Socio-cultural determinants of female teachers' participation in leadership in public primary schools in Baringo District, Kenya - Kipchumba, Stanley C (2011)
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Influence of education and training in management on performance of youth development funded projects in Kosirai Division, Nandi North District, Kenya - Kipkoech, Raphael M (2011)
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Factors influencing Kenyan school discipline in the post-caning era - Kiprop, Catherine; Chepkilo, Ronald K. (2011)
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The Nature of Student Participation in Decision Making i n Secondary Schools in Kenya - Kiprop, Catherine; Tikoko, Betty; Bomett, Emily J. (2011)
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A comparison of cardiopulmonary resuscitation between two groups of advanced practice student nurses at a medical training college in Kenya - Kipsang, John; Bruce, Judith (Africa journal of nursing and midwifery, 2011)
The aim of this study was to describe and compare the cardiopulmonary resuscitation (CPR) competence of advanced practice student nurses at a medical training college in Kenya, who had undergone two different levels of CPR training, namely Advanced Life Support (ALS) and Basic Life Support (BLS) training. The study utilised a comparative, descriptive design to collect data from a sample of advanced practice student nurses (n = 71), who were invited and who agreed to participate. Participants were assigned to two groups based on the CPR training they had received; group I had received ALS training (n = 23) and group II, BLS training (n = 48). Students were assessed based on the American Heart Association (AHA, 2005) criteria. Only five students (7.04%) obtained a competency score of 90%. The mean scores for group 1 and group 11 were 12.3 (SD = 1.42) and 7.7 (SD = 2.38) respectively. There was a statistically significant difference in performance between the groups with a t-test p = 0.00001 and ANOVA P = 0.03. The null hypothesis was thus rejected. The study showed that CPR skill performance and competence are determined by the level of CPR training students received. Registered nurses who received ALS training performed better in CPR than those who received BLS training. Thus, ALS training is recommended for all nurses who enrol for advanced nursing courses.
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Equity in South African higher education after apartheid - Kırlıdoğ, Melih; Zeeman, Malie (IEEE Technology and Society Magazine, 2011)
The apartheid regime in South Africa was a notable exception, as that regime explicitly opposed educational equality and openly discriminated against most of its citizens in all aspects of life. Equity efforts in the higher education system of post-apartheid South Africa are vastly changed. ICT education is of particular interest for realizing equity in the larger society because there is an ICT skills shortage, and therefore relative ease-of-employment in the South African ICT sector. Thus ICT tends to provide easier upward mobility channels to disadvantaged ethnic groups in South Africa.
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Student Mobility Trends in Africa: A Baseline Analysis of Selected African Countries - Kishun, Roshen (2011)
The movement of African students within the continent or of those from outside seeking opportunities to study in Africa is not new. Nor is the movement of African students to study at overseas higher education institutions, especially during the colonial period and during the era when most African countries lacked university-level institutions. African students studied in the United States as early as the 1870s. Between 1896 and 1931, 22 black South Africans studied in the United States at Lincoln University (Menell-Kinberg 1991). Many of the educated African elite who provided leadership for the nationalist movements throughout Africa received their education at overseas higher education institutions (Lulat 2003).
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Factors influencing implementation of performance contract in public teacher training colleges in Nairobi Zone, Kenya - Kisui, Ruth M (2011)
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The Influence of Job Satisfaction on Employee Commitment at Teachers Service Commission- Kenya - Kithiaya, Faith K (2011)
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Standard setting in the teaching and learning process in the Kenya school system - Kithuka, Musau (Global Journal of Educational Research, 2011)
Standards are set at different levels to govern different requirements that collectively add up to the ingredients of quality education of a child. This study investigated whether or not there are quantitative standards of achievement for guiding teaching and learning in the school system in Kenya. It also investigated teachers’ perception of their pupils’ mastery of what they were taught in class. The findings were that such standards do not exist. Teachers use their previous year’s mean scores and compare themselves with neighbouring schools to judge how well they are performing in national examinations. Teachers reported that their pupils do not master what they are taught. The study recommends change of teaching approach from content coverage to content mastery (mastery learning) by setting a minimum proficiency level of between 50-74% (62.5% on average) as a criterion to aspire to during formative assessment.
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Influence of ethnic clashes on education process among public secondary schools in Molo Division Molo District, Kenya - Kitur, Betty C (2011)
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Relationship between type of school, principals' management approaches and level of students' discipline in public secondary schools in Nyandarua and Laikipia Districts, Kenya - Kiumi, J. Kanjogu; Bosire, Joseph (Egerton Journal of Humanities, Social Sciences and Education, 2011)
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Training Manual in Multigrade Strategies for Lecturers of Zambian Multigrade Trainee Teachers and Teachers - Kivunja, Charles; Maxwell, Thomas W; Bennett, Tony (2011)
openalex: W2995443310 mag: 2995443310
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Unemployment among grad students in Tunisia - Kjellström, Morgan (2011)
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Despite a Flawed System, Northern Ugandans Seek Hope Through Education - Klingler, Sarah (Reflections: Narratives of Professional Helping (Click on Current or Archives; Registration Optional), 2011)
A summer teacher exchange program immerses the author into the severely flawed rural Ugandan education system where students face huge class sizes, teacher absenteeism, lack of resources, and violent discipline. Despite the hardships and struggles of daily life, students place a high price on their education, making financial and personal sacrifices to overcome obstacles and attend school. This generation of students is growing up in a culture of war, never knowing peace. These are students who view education as the key to a peaceful and prosperous future for themselves and their country. The hunger that has hope for its satisfaction does not kill. - Afncan Proverb
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A bourdieuian analysis of foundation programmes within the field of engineering education : two South African case studies - Kloot, Bruce (2011)
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Teachers perceptions towards implementation of Basic Adult Education in Mumias District, Western province, Kenya - Knight, Tundo (2011)
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Hip-Hop Education and Palestine Solidarity - Knopf-Newman, Marcy Jane (2011)
At Boise State University, I created an interdisciplinary course on First Nations and Palestinian literature, culture, and history. The last semester that I taught it, I included the hip-hop album Free the P on my syllabus accompanied by music videos. I asked an independent music store in downtown Boise to carry it for my students, but word of mouth spread beyond my classroom and it became a local bestseller. Students played it on their car stereos and began singing the lyrics. This text, more than any other, filled my students’ heads and Palestine clicked. It clicked, in part, because of the music itself, but also because the lyrics embodied joint struggle. Its message—one that connects imprisonment, slavery, and the genocide of First Nations people to the Arab world—seeped into students’ consciousness, and led them to organize street theater on campus about the Apartheid Wall and a scene about Israeli checkpoints for the annual Tunnel of Oppression, an interactive theatrical event linking sites of oppression.1
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Narrating the Nakba, Teaching Palestine - Knopf-Newman, Marcy Jane (2011)
Growing up I turned to literature to learn about the world. In Hebrew school, memoirs like The Diary of Anne Frank and Elie Wiesel’s Night were used to reinforce the Zionist idea that because of the Nazi holocaust Israel must exist. They were tools to create empathy for Jews who were oppressed and to undergird an ideological view. We were never asked to learn another side to this story, nor should we have. But neither were we asked to apply the dictum “never again” to other genocides. As far as my teachers were concerned, there was only one genocide. In some ways I build on this logic here arguing that to understand Palestine, one needs to understand the history through voices of Palestinians.1
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The Politics of Teaching Palestine to Americans - Knopf-Newman, Marcy Jane (2011)
Explores how American youth are indoctrinated with Zionist mythology and how to intervene in that process by teaching about Palestine. It argues that as the relationship between Zionist education and
openalex: W3121098427 mag: 3121098427
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What are the projected impacts of climate change on food crop productivity in Africa and South Asia? DFID Systematic Review, Final Report. - Knox, Jerry W.; Hess, Tim; Daccache, André; Ortola, M. Perez (2011)
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Education, culture, développement: quelles relations ? : analyse de l'enseignement bilingue et de l'éducation non-formelle en milieu rural au Burkina Faso - Kocot-Puhl, Aneta Kinga (2011)
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Engendering Curricula at Institutions of Higher Learning in Tanzania: The Case of the University of Dar es Salaam - Koda, BO; Kabahamba, FA (2011)
As the University of Dar es Salaam (UDSM) celebrates 50 years of existence, a key indicator to measure its success remains the level at which it has translated gender and human right issues into academic programs. University education is a catalyst for gender equality, and is capable of changing gender discriminatory norms, values and practices through a curriculum that provides gendered knowledge relevant to life in a gendered world. Attempts demonstrated by the UDSM to engender its curricula has made it a role-model worth emulating. Drawing from both the global and national policy environment, this article examines the UDSM experience in engendering the curricula, highlighting both the opportunities and challenges met in this endeavour, while articulating the seemingly inherent contradiction between rhetoric and practice in attaining gender equity and equality; and how this has impacted on the thinking mode and behaviour of students and staff. Recommendations on furthering the mainstreaming process are also proposed. Keywords: engendering; curricula; gender equity; gender equality; university education
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Climate Change Policy in Africa with Special Reference to Energy and Land Use - Köhlin, Gunnar; Mekonnen, Alemu; Westholm, Lisa (Journal of natural resources policy research (Print), 2011)
ABSTRACT While Africa has contributed marginally to climate change, the continent will be disproportionately affected by it, particularly the agricultural sector. Climate change demands policy action to address mitigation and adaptation needs, and it poses opportunities in implementation of international instruments. Two sectors, energy and land use, are particularly important. Over 85% of anthropogenic greenhouse gas emissions in Africa come from energy supply and agriculture. African governments will have to synchronize national development plans and strategies with adaptation and mitigation plans, as well as safeguard that adherence to the rules of international funding mechanisms do not unnecessarily constrain national development strategies.
