher education students in main two cities in Egypt. Data collected was statistically analyzed using Statistical Packages for the Social Sciences. Findings enabled the researchers to make conclusions and recommendations regarding e-learning implementation in Egypt.
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Advice for students from North Africa and the Middle East - Holroyd, Eleanor (2011)
Students from (or with family in) Libya, Bahrain and other parts of North Africa and the Middle East are being advised to alert their personal tutor or supervisor to anything which might affect their wellbeing or academic progress.
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The impact of climate change on agriculture in the Republic of Mauritius - Jönsson, Madeleine (2011)
security is a situation that exists when all people, at all times, have physical and economic access to sufficient, safe and nutritious food that meets their dietary needs and food preferences for an active and healthy life (FAO Summit, 2003, pp. 28). Food insecurity is of concern regarding the Republic of Mauritius (ROM) since it is defined as a net food importing country. (Farming news, 2008). The impacts of climate change followed by their complexity could potentially have an increased risk effect upon the social and environmental welfare as well as the economic drivers in the ROM (www, UNESCO1, 2009). The primary victims when it comes to the impacts of climate change are the Mauritian agricultural producers since agriculture is highly dependent on climate stability, therefore affecting the yields of the producers. (Pers. com. S. Seenattun, 2010). Without increased research and development of sustainable agricultural models in order to tackle the consequences of climate change, socio-economic development risks to stagnate and affect the income of private households in Mauritius (ibid.). The main aim of the thesis is to determine, from a micro perspective using an econometric and survey approach, the impact of climate change upon tomato yields and further Mauritian agriculture. The study is based on two methodological approaches, determining how the impacts of climate change, more precisely how temperature, rainfall, sunshine hours and other socio-economic variables are affecting the yields of tomato and agricultural practice on Mauritius. The method applies two different tools, a Ricardian model based approach and a survey. The Ricardian based model calculates and analyzes the impacts of fluctuations in climatic variables upon tomato yields. The socio-economic study examines from a Mauritian farmer perspective, the impacts of climate change upon the yields of agricultural food crops and farmers production. It shall moreover examine how they perceive changes in climate. Further, the survey will analyze the socio-economic issues experienced by the farmers. The econometric results illustrate that increased temperatures and a decrease in precipitation would negatively affect tomato yields over the whole island, where monthly tomato yields in the Eastern region would decrease by 8.2% in the short-run and 13.3% in the long-run with a 1°C temperature increase and 10% precipitation decrease for instance. The result per region permits to analyze which area is more sensitive to an increase or decrease in a specific climatic variable. The main findings from the survey demonstrated which socio-economic variables are important according to the farmers, such as input costs and lack of labour. The survey also showed that indeed, Mauritian farmers have perceived changes in climate and that accordingly changes in climate is negatively affecting their yields. The thesis is concluded with a table summarizing the main point from both studies followed by the main topics that should be incorporated in a Sustainable Agricultural Model for the Republic of Mauritius. Key terms: Econometrics, Food crops, Agriculture, Mauritius, Ricardian modeling, Socio-economic survey, Farmers, SWOT-analysis, Statistical significance, ANOVA-test.
openalex: W1529514570 mag: 1529514570
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The effectiveness of sexual harassment policies and procedures at higher education institutions in South Africa - Joubert, Pierre; Wyk, Chris van; Rothmann, Sebastiaan (SA journal of human resource management, 2011)
Orientation: Sexual harassment policies are generally in place in higher education institutions without any indication of its effectiveness as determined by the awareness of the policy.Research purpose: The aim of this study was to investigate the awareness levels of academic staff members at higher education institutions in South Africa of sexual harassment policies and procedures in their institutions.Motivation for the study: A number of high profile court cases emphasised the need for effective policies to reduce the incidence of sexual harassment complaints.Research design, approach and method: A cross-sectional survey design was conducted amongst 161 academic staff members, representing 10 higher education institutions in South Africa. The measuring instrument that was used is the Sexual Harassment Questionnaire (SHQ) that was developed specifically for this study.Main findings: The results showed that despite indications that sexual harassment policies do exist and that they are regarded as effective tools in addressing sexual harassment, the implementation of such policies is not effective and few academic staff members received training and/or guidance on the utilisation of the policy. Significant correlation coefficients were found between the elements of an effective policy and between population group and some of the elements.Practical/managerial implications: Employers across the board should regularly conduct an audit to determine the level of awareness of sexual harassment policies and procedures and plan interventions.Contribution: No other study in South Africa attempted to measure the awareness levels of academics and its impact on the management of sexual harassment.
openalex: W2018052405 mag: 2018052405
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The effectiveness of sexual harassment policies and procedures at higher education institutions in South Africa - Joubert, Pierre; Wyk, Chris van; Rothmann, Sebastiaan (SA journal of human resource management, 2011)
Orientation: Sexual harassment policies are generally in place in higher education institutions without any indication of its effectiveness as determined by the awareness of the policy. Research purpose: The aim of this study was to investigate the awareness levels of academic staff members at higher education institutions in South Africa of sexual harassment policies and procedures in their institutions. Motivation for the study: A number of high profile court cases emphasised the need for effective policies to reduce the incidence of sexual harassment complaints. Research design, approach and method: A cross-sectional survey design was conducted amongst 161 academic staff members, representing 10 higher education institutions in South Africa. The measuring instrument that was used is the Sexual Harassment Questionnaire (SHQ) that was developed specifically for this study. Main findings: The results showed that despite indications that sexual harassment policies do exist and that they are regarded as effective tools in addressing sexual harassment, the implementation of such policies is not effective and few academic staff members received training and/or guidance on the utilisation of the policy. Significant correlation coefficients were found between the elements of an effective policy and between population group and some of the elements. Practical/managerial implications: Employers across the board should regularly conduct an audit to determine the level of awareness of sexual harassment policies and procedures and plan interventions. Contribution: No other study in South Africa attempted to measure the awareness levels of academics and its impact on the management of sexual harassment.