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Hamlet Crèche – a kindergarten in timber and clay construction designed and built by German architecture students in South Africa - Koj, Christoph; Künstler, Arne; Trautz, Martin; Reitz, Judith; Heiermann, Bernadette (35th Annual Symposium of IABSE / 52nd Annual Symposium of IASS / 6th International Conference on Space Structures, London, September 2011, 2011)
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Re-engineering African higher education to competence based education - Kombo, D. K.; Nyambura, Salome; Anzoyo, A. (2011)
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Front page schools, back page schools : a case study of factors perceived to affect academic performance in five Papua New Guinea secondary schools - Kombra, Uke Wikai N. (2011)
Papua New Guinea has reformed its colonial established education system and made huge investments with the help of donors to achieve equal access and quality education for all its citizens. Despite this national aspiration and these policy reforms and investments, secondary schools that enrol grade 9 students who are relatively equal in education ability show huge disparities in their grade 10 academic performances. This study examined perceptions of students, teachers and principals regarding factors affecting the disparity in academic performance in the context of a developing country. The central question for the study is: What are the perceptions of students and teachers of the factors that affect disparities in secondary schools' academic performance? This qualitative case study involved two high and three low academic performing secondary schools in Western Highlands Province of Papua New Guinea. Primary data were collected through focus groups and semi-structured interviews involving 112 participants. Students and teachers are key participants in this study, as it intends to find out the realities of schools, yet they are an under-researched group. A postcolonial and sense of community conceptual framework was developed for the analysis of the participants. perceptions. In addition, scholarship on school effectiveness and equity in education informed the interpretation of the findings. Three themes were evident in participants. views. First, participants expressed their view that differences in academic performance were related to the adequacy and equitability of resources. The inequities in resource inputs led some of them to coin the metaphor of .back page and front page. schools. Second, many expressed the view that deficiencies in implementing bilingual education, given the difficulty of catering for 800 vernacular languages, contribute to poor English proficiency and subsequent poor academic performance. Finally, participants believed that, in order to have a positive school culture, it is necessary for educators to recognise and respect contemporary students. identities, communal/tribal membership and needs. This study has implications for national education policy on resource allocation to address equality and equity, bilingual education and teacher education. Moreover, as the study found that high academic performance in this context is also influenced by intra-school social relationships, these relationships need to be nurtured. When appropriately nurtured, they become an important factor in sustaining quality education for all secondary school students. This thesis has laid the foundations for further research and invites further investigations into policy and implementation of school reforms aimed at improving academic achievement.
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Socio-cultural factors affecting community secondary school students’ academic performance: case of Mvomero District, Tanzania - Komunte, Flora (2011)
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An Overview of Benefits of Organic Agriculture as a Climate Change Adaptation and Mitigation Strategy for Nigeria - Korie, OC; Eze, CU; Lemchi, JI; Ibekwe, U. C.; Orebiyi, JS; Obasi, PC; Ohajianya, DO; Eze, E. U. (International Journal of Agriculture and Rural Development, 2011)
Organic agriculture is a holistic production management which promotes and enhances agro-ecosystem health, including biodiversity, biological cycles and soil biological activity. It emphasis the use of management practices in preference to the use of off-farm inputs, taking into account conditions requiring locally adapted systems. Organic agriculture is not only a specific agricultural production system, it is also a systematic and encompassing approach to sustainable livelihoods in general, where due account is given to relevant factors of influence for sustainable development and vulnerability, be this on physical, economic or socio-cultural levels. Organic agriculture has a long tradition as a farming system and it has been adapted for many climatic zones and local conditions. Again, it is a recognized potential as a development strategy for rural communities. It reduces the vulnerability of the farmers to climate change and variability. Organic agriculture comprises highly diverse farming systems and this increases the diversity of income sources and the flexibility to cope with adverse effects of climate change and variability such as changed rainfall patterns. This lead to higher economic and ecological stability through optimized ecological balance and risk-spreading. Organic agriculture is an adaptation strategy that can be targeted at improving the livelihoods of rural populations and those parts of communities that are vulnerable to adverse effects of climate change and variability.
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Coping with adaptation after mass trauma: Developing a culturally sensitive, school-based, curriculum for Somali children - Koroma, Sorie (2011)
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Food-for-education programs: Lessons for Uganda - Korugyendo, Patrick Lubega; Benson, Todd (RePEc: Research Papers in Economics, 2011)
Food-for-Education (FFE) programs can help Uganda fight malnutrition and hunger while broadening access to primary education. Whether these programs involve in-school feeding or take-home rations, they have the potential both to improve studentâs school attendance and to measurably, if modestly, increase household food security. But the benefits and costs of different FFE program models, including Community Based School Feeding (CBSF) programs that may also contribute to local agricultural development, must be carefully considered if such programs are to be successful in improving the nutritional status of their beneficiaries, increasing educational attainment, strengthening human capital and, ultimately, accelerating human development in Uganda.
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CHALLENGES AND PROSPECTS: THE CASE OF EDUCATION IN KENYA IN THE 21 ST CENTURY - Koskey, Ach (2011)
Education reforms in less developed countries have aimed at making education an effective vehicle for national development. Governments’ policy makers and civil society have emphasized that such countries need to invest more in education and ensure that these systems of education are efficiently managed. The limited funds allocated to the sector should have maximum impact, and that the output and outcomes of these systems are satisfactory. This paper is motivated by the growing concern by various stake holders about the status of education in Kenya. It shows that, in spite of the major studies made in the school system, there are several factors behind the low efficiency in the system. Finally it enumerates a set of possibilities and prospects that may be explored to make the situation better. These recommendations are intended to improve efficiency and stake holders’ satisfaction.
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Agricultural Labor among School Children in Rural Assiut, Egypt - Kotb, Saber; Mohamed, Asmaa; Khalek, Ekram M. Abdel; Yones, Doaa A. (2011)
Background: Child labor is alarmingly prevalent in Egypt, a country with a population of nearly 75 millions; there are some 1.5 million (12%) child workers between 6 and 15 years. Agricultural work posses several characteristics that are risky for health: exposure to extremes of weather, close contact with animals and plants, extensive use of chemical and biological products, difficult working postures and lengthy hours and use of hazardous agricultural tools and machinery. Aim of the study: Determine the causes of agricultural child labor in Koom Abousheel village, Assiut, Egypt and highlight some of its related health problems. Methods: Descriptive cross sectional study included 630 randomly selected students enrolled in primary and preparatory schools aged from 6 to 17 years old in Koom Abousheel village 2008-2009. Data collection from the target population using structured personal interview. Anthropometric measures: weight, height and body mass index were measured. Laboratory investigations including urine and stool examination were done to detect parasitic infections in these children. Urine samples were collected, centrifuged and examined microscopically. Stool examination was done macroscopically and stored in two different fixative (10% formalin and sodium acetate-acetic acid-formalin), concentrated and examined microscopically by: direct wet mount using saline, iodine and lacto-phenol cotton blue and stained by modified Kinyoun acid-fast stain. Data analyzed using SPSS version 16. Results: 52.7% of the studied students worked in agricultural duties and 73.2% of them began work at early age (less than 10 years). Boys were more often involved in labor activities than girls. About half of the worked students helped their fathers in their work. Worked students reported negative impact on their education and social life. Health hazards at the farm such as exposure to high temperature, animal bite, and injuries were prevalent among them. Parasitic infections were more prevalent in worked students (69.3 %). The detected parasites were Ascaris lumbricoides, Ancylostoma doudenale, Hymenolepis nana, Enterobius vermicularis, Entamoeba histolytica, Giardia lamblia, Cryptosporidium parvum, Blastocystis hominis and Entamoeba coli. Conclusion: The problem of child labor is serious. In rural areas especially, children work as cheap labor because their parents are poor and do not earn enough to support the family, thus the problem of child labor will persist and it exposes the children to many health hazards and risks. Improving legislation and enforcement measures to establish a legal minimum age for work, community education and mobilization are essential and have been the traditional response to the problem of child labor. (Safaa A. M. Kotb, Asmaa G. Mohamed Ekram M. Abdel Khalek, Doaa A. Yones Agricultural Labor among School Children in Rural Assiut, Egypt. Life Science Journal. 2011;8(2):423-439) (ISSN:1097-8135). http://www.lifesciencesite.com .
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An Evaluation of the Teaching Methods used by the Christian Religious Education Teachers in Enhancing Secondary School Students' Acquisition of Moral Skills in Kisumu East District, Kenya - Kowino, Joash Obwana (2011)
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A Qualitative Case Study Of Novice Kenyan Primary School Teachers What Messages Transmitted By The Teacher Training Colleges Are Internalized And Applied - Kranz, Carol A (2011)
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Establishing a quality culture in Higher Education: A South African perspective - Krüger; Ramdass (2011)
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Metaphorical Depictions of Democracy and School-Society Relations in South Africa: Perspectives from Principals in a Western Cape Township - Kubow, Patricia K. (World Studies in Education, 2011)
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Education for All: Issues and Challenges: The Case for Zimbabwe - Kudakwashe, Mubika Augustine; Barwell, Richard (2011)
This present study was carried out in order to establish the benefits and challenges of the Education for All Policy in Zimbabwe. The study adopted the descriptive survey design since it was all about peoples perceptions on the benefits and challenges of the policy of Education For All. In order to solicit data from the respondents, the questionnaire, and document analysis and interview schedule were used. The population of the study consisted of 306 prospective respondents, among them, Education Officers and Heads of Ministries in the different government departments in the seven districts of Mashonaland West Province. Out of a total population of 306, only 123 made it into the sample that was chosen through convenience sampling based on the availability and vicinity of the respondent to the researchers. However, results collated for the present study were from 115 respondents because some 8 prospective respondents did not submit the questionnaires issued to them. Results of the study show that the policy of Education for All has benefitted the masses a lot in a number of ways. These included churning out school leavers for industry and commerce, helping to break the cycle of poverty by creating a new generation that is literate and numerate and capable of being self employed, laying a foundation for skills training and further education and providing pupils with literacy and numeracy, life skills, and basic general knowledge of health, nutrition, and societal development, among others. Recommendations for the way forward included suggestions that there should be the involvement of all stakeholders in the provision of education for all and that communities should consider cost-sharing in terms of fees payment to cushion the disadvantaged families and making education more relevant to the needs of society.
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Education and Democracy in Senegal - Kuenzi, Michelle (2011)
This book examines the role of nonformal education (NFE) in African languages in promoting democracy in Senegal. Using data from a survey of rural Senegalese citizens, this is the first study to empir
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Education et marchés du travail à Brazzaville et Pointe Noire (Congo-Brazzaville) - Kuépié, Mathias; Nordman, Christophe Jalil (2011)
(english) The aim of this study is to analyze the impact of education on labor market entry, particularly on earnings in the two largest cities of the Republic of Congo. We examine firsthand data from the 2009 Congo's Employment and Informal Sector Survey (Enquete sur l’emploi et le secteur informel au Congo - EESIC) from a representative sample of about 3000 households in the cities of Brazzaville and Pointe-Noire. Results indicate that education is relatively widespread in both cities, with an average of about ten years of schooling. This phenomenon goes back a relatively long time, since even for the over 50 generations, more than eight out of ten adults completed primary school. The labor market itself is characterized by a large informal sector (where more than six out of ten working age people have an activity), which could potentially become a poverty trap and reflects high unemployment (especially among the youth), increasing with the level of education on the market. The Congolese urban labor market is also specifically characterized by the weight of the public sector, where almost one out of three people employed in the capital (Brazzaville) and a little over one out of five for both cities are employed. Therefore, the formal private sector is reduced to its congruent proportion. Multivariate analyses of the risk of unemployment and sectoral choice confirm that young people suffer greatly from lack of professional insertion: for most of these youth, their only choice is to remain unemployed or join the informal sector. To measure the specific impact of education on entry into various segments of the labor market, particularly on activity generated earnings, we directly address issues related to sample selection (related to the endogenous distribution among sectors) and the endogeneity of the education variable in the earnings function. Another important methodological challenge relates to the definition of the functional shape of the link that exists betwe (This abstract was borrowed from another version of this item.)
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A Probe into the Predicament of the Balanced Development of Basic Education in Nigeria - Kui, Yue (Studies in Foreign Education, 2011)
Developing education is the top priority of national development,for the country like Nigeria,its diversity of languages and culture,coupled with unbalanced regional economic development,determine the basic education in Nigeria to achieve the balanced development more complex.Although Nigeria has taken series of countermeasures to solve such predicaments in achieving balanced development of basic education as prominent gender differences,great regional differences and too large gap between the rich and the poor.Because of absence of suitable government educational policy making,educational administration lagging behind,the complexity of the language instruction and coupled with the lack of proper social guidance on gender concepts,these efforts ultimately have little effect.
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Factors influencing students' participation in secondary school education in Marti division, Isiolo district, Kenya - Kuli, Tarry M (2011)
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Prevalence of pterygium among kitchen staff in Senior High Schools in the Kumasi metropolis, Ghana - Kumah, DB; Oteng-Amoako, AO; Harriette, A (Journal of the Ghana Science Association, 2011)
The purpose of the study was to determine the prevalence of pterygium and the risk factors prevailing at the work environments of the kitchen staff in some Senior High Schools (SHS) in the Kumasi Metropolis. A total of 290 kitchen staff and 120 administrative staff (control) were purposively sampled from the 13 SHSs in the Kumasi Metropolis and screened for the presence of pterygium. The risk factors in the work environments were also identified. The prevalence of pterygium stood at 31.0%, with itchy eyes, redness and tearing as the disturbing symptoms of those identified as having pterygium in the kitchen staff and 5.0% for the control group. A total of 22 (35.0%) respondents (kitchen staff) aged 51-60 years and 11 (20.4%) of those aged 21-30 years had pterygium. There was a significant difference in the observed prevalence’s. However there was no significant difference in the prevalence of pterygium depending on the years worked as a kitchen staff. There is a high prevalence (31.0%) of pterygium among kitchen staff in the SHSs in the Kumasi Metropolis. Smoke, fumes from slicing onions, gender and heat (high temperatures) were identified as risk factors for the development of pterygium and other ocular conditions among the kitchen staff.
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Addressing the challenges of practicing breast cytology in a tertiary teaching hospital in Kenya - Kumar, N. Saravana; Sayed, Shahin; Chauhan, Rajendra; Wasike, Ronald (DOAJ (DOAJ: Directory of Open Access Journals), 2011)
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Teaching Literature to Adult Learners of ESL: Outlining a Model for Indian, Middle East and Libyan Situations - Kumar, Pratap (2011)
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Reflections on Meeting the Needs of Children with Disabilities in Ethiopia. - Kurtz, Kimberly M.; Shepherd, Terry L. (2011)
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VOCATIONAL TRAINING FOR LIFE SKILLS - A CASE OF BOTSWANA - Kuruba, G. (EDULEARN11 Proceedings, 2011)
openalex: W31897171 mag: 31897171
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Reasons for late seeking of dental care among dental patients attending dental clinics at School of Dentistry MUHAS, Tanzania - Kusekwa, M; Kikwilu, EN (Tanzania Dental Journal, 2011)
Aim: To determine reasons for seeking dental care at late stages of oral diseases among dental patients attending the dental clinics at the School of Dentistry MUHAS. Materials and Methods: A total of 365 dental patients aged 15+ years who attended outpatient dental clinics of School of Dentistry MUHAS as first visit during the period of study participated in the study by being interviewed on their oral health care seeking behaviour. Results: Seventy nine percent of dental patients sought oral care due to pain from advanced caries lesions. Eighty percent of dental patients who had toothache had experienced 5 or more toothache episodes before they sought oral care. Reasons for delayed reporting for oral care were negligence (53.5%); poor dental services or visited but not treated (19.4%); financial reasons (14.8%); and dental fear (12.3%). Seventy seven percent of respondents who had toothache due to advanced dental caries were aware that the aching tooth was decayed, of which, 75.8% became aware two or more years before they reported for oral care. Early symptoms for dental caries were noted by 73.8%. Sixty nine percent of 23 respondents who had swelling/tumor reported late for oral care. Reasons for such delays were use of traditional medicine (43.8%) and financial (25.0%). Conclusion: Majority of dental patients sought oral care due to pain from advanced caries lesions. Negligence was the main reason for not seeking care early. Education on the importance of early reporting to dental facility for care is recommended. Key words: reasons for seeking dental care late, dental patients, Tanzania
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Teachers' perceptions of assessment towards professional development : implementation of an integrated quality management system in South African education - Kutame, Azwidohwi Philip (Journal of Educational Studies, 2011)
For more than two decades, the South African experience of teacher assessment and school evaluation especially in black schools has not been a positive one. Teachers felt that assessments were faultfinding exercises resulting in them feeling victimised. The purpose of this study was to evaluate teachers' perceptions of the link between assessment and teacher development. This was guided by the results of the Integrated Quality Management System. Self administered questionnaires from 305 educators were used to assess the link between educator and learner performance. The results indicate that teachers think that learner performance is directly linked to how the teachers perform while in class. This would affect performance of their teacher, thereby determining teachers' development through critical reflection. The Integrated Quality Management System signals a new approach to teacher performance evaluation in the South African education system, presenting an opportunity for the education authorities to build a quality education system.