openalex: W4231159433
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Knowledge and awareness of HIV/AIDS among some senior secondary school students in Katsina, Nigeria - Ruma, MM (Bayero Journal of Pure and Applied Sciences, 2011)
A cross sectional study to determine the knowledge and awareness of HIV/AIDS among some senior secondary school students was undertaken in Katsina, Katsina State, Nigeria.The purpose of this study was to provide preliminary data on HIV/AIDS knowledge and awareness among young people in Katsina.A 26 item, English-language questionnaire was pilot-tested and administered to a sample of 120 students across 6 selected secondary schools, namely: Women Teachers College (WTC), Day Sahara D/S), Government Secondary School kofar Yandaka (K/Y), Government College Katsina (GCK), Kiddies International School (KIDs), and Ulal Albab Science Secondary School (ULAL).The questionnaires were coded and analyzed using the SPSS software.The data was then subjected to simple descriptive statistical analysis.There were fairly distributions in the number of male and female respondents, 86% aged 16-20years.Also 96% known what HIV/AIDS is but only 52.5% believed that HIV/AIDS has cure.There was also high awareness of the fact that the disease can kill (96%).Television (71%), poster (66.6%), radio (66%), and public lectures (60%) were the major source of information on HIV/AIDS.There was a very good positive attitude on the studies secondary school students towards those infected with HIV/AIDS as only 15% and 18% says that they would drive them away and boycott them respectively.
openalex: W1971612924 mag: 1971612924
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Weather-based crop insurance attracts a crowd: drought protection for Africas small farmers (Disaster Prevention and Management, 2011)
openalex: W4255390550
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Physical Activity Patterns by Campus Housing Status Among African American Female College Students - Ajibade, Phoebe Butler (Journal of Black Studies, 2011)
Physical activity protects against heart disease, diabetes, high blood pressure, obesity, and cancer. Fewer than 40% of African American women obtain recommended amounts of physical activity. Healthy Campus 2010 identifies physical activity as a top priority for improving the health of college students. However, during college, women tend to reduce their levels of physical activity. This study examines the relationship between campus housing and physical activity behaviors in a sample of African American female college students ( N = 138). Participants who lived on campus were significantly more likely to meet the recommended amounts of both moderate and vigorous physical activity than students who lived off campus (44% vs. 19%). The results demonstrate the importance of campus fitness resources in explaining the role that the built environment can play in increased physical activity among this population. Recommendations for the use of the campus’s built environment and fitness resources are provided.
openalex: W2139429512 mag: 2139429512
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Adapting the Advanced Cardiac Life Support for the Experienced Provider (ACLS-EP) course for emergency care education in Rwanda - Cayley, William E. (African Journal of Primary Health Care & Family Medicine, 2011)
The Advanced Cardiac Life Support for the Experienced Provider (ACLS-EP) course uses a case-based curriculum to teach emergency resuscitation principles to experienced health care professionals. This article describes the adaptation of the ACLS-EP curriculum to be used in a family medicine training programme in Rwanda, including lessons learned and recommendations for future use of this material for emergency care education in the African setting.
openalex: W4240887503
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Prevalence and associated risk factors of Kola nut chewing among secondary school students in Osogbo, Nigeria - Erinfolami, Adebayo R.; Eegunranti, Adekunle B.; Ogunsemi, Olawale; Oguntuase, A.; Akinbode, Abiola Adelphine; Erinfolami, Gloria (Mental Illness, 2011)
The objectives of this study were to determine the prevalence and pattern of Kola nut use among secondary school students in Osogbo, Osun State, Nigeria. The study also aimed to determine the association of socio-demographic variables (of the students and their parents) with kola nut chewing. A questionnaire consisting of socio-demographic variables, the stimulant use section of the WHO Students Drug Use Questionnaire was administered on three hundred and eighty-five (385) randomly selected students of the two Local Government Areas of Osogbo. The prevalence rate of kola nut use was calculated and some socio demographic variables were determined. The 30-day prevalence rate of kola nut use was 11.2%. The one-year prevalence of kola nut use was 29.1 percent and the lifetime rate was 74.8 percent. Majority of users started at age 14 years or below. Kola nut use was associated with lower age group, poor school attendance, polygamous background, low education of mother, high education of father and the description of mother as being too permissive. The findings suggest the need to increase the awareness of the dangers of kolanut use among adolescents. Control program are urgently needed to prevent student wastage.
openalex: W1965075267 mag: 1965075267
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No reductions and some improvements in South African lay HIV/AIDS counsellors' motivational interviewing competence one year after brief training - Evangeli, Michael; Longley, Michael; Swartz, Leslie (AIDS Care, 2011)
In South Africa, lay HIV/AIDS counsellors are trained in both client-centred and more directive, health-advising techniques. Both approaches are limited in facilitating health behaviour when clients are ambivalent. Motivational interviewing (MI) is a counselling approach that develops the client's intrinsic motivation to change. Evangeli et al. evaluated a 12-hour course of MI delivered to 17 lay HIV/AIDS counsellors in Western Cape Province, South Africa. There was a marked change from MI non-adherent practice to more MI adherent practice at the end of the training. Few counsellors, however, reached the level of beginning proficiency in MI. The current study was a one-year follow-up of MI competence in the same cohort of lay HIV counsellors. Ten counsellors participated. Results confirmed that changes in lay HIV counsellors' level of MI competence as a result of a brief MI course were maintained over a one-year period and in some cases were enhanced. MI competence was independent of self-report and demographic factors. As in Evangeli et al., the majority of counsellors did not attain beginning proficiency level. Reasons for the findings are explored, including consideration of baseline level of counselling, characteristics of the training and individual motivation. Ideas for future research are outlined.