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REPOSITIONING BUSINESS EDUCATION AND PRACTICE IN NIGERIA - Kwajaffa, Bitrus Fulani; Salisu, Yakubu (2011)
Business eduxation, like any other field of study has its own guiding principles/ concept and procedures. This conceptual framework however, was not indigenous to Africa or Nigeria but rather was imported mostly from Britain and the United States of America. Therefore, there is need to constantly evaluate how these principles/concepts suit our local situation. However, the various institutions of business administration and management studies lagged behind in responding appropriately to the quality and types of management needed by the nation. The identified indicators of the tag are what this paper critically examined.
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Coping With Stress： Strategies Adopted by Students at the Winneba Campus of University of Education, Winneba, Ghana - Kweku; Esia-Donkoh; Daniel, Daniel; Yelkpieri; Kobina (美中教育评论：B, 2011)
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Factors influencing quality education in public day secondary schools in Nairobi Province, Kenya - Kyaka, Marjorie N (2011)
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Factors influencing access to professional development secondary school managers in Kenya: prospects for distance education - Kyalo, Dorothy Ndunge (2011)
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Determination of source parameters for the May 20, 1990 Southern Sudan earthquake by inversion of teleseismic body-waves - Kyalo, Mulwa J (2011)
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Effects of management training on job performance of English heads of department in public secondary schools in Kathiani District, Kenya - Kyule, Joshua M (2011)
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The effects of HIV/AIDS on the achievement of formal education: a case study of selected municipal primary schools in Thika West District, Kenya - Kyule, Mutinda M (2011)
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Teachers' experiences in teaching evolution, 31st july – 2nd . building bridges between evolution and religion. , the prehistory clubs of Kenya/National Museums of Kenya - Kyule, Mwanzia D (2011)
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The Attitudes of First Year Senior Secondary School Students toward Their Science Classes in the Sudan. - Lado, Longun Moses (2011)
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Factors Impacting the Use of Videoconferencing for Training: A Case Study in the Public Health Sector of Ethiopia - Lagebo, Birkinesh Woldeyohannes (The African Journal of Information Systems, 2011)
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Emergent academic language at home and at school : A longitudinal study of 3-to 6-year-old Moroccan Berber children in the Netherlands - Laghzaoui, M. (2011)
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Bagamoyo Caravan: Pervasive learning game for a Tanzanian museum - Laine; Duveskog; Sutinen (2011 IST-Africa Conference Proceedings, 2011)
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Assessment of climate variability and change impacts on livelihoods and coping strategies in upper Nile state, south Sudan: - Lam, Chan C (2011)
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The Impact of Household Shocks on Adolescent School Outcomes in South Africa - Lam, David; Ardington, Cally; Leibbrandt, Murray (Social Science Research Network, 2011)
This paper uses the the Cape Area Panel Study (CAPS), a longitudinal survey of young people in Cape Town, to analyze the impact of short-term household economic shocks on the schooling outcomes of South African youth. In addition to detailed information on schooling and employment, CAPS has collected information on negative shocks experienced by households, including job loss, business failure, theft, property damage, and death of household members. The CAPS panel data allow us to prospectively follow young people as they progress through secondary school, looking at the impact of both initial conditions and household shocks that occur between waves. We follow about 1000 CAPS respondents who were in grade 8 or 9 in 2002. Our results indicate that youth households that experience a negative shock are 12 percentage points less likely to advance three grades between 2002 and 2005.
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Emerging approaches for responding to climate change in African agricultural advisory services: challenges, opportunities and recommendations for an AFAAS climate change response strategy. - Lamboll, Richard; Nelson, Valerie; Nathaniels, N. Q. R. (2011)
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Police contacts and stress among African American college students. - Landers, Amber J.; Rollock, David; Rolfes, Charity B.; Moore, Demietrice L. (American Journal of Orthopsychiatry, 2011)
Attitudes toward police rarely are studied in investigations of race-related stress among communities of color. African American undergraduates (66 women, 35 men) rated the frequency and stressfulness of 83 general, college-related, race-related, and police-related events. Although respondents described police contacts as stressful, multivariate analyses of variance indicated that mean stress scores for nonpolice items were higher than for police items. Men reported significantly greater stressfulness of police contacts, and women reported slightly greater stressfulness of nonpolice situations. Further analyses confirmed significant differences in police contact stress scores as a function of the type of contacts (benign vs. malignant), gender of respondent (men greater than women), and frequency of contact. Limited differences were observed as a function of immediacy of contact (personal, witnessed, contacts of a loved one, or loved one telling of another person's contact) and individual differences in ethnic identity. No differences were observed as a function of general affective intensity. Results suggest that the stress associated with police contact is specific and distinct from other elements of African American life in this college student sample and thus underscores the need for research on the effects of such stress in less advantaged, community-based populations.
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Social Movement Learning in Ghana - Langdon, Jonathan (2011)
The “globalization project” (McMichael, 2008, p. 21) is inextricably intertwined with neoliberalism, and has had a dramatic effect on the people of the Global South. Neoliberal globalization has been devastating for rural populations pushed off their lands in order to make way for extractive industries, export-oriented cash crops, and/or national development plans, while encouraging a burgeoning “planet of slums” (Davis, 2006) in urban centers. Drawing upon research with a rural movement in Ada (Ghana) defending communal access to a salt-producing lagoon (with occasional and contrasting reference to an urban-based resource defence movement or the National Coalition against the Privatization of Water or NCAP-W), this chapter advances the proposition that neoliberal globalization is most vulnerable to resistance in rural contexts. The participatory study of social movement activism and learning in Ada demonstrates that the strongest movements contesting neoliberal globalization in Ghana are embedded in the defence of rural communal resources, movements whose strength rests on the material (livelihood) and the epistemic (and cultural) value of these resources to the movement communities. The research also suggests that the way movements are organized, led, and learn is critical to their regeneration, as well as towards ensuring that this regeneration remains rooted in the material/livelihood and epistemic/cultural critique of neoliberal globalization.
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Computer attitude, and the impact of personal characteristics and information and communication technology adoption patterns on performance of teaching faculty in higher education in Ghana, West Africa - Larbi‐Apau, Josephine A. (2011)
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Built environment education and research in West Africa - Laryea, Sam (2011)
Built environment programmes in West African universities; and research contributions from West Africa in six leading international journals and proceedings of the WABER conference are explored. At least 20 universities in the region offer degree programmes in Architecture (86% out of 23 universities); Building (57%); Civil Engineering (67%); Estate Management (52%); Quantity Surveying (52%); Surveying and Geoinformatics (55%); Urban and Regional Planning (67%). The lecturer-student ratio on programmes is around 1:25 compared to the 1:10 benchmark for excellence. Academics who teach on the programmes are clearly research active with some having published papers in leading international journals. There is, however, plenty of scope for improvement particularly at the highest international level. Out of more than 5000 papers published in six leading international peer-reviewed journals since each of them was established, only 23 of the papers have come from West Africa. The 23 papers are published by 28 academics based in 13 universities. Although some academics may publish their work in the plethora of journals that have proliferated in recent years, new generation researchers are encouraged to publish in more established journals. The analyses of 187 publications in the WABER conference proceedings revealed 18 research-active universities. Factors like quality of teaching, research and lecturer-student ratio, etc count in the ranking of universities. The findings lay bare some of the areas that should be addressed to improve the landscape of higher education in West Africa.