openalex: W2007974897 mag: 2007974897
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Underweight and overweight in primary school children in eThekwini district in KwaZulu-Natal, South Africa - Puckree, T.; Naidoo, Pooveshni; Pillay, Prabashni; Naidoo, Threnesan (African Journal of Primary Health Care & Family Medicine, 2011)
Background: The prevalence of overweight and obesity in children has been increasing worldwide. South Africa has minimal data on childhood body weight. Objectives: This study determined whether school children in the eThekwini district in KwaZulu-Natal, South Africa, were underweight or overweight. Method: A survey with quantitative and qualitative components was conducted amongst 120 participants between 10 years and 12 years of age. The participants were randomly selected from six public schools in an urban district of the province. A calibrated Goldline bathroom scale was used to measure body weight and a KDS Freo non-elastic measuring tape was used to measure height. A questionnaire consisting of open and close-ended questions collected demographic and lifestyle information. Body mass index (BMI) was calculated from height and weight data. Proportions of obese, overweight and underweight children were calculated and subjected to chi-square tests at the p ≤ 0.05 significance level. All qualitative information was summarised. Results: According to World Health Organization criteria, 66% of the children were underweight, 28% were of normal weight and 5% were overweight. The proportion of underweight children increased with age (64% of children aged between 10 years and 11 years vs 70% for 12-year-olds). Of the underweight children, 41% were female and 51% were Indian.Only one child was obese. BMI was related to dietary patterns and activity levels during and outside school hours. Conclusion: A significant number of primary school children from the six selected public schools in the eThekwini district were underweight. More effort is required to improve the nutritional status of school children in the eThekwini district.
openalex: W4246769523
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Climate change and the African baobab (Adansonia digitata L.): the need for better conservation strategies - Sanchez, Aida Cuní; Osborne, Patrick E.; Haq, N. (African journal of ecology, 2011)
The baobab tree, with more than 300 uses and commercial value in EU and United States, has been identified as one of the most important trees to be conserved and domesticated in Africa. A decline in baobab populations because of changes in climate could have a negative effect on African livelihoods. Therefore, it is important to study the potential future distribution of this species and determine strategies for conservation. We used Maxent, 480 geo-referenced records, present and future climatic and soil layers. Different general circulation models and scenarios were selected. Models were simulated for (i) All records, (ii) East Africa and (iii) West Africa species records. For each combination, the proportion of the present habitat that might remain suitable in the future was determined. These habitat proportions were compared with the Protected Areas in Africa. Although potential future distributions were different depending on model, scenario and records used, in all cases only a percentage of the present distribution was predicted to remain suitable in the future. Some countries were found to have no suitable habitat in the future. Recommendations for different conservation strategies include in situ conservation in Protected Areas; ex situ conservation in seed banks; and conservation through ‘sustainable utilization’. Le baobab, pour lequel on connaît 300 utilisations et valeurs commerciales dans l’UE et les U.S.A., a été identifié comme l’un des arbres dont la conservation et la domestication sont les plus importantes en Afrique. Un déclin des populations de baobabs dû aux changements climatiques pourrait avoir un impact négatif sur les moyens de subsistance des Africains. Il est dès lors important d’étudier la future distribution potentielle de cette espèce et de déterminer des stratégies pour sa conservation. Nous avons utilisé Maxent, 480 données géoréférencées, des couches de données sur l’étude et la prédiction du climat, ainsi que sur les sols. Nous avons choisi différents modèles de circulation générale et différents scénarios. Nous avons créé des modèles pour (i) l’ensemble des données et (ii) les données sur l’espèce en Afrique de l’Est et (iii) en Afrique de l’ouest. Pour chaque combinaison, la proportion de l’habitat actuel qui pourrait rester propice à l’avenir a été déterminée. Ces différentes proportions ont été comparées avec les aires protégées africaines. Bien que les distributions futures potentielles soient différentes selon les modèles, les scénarios et les données utilisées, l’on prédisait dans tous les cas que seul un certain pourcentage de la distribution actuelle resterait adaptéà l’avenir. Pour certains pays, on a trouvé qu’il ne resterait aucun habitat propice dans le futur. Les recommandations en matière de stratégies de conservation incluent : la conservation in situ dans des aires protégées, la conservation in situ dans des banques de semences et la conservation par une ‘utilisation durable’.
openalex: W1601467701 mag: 1601467701
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The role of ethnography in STI and HIV/AIDS education and promotion with traditional healers in Zimbabwe - Simmons, David (Health promotion international (Print), 2011)
This article explores the utility of ethnography in accounting for healers' understandings of HIV/AIDS-and more generally sexually transmitted infections-and the planning of HIV/AIDS education interventions targeting healers in urban Zimbabwe. I argue that much of the information utilized for planning and implementing such programs is actually based on rapid research procedures (usually single-method survey-based approaches) that do not fully capture healers' explanatory frameworks. This incomplete information then becomes authoritative knowledge about local 'traditions' and forms the basis for the design and implementation of training programs. Such decontextualization may, in turn, affect program effectiveness.
openalex: W2108882046 mag: 2108882046
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Challenges And Prospects Of Staff Development Programmes In Nigerias Secondary School System: An Overview - Asaya, Samuel Adetunji (Journal of International Education Research, 2011)
The vices rampant now among students in Nigeria secondary schools, such as acts of indiscipline, stealing, cheating, truancy, rioting, cultism, and raping, together with population explosion, call for special skills on the part of the school administrators to be able to cope with these challenges. Consequently, this paper examines the uniqueness of the principals position to make or mar the image of the educational system and the need for these principals to be well equipped to meet these challenges in the educational system of the third world, with particular reference to Nigeria. This is so because it is now clear that the pre-service skills acquired by present school administrators, through formal education, may not be adequate to meet with these sustainable challenges. Recommendations on probable improvement of these staff development programmes for effective and efficient performance of these principals on their jobs concluded this paper.
openalex: W1797079732 mag: 1797079732
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The Use Of Teaching Methods And Styles In The Nigerian University System: The Curriculum And Policy Implications For Change - Bakare, T.V. (Journal of International Education Research, 2011)
openalex: W2151221095 mag: 2151221095
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Distance education and a Realistic Teacher Education Pedagogy in Uganda: Impact of an ICT-supported learning environment - Basaza, Gudula Naiga; Valcke, Martin (2011)
openalex: W2189359092 mag: 2189359092
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The UN Convention on the Rights of Persons with Disabilities in Africa: Progress After 5 Years - Combrinck, Heléne; Reenen, Tobias Pieter Van (Social Science Research Network, 2011)
This article considers the potential impact of the adoption of the UN Convention of the Rights of Persons with Disabilities on both the African regional human rights system and selected domestic legal systems in southern and eastern Africa, against a historic background of “benign neglect” of disability rights. It first provides an overview of the current protection of disability rights in the African regional human rights system; secondly, it demonstrates the African regional contribution to the coming into being of the Disability Convention; thirdly, it considers the prevailing debates with respect to options for improving the position of persons with disabilities in Africa; thereafter it briefly examines the legal dispensations of South Africa, the Federal Democratic Republic of Ethiopia, Uganda and the United Republic of Tanzania in respect of disability. It concludes with recommendations in respect of aligning both regional and national systems with the Disability Convention.
openalex: W2300310000 mag: 2300310000
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Predictors of success for african black physiotherapy students in South Africa - Mbambo-Kekana, Nonceba; Rothberg, Alan D.; Bruce, Judith; Musenge, U. (South African journal of physiotherapy, 2011)
high school performance and aptitude tests are usually used to predict success at university, but this may not be applicable when the ethnic group of the student is considered. The aim of this study was to investigate factors that predict success of African black students in physiotherapy programmes and whether these factors are influenced by race. A mixed methods approach was used. one hundred and twenty eight graduates who graduated between 2000 and 2005 from eight universities in South Africa and six heads of Physiotherapy Departments participated in the research. A postal questionnaire comprising closed and open-ended questions was used for graduate and in-depth interviews were conducted with heads of Departments. Quantitative data were analyzed using descriptive analysis as well as inferential statistics using Chi square tests and logistic regression. Qualitative data was analysed using content analysis. of the participants, 59% of the African black students were successful compared to 90% of the white students. A significant association was found between race and success with factors such as sharing a residence room, obtaining information about university support systems from classmates, feeling part of the group of classmates and choosing physiotherapy as the first choice of career being predictors of success. Students also highlighted determination to succeed and become a physiotherapist, financial and family support, and a favourable learning environment to contribute to success. HOD interviews associated adequate knowledge about the physiotherapy profession, proficiency in the language of instruction, academic discipline, relevant support and integration in the class with success. It is recommended that matriculation results should not be the only predictors of success but tertiary institutions should consider broader factors such as residential accommodation and a supportive learning environment.
openalex: W2154509506 mag: 2154509506
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Information and communication technology and community-based health sciences training in Uganda: perceptions and experiences of educators and students - Chang, Larry W.; Mwanika, Andrew; Kaye, Dan K.; Muhwezi, Wilson Winstons; Nabirye, Rose Chalo; Mbalinda, Scovia Nalugo; Okullo, Isaac; Kennedy, Caitlin E.; Groves, Sara; Sisson, Stephen D.; Burnham, Gilbert; Bollinger, Robert C. (Informatics for Health & Social Care, 2011)
Information and communication technology (ICT) has been advocated as a powerful tool for improving health education in low-resource settings. However, few evaluations have been performed of ICT perceptions and user experiences in low-resource settings. During late 2009, an internet-based survey on ICT was administered to students, tutors, and faculty members associated with a Community-Based Education and Service (COBES) program in Uganda. 255 surveys were completed. Response rates varied (students, 188/684, 27.5%; tutors, 14/27, 51.9%; faculty, 53/335, 15.8%). Most respondents owned mobile phones (98%). Students were less likely (p < 0.001) to own laptops (25%) compared to tutors (71%) and faculty (85%). Internet access at rural sites was uncommon; mobile phone coverage was almost universally present. Laptop ownership and internet and mobile phone access was not associated with high valuation of students' COBES experiences. Free text responses found that respondents valued ICT access for research, learning, and communication purposes. In summary, ICT penetration in this population is primarily manifest by extensive mobile phone ownership. Internet access in rural educational sites is still lacking, but students and educators appear eager to utilize this resource if availability improves. ICT may offer a unique opportunity to improve the quality of teaching and learning for COBES participants.
openalex: W2061731091 mag: 2061731091
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Prevalence and perceived health effect of alcohol use among male undergraduate students in Owerri, South-East Nigeria: a descriptive cross-sectional study - Chikere, Ebirim I C; Mayowa, Morakinyo Oyewale (BMC Public Health, 2011)
Alcohol use during adolescence and young adulthood remains a prominent public health problem. Despite growing problems of global alcohol abuse, accurate information on the prevalence and pattern of use in Nigeria remain sparse. This study examines the prevalence and perceived health effects of alcohol use among undergraduate students in Owerri, Nigeria.The prevalence and perceived health effects of alcohol was estimated for 482 male undergraduates of four higher institutions in Owerri, South-East Nigeria between October 2008 and March 2009. Information was obtained using a semi-structured, self-administered questionnaire.The mean age of the students was 24.7 years. Majority of the respondents confirmed they were current users of alcohol given a prevalence of 78.4%, with twenty-seven percent of them being heavy drinkers (≥ 4 drinks per day). Reasons given by respondents for alcohol drinking include: makes them feel high (24.4%); makes them belong to the group of "most happening guys" on campus (6.6%); makes them feel relaxed (52.6%) while (16.4%) drinks it because their best friends do. Perceived health impacts of alcohol use among current users include: it enhances pleasure during moment of sex (51.1%), causes drowsiness and weakness (63.8%), may precipitate defective memory and impaired perception (64.3%) and serves as risk factor for most chronic diseases (68.5%).High prevalence of alcohol use was established among study groups. Evaluation of full-scale community-level intervention, including community mobilisation and media advocacy aimed at supporting changes in policies on drinking, access and sales of alcohol to young people, could be helpful in reducing the trend.