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Impact of sand dams and climate change on modelled discharge. Dawa river basin, Ethiopia. - Lasage, R.; Andela, Niels (IVM Report, 2011)
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An analysis of knowledge and opinions on xenophobia among North West University students, Mafikeng Campus, South Africa (2008-2010) - Laura, Onyebukwa Ogochukwu (2011)
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THE MOTIVATION OF THE LIBYAN SECONDARY SCHOOL STUDENTS IN LEARNING ENGLISH - Lawej, Abdualaziz Ibrahim (2011)
ABSTRACT Secondary schools considered as the first real step for Libyan students in learning English language process, they are in need of motivations to help them carry on to acquire and learn English in the easiest possible way. Teachers and institutions must motivate their students to accomplish their goals. If students are not motivated, they might fail in their learning process and they will lose the desire to learn the language. Since the secondary school students are young and they need someone to give them motivation and urge them, the writer would like to pay attention to this matter and try to find out what are the interesting ways that secondary school students are interested in and the ways that can make them motivated. The research design applied in this study is descriptive quantitative. Technique of data collection is conducted by applying questionnaires. The participants in the present study are the students (males and females between 15-18 years old selected by stratified random sampling from the total population of English secondary school students of Al-khoms city. Motivation is still major problem among the learners of English in Lybian secondary school in that they reveal some answers indicating low motivation in relation to the importance of English, technological aids, inferiority, boredom etc. Based on the research, the writer has come to a conclusion that the teachers should explore more on their way of delivery to better teach with learners in a more amusing and interesting manner, use more visual aids and digital media and Combine both textbook and technological aids and tell them the importance of English for further knowledge and self achievement in the future Key Words: motivation, secondary school, textbook, technological aids
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Possible effects of seasonal fires on drought across the Northern sub- Saharan African region - lchoku, Charles; Blaustein, Jacob (2011)
submitted to: The Third International Conference on Drylands, Deserts and Desertification: The Route to Restoration. November 8-11, 2010, Sede Boqer Campus, Israel Theme: Remote sensing tools and implications Presentation Preference: Oral Address for correspondence: Dr. Charles ICHOKU Climate and Radiation Branch, Code 613.2 NASA Goddard Space Flight Center Greenbelt, MD 20771, U.S.A. Phone :(1) 301-614-6212 Fax (1) 301-614-6307 or (1) 301-614-6420 E-mail Charles.lehoku@nasa.gov Abstract Title: Possible effects of seasonal fires on drought across the Northern subSaharan African region Charles lchoku NASA Goddard Space Flight Center, code 613.2, Greenbelt, MD 20771, USA. ABSTRACT Recent satellite-based studies have revealed that the northern sub-Saharan African (NSSA) region has one of the highest biomass-burning rates per unit land area among allRecent satellite-based studies have revealed that the northern sub-Saharan African (NSSA) region has one of the highest biomass-burning rates per unit land area among all regions of the world. Because of the high concentration and frequency of fires in this region, with the associated abundance of heat release and gaseous and particulate smoke emissions, biomass-burning activity is believed to be a major driver of the regional carbon, energy, and water cycles. We acknowledge that the rainy season in the NSSA region is from April to September while biomass burning occurs mainly during the dry season (October to March). Nevertheless, these two phenomena are indirectly coupled to each other through a chain of complex processes and conditions, including land-cover and surface-albedo changes, the carbon cycle, evapotranspiration, drought, desertification, surface water runoff, ground water recharge, and variability in atmospheric composition, heating rates, and circulation. In this presentation, we will examine the theoretical linkages between these processes, discuss the preliminary results based on satellite data analysis, and provide an overview of plans for more integrated research to be conducted over the next few years. Brief biographical sketch of the Author: Dr. Charles lchoku obtained his Bachelor of Science (B.Sc) degree in Surveying, Geodesy, and Photogrammetry, and his Master of Science (M.Sc) degree in Photogrammetry and Remote Sensing, both from the University of Nigeria, Enugu Campus, in 1982 and 1987, respectively. He then proceeded to pursue his doctoral studies in France at the Universit6 Pierre et Marie Curie, Paris , where he received the Dipl6me Atudes Sup6rieures Specialis6es (DESS) degree in Remote Sensing and the Ph.D degree in Earth Sciences, in 1989 and 1993, respectively. He worked as a research fellow at the Jacob Blaustein Institute for Desert Research, Ben-Gurion University of the Negev, Sede Boker Campus, Israel, from 1993 to 1997, then as a visiting scientist at the MaxPlanck Institute for Chemistry, Mainz, Germany, from 1997 to 1998. In 1998, he joined the NASA Goddard Space Flight Center (GSFC) in Greenbelt, Maryland, USA under contract from Science Systems & Applications, Inc. (SSAI), and in 2006 became affiliated with the joint NASA/University of Maryland's Earth System Science Interdisciplinary Center (ESSIC). In 2008, he was appointed to full NASA official position as a Research Physical Scientist. His activities over the years have included developing and applying both experimental and remote sensing approaches to research in various branches of the earth sciences, including geology and geodynamics, hydrology, and atmospheric studies. He has published more than 40 papers in peer-reviewed scientific journals. Currently, he is actively involved in the development of innovative remote sensing techniques for global characterization. of fires, their smoke emissions, and atmospheric aerosols in general, as well as evaluating their impacts on the environment and climate.
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Training contractors for targeted interventions on low volume roads in Mozambique. Draft Final Report. - Lda, Scott Wilson Mozambique (2011)
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Towards Gender Equality: South African Schools during the HIV and AIDS Epidemic - Lea, Jo (Children & Society, 2011)
Towards Gender Equality: South African Schools during the HIV and AIDS Epidemic By Robert Morrell, Debbie Epstein, Elaine Unterhalter, Deevia Bhana and Relebohile Moletsane Scottsville, South Africa : University of KwaZulu-Natal Press , 2009 ISBN 9781869141752 , 223 pp, £30.50 (pb) Towards gender equality explores the development of gender equality in the post-apartheid period in South Africa. Longitudinal research was carried out over a period of six years in four schools to assess the complex relationships between education, gender differences and the HIV and AIDS pandemic. The research investigated the complex processes involved in the changing nature of gender equality and was framed in a clear theoretical framework. Various qualitative research techniques were used including interviews and focus groups to collect data. A clear description was given of each data collection method and about the school settings (two primary schools and two secondary schools). This helped to provide a degree of validity and robustness to the research. The use of different data collection techniques also allowed the results to be checked and verified with data collected through other means which increased the reliability and credibility of the results and therefore the conclusions that were drawn from the research. Issues and shortcomings of the research were highlighted at the start of the book, for example language barriers in one of the schools meant that the data collected from this site were perhaps not as rich as it could have been. The longitudinal nature of the study allowed the research team to examine and re-examine the sustainability of gender equality after a specific intervention had taken place which was intended to promote both a transformation of gender relations and increase awareness around HIV and AIDS. This research highlighted how gender equality is embedded and undermined institutionally, and how it is lived by people in their personal interactions with institutions. Through analysis of the data, an understanding of teacher and pupil responses to interventions is offered in terms of how the interventions may or may not have promoted gender equality. Analysis of new policies and laws concerning gender equality are also discussed to understand the possible impact in changing gender roles. There is an important focus on the HIV and AIDS pandemic throughout the book; unsurprisingly as South Africa has the highest number of people living with HIV and AIDS in the world (UNAIDS, 2007) and the post-apartheid era has been strongly characterised by this. The research investigates how the HIV and AIDS pandemic affects education in terms of related deaths, morbidity (teachers becoming ill), the growing number of orphans and the escalating family demands made on children of school-going age. The research reveals how the teaching of HIV and AIDS has become embedded in traditional views of gender but also how this teaching can influence gender roles, with teachers’ own opinions about gender equality being highly influential in how the teaching of HIV and AIDS is approached. The HIV and AIDS pandemic has both reinforced and changed traditional gender roles. This book is very readable. The five South African authors have provided a good deal of knowledgeable and useful information for the research process. It would be an interesting read not only for teachers and educators working in South Africa, and other similar contexts but also for people looking to develop gender equality projects, or indeed HIV and AIDS projects in South Africa with young people.
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Widening Participation in Higher Education in Ghana and Tanzania: Developing an Equity Scorecard. Impact Report. - Leach, Fiona; Morley, Louise (2011)
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Language learning strategies of older Somali and Oromo English learners - Lee, Ahri (2011)
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School choice trends in the African-American community: Why parents choose faith-based schools. - Lee, Erika C. (2011)
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Leadership and management of classrooms with orphans and vulnerable children : a study of three primary schools in Lesotho. - Lehlaha, Makabelo Melida. (2011)
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An insight into an African perspective on lifelong learning: towards promoting functional compensatory programmes - Lekoko, Rebecca Nthogo; Modise, Oitshepile MmaB (International journal of lifelong education, 2011)
Abstract This paper argues that lifelong learning can be a torch for education that is relevant, appropriate and appreciated by many Africans if conceptualized within the African Indigenous Learning (AIL) framework. Such learning is entrenched deep in the practices, cultures and ways of knowing of many Africans. The fundamentals or the ideals of lifelong learning in AIL can be presented in three dimensions of time, space, and I/We. Woven together, these concepts present a context in which lifelong learning is defined by aspects such as learning‐in‐action (immediacy of application); interactive methods; and a time that is only valued in respect of events that constitute it. Generally, an understanding of lifelong learning from the western perspective hinges on the linearity, economics and individualism of learning and these concepts may not be well promoted within the framework of AIL. It is not difficult to imagine the impact of borrowed concepts of learning on Africans if applied uncritically. Africans cannot afford to be oblivious of the differences in contexts between them and the western world. Context, therefore, is central to the application of lifelong learning. The authors of this paper have a full understanding that people in different parts of Africa may view lifelong learning in different ways. Thus, the term ‘African’ is used to underscore the importance of context. The authors also note that the advantages of lifelong learning to Africa are obvious vis‐à‐vis learning as a human right and a social justice. While these ideals are helpful, Africans cannot be subservient to how lifelong learning comes packaged from the western perspectives. To illustrate some differences, some ideals of lifelong learning in the AIL are introduced through the case of an adult education compensatory programme, and a three dimensional model is proposed for applying these ideals. Notes
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Burns injuries among in-patients at Moi Teaching and Referral Hospital, Eldoret, Kenya - Lelei, LK; Chebor, AK; Mwangi, HR (The Annals of African Surgery, 2011)
Background: Africa contributes 12.2% to the total global deaths due to burn injuries. There are no data on burns in the Western region of Kenya Objectives: To determine the causes and outcome of burns injuries among in-patients at Moi Teaching and Referral Hospital (MTRH), Eldoret, Kenya. Study design: Retrospective Cross-sectional study. Setting: The surgical wards of MTRH, an 800 bed tertiary teaching and referral hospital in the Western region of Kenya. Results: The age ranged between 4 days and 79 years (mean 7.9±13.7 years).The male to female ratio was 1.5:1. The common causes of burn injury were scalds and open fi re. The mean duration of hospitalization was 25.7 ±33.5days (Range 1 to 256 days). The mortality rate was 5%. Conclusion: Scalding is the leading cause of burns at MTRH. The length of hospitalization and mortality rate are comparable to those of the developing world.
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Analysis of South African Grade 10 learners' conceptual resources regarding the concept of energy in physics - Lemmer, Miriam (African Journal of Research in Mathematics Science and Technology Education, 2011)
More than a thousand Grade 10 Physical Science learners from four South African provinces participated in a study that probed their conceptions of energy. The purpose was to determine the learners' conceptual resources, i.e. their initial conceptions, and identify the potentially productive resources from which they may construct physics concepts. The conceptions revealed by the learners in their responses to a questionnaire were categorised as core intuitive, implicit, conscious or verbal-symbolic. Notwithstanding learning the curriculum theme Energy and Change in their preceding school years, the results show that many of the learners have not yet mastered the concept of energy and related concepts ontologically well enough for progression to formal physics in the FET phase. However, their initial conceptions contain resources that can be refined to the science concepts. Implications and recommendations for learning and teaching in the FET phase are discussed in the framework of the conceptual refinement model.
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CHALLENGES IN FINANCIAL ADMINISTRATION OF SENIOR HIGH SCHOOL HEADS IN THE KWAHU EDUCATIONAL DISTRICTS OF GHANA - Lenwah, Daniel Kwadwo (2011)
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Civic Education in Post-Oslo Palestine: Discursive Domestication - Leone, Ava. (2011)
Shortly after the Oslo Accords were signed in September 1993, $2.4 billion in international development aid poured into the West Bank and Gaza.1 This so-called peace dividend was originally intended to help bolster support for the Accords by providing tangible social and economic benefits for Palestinians, but instead has largely resulted in increased dependency on foreign aid and in a transformation of existing civil society institutions. A substantial portion of American development assistance came in the form of democracy, governance, and civil society programs, which contributed to the proliferation of new Palestinian NGOs and the restructuring of older civic organizations, leading to what some have called the NGOization2 of civil society. Ostensibly, these programs aimed to increase the vitality of Palestinian civil society and to act as a buffer between the public and the newly constituted Palestinian National Authority (PNA). In reality, many NGOs became increasingly influenced by the practices and discourse of their funding institutions and, consequently, divorced from grassroots support and the nationalist project altogether. To a considerable extent, this was the natural result of the donors’ conceptual framework, which largely precluded genuine grassroots mobilization.
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The value and challenges of Service Learning for Interpreter Training: A South African Perspective - Lesch, Harold M (2011)
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Assessing the impacts of climate variability and change on rain-fed dependent community agriculture projects in Tanzania - Levira, Pamela William (2011)
This research focused on rain-fed dependent, community agriculture projects in Tanzania with respect to the needs of assessing current and potential climate risks and impacts associated with climate variability and change. The aim was to assist small-scale farmers in Tanzania to identify local climate risks and impacts and to combine this information with historical climate data to assess the future risks. The success of farmers to understand climatic change at early stages of farming and to select appropriate adaptation options could help them to reach the full potential of using seasonal rainfall to increase crop productivity at the local level. However, the limited ability and knowledge to identify and understand the impacts of climate variability and change on rain-fed dependent, community agriculture is a major challenge. This challenge could prevent farmers from reaching the full potential of utilising a scarce resource (seasonal rainfall) for crop production and thus ultimately increase poverty levels. The research assessed the current climate risks and potential/future risks of climate variability and change on the community agriculture projects. This was achieved by examining the literature, conducting case studies, and utilising statistical climate data and tools.; Submitted in the fulfilment of the requirements of the degree of Master of Climate Change Adaptation (Research), University of the Sunshine Coast, 2011.
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Changing Patterns of Access to Education in Anglophone and Francophone Countries in Sub Saharan Africa: Is Education for All Pro-Poor? - Lewin, Keith; Sabatés, Ricardo (2011)
Most countries in Sub Saharan Africa (SSA) announced programmes to universalise primary education since the World Conference on Education for All at Jomtien in 1990. An increasing number have now extended the goal to include a complete cycle of basic education up to Grade 9 or more. But growth has been uneven, gains have not always been sustained, very rapid expansion has stressed infrastructure and teacher supply, and there are concerns that the number of over age children may have increased and quality may have deteriorated. This paper explores patterns of growth in participation in six Anglophone and seven Francophone countries in SSA. The Anglophone countries are Kenya, Malawi, Nigeria, Tanzania, Uganda, and Zambia. Francophone countries were Benin, Burkina Faso, Cameroon, Madagascar, Mali, Niger and Senegal. These countries have all had large scale Universal Primary Education programmes supported with external finance, and all have demographic and health survey (DHS) data sets collected at least ten years apart, first in the 1990s and subsequently after 2000. The data provide the opportunity to explore participation over a period of a decade or more to see how it has been changing. The results show that progress towards universal access to education has been patchy and sometimes disappointing. Access to education remains strongly associated with household wealth despite commitments to pro-poor policies and investment of resources. Though overall participation has often increased, the chances of the poorest being enrolled relative to the richest have generally not improved substantially and in some cases have deteriorated. Reductions in the number of children out of school have in many cases been accompanied by an increase in the proportion of children over age for the grade in which they are enrolled. Poorer children are more likely to be over age and unlikely to complete schooling especially if they are girls. Girls are more likely to be out of school than boys in most of the Francophone countries but not in most of the Anglophone countries. In all the Francophone countries rural children were more likely to be out of school, but this was only true in one Anglophone case. Rural children remain more likely to be overage. The message is clear. Though there has been progress, if falls far short of the gains that were anticipated. In a small but worrying number of cases the gains have been small or negative. In others much more progress is needed to achieve universal access with equity and to close the gap between the poorest and other households.