openalex: W2053817717 mag: 2053817717
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Using Peer Education to Increase Sexual Health Knowledge Among West African Refugees in Western Australia - Drummond, Peter D.; Mizan, Ayse; Brocx, Katie; Wright, Bernadette (Health Care for Women International, 2011)
Abstract Ten bilingual West African peer educators conducted a 3-hour workshop on sexual health for small groups of West African refugees (N = 58) who recently had settled in Perth, Western Australia. There were significant increases in the participants’ knowledge of sexually transmitted infections and HIV, how these infections are spread, and how to protect against infection. In addition, attitudes toward condom use became more positive. We conclude that the peer-education approach was successful in assisting a new and emerging community to work effectively on sexual health topics generally considered “taboo” or too sensitive to discuss. This project was supported by the Sexual Health and Blood-Borne Virus Programme of the Health Department of Western Australia and by Healthway. We gratefully acknowledge the contribution of Ruth Sims, President of the West African Women's Group in Western Australia, and her team of facilitators: Josephine Doe, Kadi Ngele, Mercy Kennedy, Eveyln Saah, Yvonne Johnson, Fatmata Koromah, Elena Sesay, Richard Barney, Tijan Jusu, and Fatorma Zinnah. We also acknowledge the contributions of Fran Robinson, Cald Consulting, who developed the Information Kits used for sexual health training. Notes *Wilcoxon's Z = 4.74. *Wilcoxon's Z = 2.61. *Wilcoxon's Z = 4.23. *Wilcoxon's Z = 4.69. * Wilcoxon's Z = 2.74.
openalex: W2080625262 mag: 2080625262
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Integrating environmental education in primary school education in Tanzania : teachers’ perceptions and teaching practices - Kimaryo, Lydia (2011)
openalex: W2281726428 mag: 2281726428
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A philosophical exploration of democratic participation: in school governance in selected South African black schools in the Eastern Cape Province - Mabovula, Nonceba (2011)
openalex: W2160055297 mag: 2160055297
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Field evidence for flank instability, basal spreading and volcano-tectonic interactions at Mt Cameroon, West Africa - Mathieu, Lucie; Kervyn, Matthieu; Ernst, Gérald (Bulletin of Volcanology, 2011)
openalex: W1992776973 mag: 1992776973
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Effectiveness of field practical training for competence acquisition among students of Botswana College of Agriculture - Oladele, O. I.; Subair, S. K.; Thobega, Moreetsi (African Journal of Agricultural Research, 2011)
Field practical training is a requirement for all students who enrol in any program in the Botswana College of Agriculture, as it has been discovered that, experiential learning complements theoretical classroom teaching. The effectiveness of Field Practical Training (FPT) for competence acquisition among students was examined through a descriptive survey. A simple random sampling technique was used to select 71 students out of those that participated in FPT in 2008 and data on their personal characteristics and their perceived competence of agricultural tasks before and after FPT were collected with a structured questionnaire and analysed using frequency counts percentages and t-test statistics. Results showed that a majority of the respondents were males, between the ages of 20 to 24 years and were pre-service students. The level of competence among students changed from not competent to competent in 31 out of the 47 tasks. Students also reported that they were competent before undergoing the FPT programme in 12 tasks and the rating was retained as well after FPT. On the other hand, students reported that they were not competent before and even after undergoing the FPT programme in four of the agricultural practical skills examined. The results of paired t-test showing comparison before and after FPT among students showed that, significant differences were found among 32 tasks with students having higher competence mean score after the FPT training than the score before the training. The study recommends that, established farms should be used for the programme and students should be posted to farms that will enhance their skill development for the area of the academic programme specialisation. Key words: Field practical training, agricultural tasks, experiential learning, skill acquisition, Botswana.
openalex: W2113721643 mag: 2113721643
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Volcanic geomorphology of Southeast Ethiopia - Purcell, P.; Mège, D.; Jourdan, F. (HAL (Le Centre pour la Communication Scientifique Directe), 2011)
openalex: W4295344997
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Economic Education: A Requirement For Building A Free Market Economy And A Liberal Democracy In Ethiopia - Alemayehu, Tsehai (International Business & Economics Research Journal, 2011)
This essay presents the case for a national campaign of economic literacy in Ethiopia. It argues that given the lack of opportunities for exposure to a properly functioning market economy or for formal training in economic principles, Ethiopians tend to be predisposed to accepting and/or seeking guidance from government regulators as though that is the natural or only way to proceed in their business and personal choices. This state of affaires is a key reason for the state of abject poverty Ethiopians have had to live in for generations. The paper proposes a two track program of economic education to free the creative talents of the people of Ethiopia from the shackles of regulation. Such a program, it is argued, is a necessary although not a sufficient condition for the Ethiopian economy to bust loose from its prolonged state of paralysis. Economic education which helps let citizens be free from bureaucratic regimens to dream and to take calculated risk in the pursuit of their economic and financial ambitions will also make significant contributions towards expanding the scope for personal freedoms in other dimensions of life in Ethiopian.
openalex: W2187493469 mag: 2187493469
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Does the human capital discourse promote or hinder the right to education? The case of girls, orphans and vulnerable children in Rwanda - Balsera, Maria Ron (Journal of International Development, 2011)
This paper studies the implications of considering education as a human right and examining it through the lens of the human capital discourse. It uses Polanyi's idea of decommodification, as discussed by Offe and Esping-Andersen, as well as Foucault's concept of governmentality, to analyse the changes that are taking place in the education sector in post-genocide Rwanda. It focuses on the consequences of the human capital discourse for girls, orphans, children with disabilities and Batwa in Rwanda. The paper concludes that although the human capital discourse has brought attention and resources to education, the situation has worsened for some marginalised groups leading to growing inequalities and discrimination. Copyright © 2011 John Wiley & Sons, Ltd.
openalex: W2082893312 mag: 2082893312
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Inter-Partner Learning in Asymmetric Alliances between Foreign and Indigenous Companies in the Nigerian Oil Industry - Okonkwo, Okechukwu (2011)
openalex: W2495130010 mag: 2495130010
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Musical Listening Habits of College Students in Finland, Slovenia, South Africa, and Texas: Similarities and Differences - Stefanija, Leon (2011)
Contents: Reiko Graham/Nico Schuler/Leon Stefanija: Musical Listening Habits of College Students: A Foreword - Mirjana Veselinovic-Hofman: A Profile of the Academically Educated Music Listener in Pretoria as Seen Through Responses of Non-Music Students to a Questionnaire - Leon Stefanija: Listening to Music Among Slovenian Students and Staff in the Humanities - Tuomas Eerola: Musical Taste and Attitudes of a Finnish Listener Educated in Humanities - Nico Schuler: Selected Aspects of Musical Listening Habits of A College Population in Texas - Reiko Graham/Vanessa Nering: Toward Synthesis: Examination of Questionnaire Structure, Regional Differences and Future Directions - Leon Stefanija: From Musical Listening to Musical Meaning: A Socio-Psychological Note on Listening to (Modern) Music.