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Changing Patterns of Access to Education in Anglophone and Francophone Countries in Sub Saharan Africa: Is Education for All Pro-Poor? CREATE Pathways to Access. Research Monograph No. 52. - Lewin, Keith; Sabatés, Ricardo (2011)
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HIV/AIDS: Prevention, Education, and Counseling in Saraya, Senegal - Lewis, Alisa M. (2011)
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A model of missional leadership training in a context of brokenness: A case study of the Restoration Missionary Church in the Democratic Republic of Congo. - li-M, Fohle Lygunda (2011)
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Therapeutic effect of locally injection of bone-marrow mesenchymal stem cells decorated by recombinant vector of lentivirus with IL-4 gene into inner ear on immune-mediated immune sensorineural hearing loss in guinea pigs - Li, Wangwei (Journal of Southeast University, 2011)
Objective: To evaluate the therapeutic effect of local implanting with bone-marrow mesenchymal stem cells(BMSCs) decorated with recombinant lentivirus vocters carrying interleukin-4(IL-4) gene into inner ear, on guinea pigs with immune-mediated sensorineural hearing loss(IMSNHL).Methods: Guinea pigs were immunized with keyhole limpet hemocyanin(KLH) and 33 animal models were established,which were divided into three groups on refering to matched-pairs design.Recombinant lentiviral vector integrated IL-4 gene to infect the BMSCs in vitro,the green fluorescence report and the result of RT-PCR to confirm the successful infection of BMSCs.BMSCs decorated with interleukin-4(IL-4) gene(group A)and without gene(group B) were implanted separately into scala tymani.Group C as control group were injected phosphate buffer(PBS).Auditory functions and the KLH level of Guinea pigs′ blood were monitored respectively by auditor brain stem response(ABR) and ELISA test;Fluorography immunohistochemistry test was performed for tracing BMSCs and enzyme immunohistochemistry test for the situation of IL-4 gene express and productive protein distribution in inner ear.HE stain and light microscopy were carried out.Results: There were no significant differences in levels of KLH in blood serum 2 weeks after immunization(pretransplantation) and 1 week after the transplantation of the BMSCs in the same guinea pigs from each group.The threshold of ABR Ⅲ wave decreased in group A and group B,the result was more significant in group A and group B than that in group C(P0.05).The results of immunohistochemistry test showed that fluorescence positive BMSCs mainly scattered in scala tymani and scala vestibule.Enzyme immune-reaction positive product(i.e.IL-4 gene product) mainly located at spiral ganglion,Corti organ,stria vascularis,around areas of BMSCs in cochlear duct and etc.After the transplantation of cells,the degree of immunity inflammatory reaction and level of hearing impairment were relieved.These situation was more significant in group A than that in group B. Conclusion: These results suggest that BMSCs and BMSCs decorated with IL-4 gene can be locally implanted into inner ear and move forward to pathologic site,importantly develop therapeutical effect to immune-mediated sensorineural hearing loss.
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Students Use of Academic Libraries in Nigeria: A Case of Obafemi Awolowo University Library, Ile-Ife - Library, Hezekiah Oluwasanmi (2011)
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Teaching and Learning Citizenship: The DRC and its Teaching and Learning Group - Lieres, Bettina von; Kahane, David (2011)
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Conceptualizing the benefits of adult literacy education in Namibia: A case of the Caprivi Region - Likando, Gilbert N. (2011)
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Conceptualizing the benefits of adult literacy education in Namibia: A case of the Caprivi Region - Likando, Sumbwanyambe (2011)
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Problems of Vocational Teacher Education in Rivers State of Nigeria - Lilly, Gregory; Efajemue, O.O. (Journal of Educational and Social Research, 2011)
The establishment of Technical/Vocational teacher training institution hinges on the need for adequate vocational teachers/manpower in the educational sector. This paper identified problems facing vocational teacher education in Rivers state. The population of the study is vocational students at tertiary level in the state. Sample of 288 was derived from vocational NCE Students and post NCE students in proportion of 150 and 138 respectively in two tertiary institutions in the state. Structured questionnaire was used to collect data. Frequency, percentage and chi-Square (X2) were used to analyse the data collected. Results show that there are significant differences on the perception of problems such as poor planning, lack of political will, poor infrastructure and ineffective SIWES in the implementation of vocational teacher trainee programmes.
openalex: W2181324978 mag: 2181324978
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PROBLEMS OF VOCATIONAL TEACHER EDUCATION IN RIVERS STATE, NIGERIA - lilly; Glória (2011)
The establishment of Technical/Vocational teacher training institution hinges on the need for adequate vocational teachers/manpower in the educational sector. This paper identified problems facing vocational teacher education in Rivers state. The population of the study is vocational students at tertiary level in the state. Sample of 288 was derived from vocational NCE Students and post NCE students in proportion of 150 and 138 respectively in two tertiary institutions in the state. Structured questionnaire was used to collect data. Frequency, percentage and chi-Square (X2) were used to analyse the data collected. Results show that there are significant differences on the perception of problems such as poor planning, lack of political will, poor infrastructure and ineffective SIWES in the implementation of vocational teacher trainee programmes.
openalex: W3141499387 mag: 3141499387
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Climate change and food systems resilience in Sub-Saharan Africa - LimLi, Ching; Edwards, Stephen N.; Scialabba, Nadia El‐Hage (2011)
This volume demonstrates the possibility of harmonising agricultural production with the wellbeing of the biosphere - and that this can be achieved in Africa, our biosphere's least developed continent, and the continent which is likely to suffer most from climate change. The work presented in this volume stems from a Conference on Ecological Agriculture held in Ethiopia in 2008. Through the discussions held during this Conference and field visits to Tigray, a region struck by hunger in the eighties and largely food secure today, participants shared insights on Africa's potential for intensifying its agriculture through a better use of natural resources and ecosystem services.
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Voices on Apartheid A Minor Field Study on Teaching and Learning in the South African Reconciliation Process - Lindberg, Clara (2011)
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Africa and the Global Climate Change: Impacts, Vulnerabilities, and Adaptation Challenges - Liouimtseva, Elena (2011)
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THE INTRODUCTION OF THE NEW FURTHER EDUCATION AND TRAINING (FET) SYSTEM AT TECHNICAL COLLEGES IN SOUTH AFRICA AND THE IMPACT THEREOF - Litheko, S. R. S. (ICERI2011 Proceedings, 2011)
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mHealth applications for clinical education, decision making, and patient adherence in Botswana - Littman-Quinn; Chandra, -; Schwartz; Chang, Chang; Fadlelmola; Ghose; Armstrong, Steven R.; Bewlay; Digovich; Seymour; Kovarik (2011 IST-Africa Conference Proceedings, 2011)
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Environmental related projects at Nxuba Senior Primary School in South Africa : Constraints and possibilities - Ljunggren, Johanna (2011)
Since the end of apartheid South Africa has been rebuilding the country with the aim to create a society based on equality. In the rebuilding and formation of a new constitution the aim to build a ...
openalex: W78963369 mag: 78963369
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Development and Delivery of a School-Based Fishery-Monitoring Program for a Remote Village in Papua New Guinea - Longenecker, Ken (2011)
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Factors influencing parents’ choice of school for their children in Botswana: marketing strategy for customer loyalty - Losike-Sedimo, Nonofo (The Far East Journal of Psychology and Business, 2011)
This study explored the market for a new School for preschool to grade 12 in the capital and surrounding towns/villages. It considered twelve factors that may affect the viability of the proposed project at the designated location. These factors were availability of children under seven years in the location and its catchments area, the role distance played in choosing a school, satisfaction with the quality of education offered by current schools in the area, she type of education environment people wanted, the services the people want for their children, What is considered affordable school fees? Transport requirements, whether there was a felt or perceived need for the whole day care in the school, he impact the new school would have on the location, expectations on the image of the school buildings, expectations for the curriculum, expectations for staffing and teacher pupil ratio, and other educational innovations. The design for the study was qualitative in nature. Researchers gathered data through home visits, using interview instruments. The sample was fifty families selected randomly from the city and villages falling within 70 kilometres radius from the city. Participants perceived a need to build a new school at a central location. They advocated good child care, good education, safety of children beautiful strong buildings and several educational innovations and affordable school fees. Parents stated that proximity to school is not a given that they would choose the school. They wanted schools that move with the times in terms of what the Botswana society needs. Transport was required by most parents while others preferred to commute with the children to their place of work. The purpose for conducting the study was to establish the market for a new day care centre catering for preschoolers to grade 12. The rationale being that school is a major project that needs careful planning academically and financially. The theoretical framework used for the study was overlapping spheres of influence by Epstein (1992). In todays highly competitive markets, businesses are more challenged to increase, or even maintain market share. With the globalization and continuous technology innovations, the challenge continues to grow. Hence, it a need for critical market research.