openalex: W635962386 mag: 635962386
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Cameroon - Education Development Capacity Building Project : P075964 - Implementation Status Results Report : Sequence 12 - Caillaud, Fadila (2011)
openalex: W1511349389 mag: 1511349389
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Effect of civil war on medical education in Liberia - Challoner, Kathryn R.; Forget, Nicolas (International journal of emergency medicine (Print), 2011)
From 1980 to 2003 Liberia entered into a period of conflict and civil wars. During this time Liberia's health and educational services were severely disrupted. Equipment and supplies were stolen from the Medical School and the buildings damaged severely. A majority of health care workers, university faculty, and hospital and medical school administrators fled the country.The objective of this study was to evaluate the impact of civil war on the training of medical students and physicians, and to identify a feasible intervention.The authors compiled data from three sources at an Emergency Medicine symposium held at the A.M. Dogliotti School of Medicine, in Monrovia, Liberia, in September 2007. These were (1) data from 13 anonymous surveys completed by symposium participants who were physicians or physicians in training, and (2) answers from six open discussion groups at the symposium concerning perceived barriers to medical training. (3) Supporting documents volunteered by the Dean from interviews in 2002, 2007 and 2009 or published on line in 2002 and 2006 were incorporated, and a focused literature review was performed.The 12 medical students and 1 physician who returned completed surveys and attended the symposium all reported a delay in their training, with 75% of respondents citing a past and current lack of Clinical and Basic Science faculty as a major delaying factor. The six open discussion groups at the symposium and the information provided by the Dean substantiated these findings.Volunteer Basic Science and Clinical faculty for the medical school and teaching hospitals from a coalition of concerned partnering institutions would be a targeted intervention to assist in re-building the medical educational capacity of Liberia.
openalex: W1964328848 mag: 1964328848
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Project Bethlehem - Training Educators and Health Workers in the Therapeutic Use of Music in the West Bank - Coombes, Elizabeth (Voices, 2011)
This article describes Project Bethlehem, a music therapy initiative which is taking place in the West Bank. It’s aim is to train teachers and health care workers in the therapeutic use of music with children.The background to the Project is described, and the music therapy work is then detailed with references to the theoretical thinking behind it. An Appendix containing the booklet prepared as a teaching resource for staff involved in the Project is attached to show how the work was developed.
openalex: W2120271932 mag: 2120271932
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Comparative Analysis of Business Students’ Perceptions of Service Quality Offered in Kenyan Universities - Kimani, Sarah Wambui; Kagira, Elias Kiarie; Kendi, Lydia (International Journal of Business Administration, 2011)
The purpose of this study was to ascertain business students’ perception of quality of service provided by public and private universities in Kenya. As a comparative study, it aimed at understanding how various factors or dimensions of service quality affected their perception within a university setting. The comparison was between two public and two private universities located in rural and urban settings in Kenya. A survey design of cross sectional nature was used to assess business students’ perception of service quality. A 7-point likert scale questionnaire was used. It contained 73 statements about university administration, lecture halls, students’ cafeteria, library, residential halls, switch board, student support, academic staff, general institution and students’ welfare. The questionnaire also contained statements about overall quality of the institution, students’ feelings about the institution and their future visits in addition to the background data of the respondents. A total of 424 questionnaires were used for analysis. Findings indicated that most university students were positive about the quality of service they received in their respective universities with overall mean scores above average. The important dimensions or factors that determined service quality in Kenya universities were administrative quality, academic quality, programs quality, student support, and availability of resources. The comparative analysis indicated that the Rural Private university perception was most positive leading with an average score of 5.25, followed by Urban Public university (4.42), Urban Private university (4.22) and Rural Public university (4.07) in that order on a scale of 7.0. One of the limitations of this study was in the sample whereby the study measured only business students’ perceptions and left out all the other students taking other degree programmes. This limits the generalization of the findings across universities. The managerial implication is that measuring students perceptions of service quality enables a university to prioritize important factors identified as important by the students for effective allocation of resources. Comparing perceptions across the universities is critical for benchmarking and collaborative accreditations.
openalex: W1987121661 mag: 1987121661
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Teaching African American History Through Museum Theatre - Taylor, Julie (The Councilor: A Journal of the Social Studies, 2011)
The Charles H. Wright Museum in Detroit, Michigan is the largest museum of African American history in the world, housing over 30,000 artifacts and documents. The museum is located in Detroit’s cultural center, across from the Detroit Institute of Arts and the Detroit Science Center. In addition to interpreting cultural artifacts, the staff of the Charles H. Wright has, since 2004, been educating the public about African American history through museum theatre. Visitors, including school groups, are led through major events in African and African American history by actors who, dressed in costumes, recite scripts inspired by historical records and oral histories. The Charles H. Wright is the only African American history museum which has a long-term, core exhibit employing museum theatre. This article examines museum theatre as a means of teaching African American history. Surveys of 104 adults who toured the museum suggest that theatre heightens interest in the past and fosters historical empathy. The majority of the participants viewed museum theatre as an effective teaching tool.
openalex: W1506832234 mag: 1506832234
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Gender and School types as Factors Responsible for Job Stress in Nigeria Universities. - Adeoye, O.A.; Okonkwo, NE (Edo Journal of Counselling, 2011)
The paper examined gender and school types as factors responsible for job stress.The sample for the study consists of 250 workers (male and female) randomly selected from 2 Nigeria Universities -Private (Babcock University) and Public (Olabisi Onanbanjo University).The instrument for the study was developed by the Researchers namely: Job stress Questioneer (JBSQ), which contains 24 structured questions and ex-post facto research type was employed.Three hypotheses were tested.Data collected were analyzed by Analysis of Variance (One-way), Independent -t test and Pearson product moment Correlation.The results show that there is no significant difference in Job stress and Gender in that F(201,48)=0.896;p>.05) and there is a significant difference between Job stress and School types as F(201,48)=1.858;p<.05,Also, a significant difference existed between school type and job stress .School type shows that ((t-cal = 4.5321> tcri = 1.960; df =248, p<.05).Lastly, job stress is positively related to school r = 506, p<.0.5; and not related too Gender (r =.132.p>.0.5) but Gender is not related to school as (r =.316; p>.0.5.On the basis of the findings, it was suggested that public Universities should be looked into so that all factors responsible for stress might be reduced to the minimum. .Also, counselling psychologists, social workers and those who are concerned with health should assist by campaign on how stress can be curtailed in schools.
openalex: W2047117444 mag: 2047117444
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Constructing higher education experiences through narratives: selected cases of mature undergraduate women students in Ghana - Adu‐Yeboah, Christine (2011)
Higher education has expanded in many countries, including Ghana. This is attributed to the realisation that economies can only be developed and sustained through the development of human and knowledge capital, which is obtainable through higher education participation. Consequently, higher education institutions in Ghana have experienced some diversity and heterogeneity in their composition in terms of participants’ ages, socio-economic status, culture and gender, among others. However, it is important to ask how different groups of students fare once entered. A recent ESRC/DFID research project by Morley et al (2010) found that mature students are most at risk of dropping out of higher education. Yet, the experiences of mature students are under researched in Ghana. My study employed the interpretive qualitative research approach to examine life narratives via interviews with eight mature undergraduate women from different socio-economic backgrounds in one public university in Ghana. The study is based on the idea that women who combine domestic work with academic work experience tensions, and therefore must devise strategies to manage their conflicting roles in order to navigate their way through higher education. The women in this study were sampled from the departments of Sociology and Basic Education, where they are known to be clustered. The rationale was to explore their experiences, describe the strategies they adopt to navigate through HE, and to use the findings to make suggestions for institutional development and learning. The findings indicate that the women students’ different socio-economic backgrounds, marital status and family lives influence the way they experience higher education and the strategies they adopt for progressing through it. Most of the participants found academic work difficult and made reference to gaps in terms of their knowledge deficit, unfamiliar courses and teaching methods. Again, some women students felt out of place in the higher education arena and therefore had to ‘cut down much of their years’ psychologically so that they could mix easily with the younger students. The implications drawn from this study are that there is need for the formulation of an institutional policy on mature women students in higher education, which would also ensure the regular provision of professional development programmes for higher education practitioners. It is expected that when higher education practitioners are regularly trained and sensitised about the heterogeneity in the composition of higher education, and particularly about mature women students’ conflicting roles, it will improve their practice, enhance the qualitative experiences of mature women students and consequently, help to retain and increase their participation in higher education.
openalex: W172139454 mag: 172139454
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Laryngeal carcinoma: our experience at Obafemi Awolowo University Teaching Hospital complex, Ile-Ife, Nigeria - Amusa, Y B; Badmus, Tajudeen A.; Olabanji, JK; Oyebamji, E.O. (The Central African journal of medicine, 2011)
To determine the prevalent age, frequency, pattern ofpresentation, investigations and outcome of management of laryngeal carcinoma in our environment.10 year retrospective study (January 1994 to December 2003).Teaching hospital.13 patients with tissue diagnosis managed for laryngeal carcinoma.The age, sex, occupation, presentation, use of cigarettes and alcohol, investigations, tissue diagnosis, outcome of management and duration of follow up were extracted from hospital records and analysed.The age of patients ranged 38 to 88 years (median 69, male: female ratio=12:1). The histopathology was squamous cell carcinoma in all. Common symptoms included hoarseness of voice and breathlessness in all the patients, cough and weight loss in seven patients and otalgia in six. Only one patient indulged in alcohol while two were regular cigarette smokers. All the patients presented in stage IV with respiratory distress necessitating emergency tracheostomy in all. Seven patients had total laryngectomy plus post-operative radiotherapy while two patients had pharyngo-laryngectomy, thyroidectomy and radical neck dissection plus post-operative radiotherapy and thyroxine supplement. Post operative complications included pharyngocutaneous fistula in two patients, pharyngeal stenosis, stoma stenosis, and hypocalcaemia with hypothyroidism in one patient each. The fistulae were management conservatively. Prognosis was good despite late presentation.Laryngeal carcinoma occurs predominantly in males. Presentation is late with hoarseness of voice and breathlessness in our community. Soft tissue neck X-ray is a useful diagnostic tool. Scarcity of radiotherapy centres, ignorance, local taboos, poverty and poor recognition by general medical practitioners negatively affected management of the patients. Laryngeal carcinoma should be excluded when managing elderly patients for bronchial asthma.
openalex: W2067823513 mag: 2067823513
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Autism among Primary School Pupils in Benin Metropolis: Implications for Counselling - Audu, E. Enam; Egbochuko, EO (Edo Journal of Counselling, 2011)
The study investigated the existence of autism among primary school pupils in Benin City.The rationale for this study was as a result of the growing concern about autism worldwide.Knowledge about this disorder is still limited.Most parents and teachers still do not understand its diagnosis, symptoms and effects at home and school environments.This lack of understanding of this complex neuro-developmental disorder that affects a child's social interaction, communication and behaviour has become pertinent for the present study to be carried.Survey research design was adopted; three (3) research questions were raised.The samples were 131 teachers.Descriptive statistics was used to analyse the data collected.The results revealed that autism exists among the sample used, that boys are more afflicted with the disorder than girls.Autism differs in occurrence with the age of pupils and the level of awareness of parents is low.Based on the findings, recommendations and implications for counselling were presented.
openalex: W2091887401 mag: 2091887401
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Information literacy among medical students in the College of Health Sciences in Niger Delta University, Nigeria - Baro, Emmanuel E.; Endouware, Benake‐ebide C.; Ubogu, Janet Onomeh (Program: Electronic Library and Information Systems, 2011)
Purpose The aim of this paper is to investigate whether undergraduate students in the College of Health Sciences in Niger Delta University are information literate, and to determine whether they are aware of and use different information resources including electronic ones, and to assess their ability to evaluate information before use. Design/methodology/approach Questionnaire and interview methods were used to collect data from the students. Findings The students mostly rely on textbooks, medical journals, the internet, colleagues, and the Nigerian National University Commission's virtual library for information. They rarely use electronic resources such as MEDLINE, HINARI, the Cochrane Library, and EbscoHost. This could be because of a lack of awareness and skills necessary to search databases. Problems such as lack of time, the challenge of locating “good citable stuff”, inability to use effectively the medical library, and poor skills in information searching were mentioned. The study recommends that medical librarians and faculty should collaborate in integrating information literacy skills into the medical school curriculum. Originality/value This paper may help inform discussion about students' competences for locating, selecting, evaluating and using information essential for lifelong learning.
openalex: W2094059037 mag: 2094059037
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Experiential learning in public relations education in South Africa - Benecke, Dalien René; Bezuidenhout, Rose‐Marie (Journal of Communication Management, 2011)
Purpose This paper seeks to present a view on the experiential learning practices in public relations education in South Africa. The focus of the study on which the article is based is to identify the view of the educators on experiential learning and the different experiential learning methods used in the education and training of public relations learners in South Africa. Kolb's theory of experiential learning (1984) is used as a point of departure. Design/methodology/approach A qualitative research approach supported by quantitative research techniques was used to determine the perception, interpretation and implementation of experiential learning by higher education institutions as service providers of public relations qualifications. Findings In summary the findings of the study indicated a shared opinion of the importance of experiential learning but that experiential learning as a learning approach is not followed. Originality/value The proposed framework uses experiential learning principles as a basis for the education and training of public relations learners.
openalex: W2022806481 mag: 2022806481
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Promoting Inclusive Education in Ghana - Djietror, Beauty B. K.; Okai, Edward; Kwapong, Olivia A. T. Frimpong (Journal on School Educational Technology, 2011)
openalex: W2726240323 mag: 2726240323
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Needs Assessment of Guidance Services in Schools as a Method for Achieving Quality Education in Nigeria: An Exploration Study - Esere, Mary O.; Omotosho, JA; Eweniyi, GB (Edo Journal of Counselling, 2011)
The researchers conducted this study in order to establish a case for the use of needs assessment of guidance services as a means of achieving quality education in Nigeria.They contacted 84 professional counsellors in Ilorin, a typical Nigerian metropolis, in order to gather data on their perception of the importance of certain guidance services in secondary schools.They also determined the actual level of services rendered in schools.The instrument used for collecting the necessary data was titled "Guidance Service Rendered to Students Questionnaire" GUSRESQ.The findings indicated a need to use needs assessment of guidance services for obtaining higher levels in the quality of education.The findings also indicated that practicing counsellors perceive counselling service and information service as the most important.
openalex: W1977563515 mag: 1977563515
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Special Economic Zones in Africa: Comparing Performance and Learning from Global Experiences - Farole, Thomas (2011)
Economic zones have grown rapidly in the past 20 years. In 1986, the International Labor Organization's (ILO's) database reported 176 zones in 47 countries; by 2006, it reported 3,500 zones in 130 countries. This huge growth occurred despite many zones having failed to meet their objectives; however, many others are contributing significantly to growth in foreign direct investment (FDI), exports, and employment, as well as playing a catalytic role in integration into global trade and structural transformation, including industrialization and upgrading. This study aims to address some of these questions and deliver an analysis that is both data-driven and policy-focused. The objective of the study is to explore the experience of zone programs, with a particular focus on Sub-Saharan Africa, to understand the factors that contribute to static and dynamic outcomes. It aims to provide input to the question of whether and how zones can make a significant contribution to job creation, diversification, and sustainable growth in African and other low-income countries.
openalex: W1605880403 mag: 1605880403
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Information literacy training for teachers in a developing South African context: suggestions for a multi-disciplinary planning approach - Fourie, Ina; Krauss, Kirstin (Innovation (Pietermaritzburg), 2011)
Information literacy and skills in Internet searching are important for teachers. There exists a large body of literature on information literacy in schools and universities and there are many guidelines and standards on information literacy. Little has, however, been published on information literacy training for teachers per se. Even less has been written on information literacy training for townships and rural communities in developing contexts where teachers may face special challenges. This article will argue that information literacy training for teachers in such communities can benefit from tailored planning influenced by Information Communication Technology (ICT) for Development (ICT4D) literature and taking into account factors such as relationship-building with a committed community; adaptation of the definition and standards for information literacy; and selecting appropriate methods and theories to support ongoing research. These suggestions came out of an United Nations Economic, Social and Cultural Organization (UNESCO) funded initiative by the Departments of Informatics and Information Science (University of Pretoria) to train teachers in information literacy in a township area close to Pretoria, South Africa.
openalex: W1975404837 mag: 1975404837
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Information literacy for higher education institutions in Nigeria and Tanzania: efforts and prospects for educational reform in teaching and learning - Lawal, Vicki; Underwood, Peter G.; Lwehabura, Mugyabuso Julius F.; Stilwell, Christine (Innovation (Pietermaritzburg), 2011)
This article reviews efforts made by higher education institutions in Nigeria and Tanzania in transforming student learning through information literacy (IL). It examines the need for higher education institutions in the two countries to create the necessary foundations for strengthening information literacy programmes as a strategy for ensuring viable transformation in teaching and learning. The paper is based on a review of related literature and observationsdrawn from working experiences in higher education institutions in both countries. It examines some of the meaningful educational transformations taking place in higher education institutions in Nigeria and Tanzania and makes recommendations for better standards to be developed in terms of curriculum structure and design, teaching methods, outcome assessment and a review of institutional policies and goals in order to encourage active teaching and learning.
openalex: W2054450130 mag: 2054450130
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