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Teacher Professional Development with an Education for Sustainable Development Focus in South Africa: Development of a Network, Curriculum Framework and Resources for Teacher Education - Lotz‐Sisitka, Heila (The Southern African Journal of Environmental Education, 2011)
This national case study reports on the development of a national network, curriculum framework and resources for teacher education, with specific focus on the inclusion of environment and sustainability, also known as education for sustainable development (ESD) in the South African teacher education system. It reviews and reports on the history of environment and sustainability education in teacher education, and from this, the national case study begins to conceptualise a new approach to environment and sustainability teacher education within a new curriculum policy environment, and a new teacher education and development policy environment. Action research case study methodology is used to document the first phase of the emergence of this network, and this report covers Phase 1 of the initiative, which covers formation of the network, review of previous practices, three conceptual development pilot studies undertaken in both in-service and pre-service teacher education environments and a piloting of a ‘Train the Trainers’ or ‘Educate the Teacher Educators’ programme, which complements and extends the actual teacher education and development (TED) programme under development. The study highlights critical insights of relevance to the shift to a content referenced curriculum in South Africa, and shows how the ‘knowledge mix’ which forms the foundation of the new Teacher Education Qualifications Framework can be engaged. It also highlights some features of the changing knowledge environment, and what dominant knowledge practices are in environment and sustainability-related teaching and teacher education practices, opening these up for further scrutiny. It raises concerns that dominant knowledge work, while integrating a range of forms of knowledge (as is expected of the teacher education system under the new policy), tends to be limited by content on problems and issues for raising awareness, and fails to develop deeper conceptual depth and understanding of environment and sustainability, as issues based knowledge dominates. Similarly, it fails to support social innovation as a response to environment and sustainability concerns, as awareness raising dominates in dominant knowledge work. The study provides a revised conceptual framework for the Teacher Development Network (TEDN) programme, with guidance on key elements necessary to take the programme forward in Phase 2.
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Institutional factors that influence participation of girls in primary schools in Pokot North District, Kenya - Lousuku, Musa L (2011)
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African American women's reports of racism during Hurricane Katrina: variation by interviewer race - Lowe, Sarah R.; Lustig, Kara; Marrow, Helen B. (2011)
This study investigated the effects of interviewer race on low-income African American female hurricane survivors' reports of racism during Hurricane Katrina and its aftermath (N = 41). Respondents were asked directly about the role of racism during the storm and evacuation by one of three interviewers (two White females and one African American female). Contrary to expectations, respondents were not significantly more likely to agree that racism played a role during the hurricane and its aftermath when with an African American interviewer compared to a White interviewer. However, when speaking to the White interviewers versus the African American interviewer, respondents were significantly more likely to use qualifying and contradictory statements and to make references to other races also being victims of the hurricane.
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Perceptions of Special Educational Practices in Malawi: Voices from Primary Schools and Communities. - Lubeski, Nancy J. (2011)
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Late Mesozoic to Quaternary intraplate magmatism and its relation to the Neoproterozoic lithosphere in NE Africa—New data from lower-crustal and mantle xenoliths from the Bayuda volcanic field, Sudan - Lucassen, Friedrich; Franz, Gerhard; Romer, Rolf L.; Dulski, Peter (2011)
A variety of xenoliths from the lower crust to mantle transition occur in Quaternary mafic intraplate lavas of the Bayuda volcanic field of northern Sudan. The lower-crust xenoliths include plagioclase- and garnet-bearing mafic granulite. Ultra-mafic garnet-bearing pyroxenite, websterite, hornblendite, and distinct peridotite xenoliths are from the upper lithospheric mantle. Sr, Nd, and Pb isotope signatures distinguish between ultramafic and granulite xenoliths. The latter show a strong compositional affinity to juvenile Neoproterozoic crust. The Pb isotope composition of the ultramafic xenoliths resembles the distinct high-μ signature (206Pb/204Pb >19.5) of their host basanite. These xenoliths may represent cumulates of late Mesozoic to Quaternary mafic intraplate magmatism. The felsic upper crust in a schematic lithospheric profile of the Bayuda area includes predominantly granitoids, migmatites, and metasedimentary rocks that represent reworked old cratonic or juvenile Neoproterozoic rocks. The deep lower crust is represented by mafic granulite, likely cumulate rocks from Neoproterozoic juvenile magmatism. The crust-mantle transition is characterized by ultramafic cumulate rocks possibly from the late Mesozoic to Quaternary magmatism. The peridotites of the same xenolith suites represent typical lithospheric mantle with variable degrees of depletion by melt extraction.
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THE DEVELOPMENT AND VALIDATION OF AN INSTRUMENT - THE TECHNOLOGICAL PROFILE INVENTORY - TO DETERMINE STUDENTS' LEVELS OF TECHNOLOGICAL LITERACY IN SOUTH AFRICA - Luckay, Melanie B.; Collier-Reed, Brandon I. (ICERI2011 Proceedings, 2011)
In this article we describe the development and validation of an instrument ‐ the Technological Profile Inventory (TPI). The instrument can be used to determine students’ level of technological literacy. The items used in the TPI were drawn from a previous study [6] and were based on a rigorous qualitative analysis of interview data which was in turn informed by categories that emerged from a phenomenographic analysis. Data were collected from four groups of students, three groups of first year students at university, Engineering (n=167), Commerce (n=65), Arts (n=218), and one group of high school students (n=179). The students’ responses to the TPI were subjected to exploratory factor analysis and Cronbach alpha testing, as well as a one-way multivariate analysis of variance (MANOVA). The result of the analysis was a modified version of the TPI where the data were found to be reliable and valid. The significant factors that defined the ‘nature of technology’ were found to be the view of technology as either an Artefact or related to a Process, while those constituting ‘interaction with technological artefacts’ were Direction/Instruction and Tinkering. A cohort analysis suggests Engineering students are statistically more likely to view technology as a process and interact with technological artefacts with less fear and more self-initiation (Tinkering) ‐ a more advanced technologically literate position. On the other hand the Arts students are more likely to expect direction or instruction from an authority figure (Direction/Instruction) when interacting with a technological artefact - a less technologically literate position. Further work involves determining how to meaningfully combine the scores achieved by an individual completing the TPI to ultimately determine a score indicative of their applicable level of technological literacy.
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Climate change impacts on crop production in Busia and Homa Bay Counties, Kenya - Luedeling, Eike (RePEc: Research Papers in Economics, 2011)
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The university in Africa and democratic citizenship : hothouse or training ground? : report on student surveys conducted at the University of Nairobi, Kenya, the University of Cape Town, South Africa, and the University of Dar es Salaam, Tanzania - Luescher, Thierry M.; Kiiru, Sam (2011)
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Teacher determinants in utilisation of resources and resource centres in learning English in secondary schools in Vihiga District, Kenya - Lumire, Oliver A (2011)
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Undergraduate Students Solving Transportation and Energy Problems through Service Learning Projects in Cameroon - Lumkes, John; Wilson, Dan; Dare, Anne (2011 Louisville, Kentucky, August 7 - August 10, 2011, 2011)
There is a need for students and researchers to understand, experience, and develop the skills necessary to work in the global world of agriculture. With the expanding role of agriculture into the energy sector, the reliance upon water resources to increase agricultural yields, and recognizing the complex interaction between agricultural products and technologies throughout all regions of the world, this experience and skill set is very important to our next generation of leaders in these areas. This paper describes a multi-year effort involving undergraduate students working on agricultural, transportation and energy needs in Cameroon. A partnership with the African Centre for Renewable Energy and Sustainable Technologies (ACREST) was formed in 2008 with students traveling to the partner in 2009, 2010, and 2011. Sixty-one students have participated in the design portion with thirty-one of those students electing to travel at the conclusion of their design projects. Projects have included basic utility vehicles, simple wind turbines, hydroelectric power systems, biofuels, and fuel briquettes from waste biomass. Students have found these experiences challenging yet very rewarding, both in the design phase and during travel. Designing solutions for different cultures and with vastly different resources from their own is a challenging process and students are able to learn through the experience the importance of the cultural context of the design and the challenges of simple yet effective designs.
openalex: W2004048267 mag: 2004048267
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Influence of headteachers' leadership styles on job satisfaction among public primary school teachers Migori District, Kenya - Lumumba, Monica A (2011)
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The experience of students in the South African-Cuban medical training program : an encounter with medical pluralism - Lungelow, Danielle (2011)
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The Challenges Facing Academic Staff In Higher Learning Institutions: A Case Study Of Lipinyapinya Institute Of Education In Tanzania - Luoga, Nonosius Kassian (2011)
The purpose of the study was to examine the challenges facing academic staff in higher learning institutions in Tanzania. The Lipinyapinya Institute of Education (LIE) was used as a case study for the study. The study examined the extent to which the identified challenges affect the performance of the academic staff. Further, the study assessed the measures taken by LIE staff and the government to address the challenges. The study was conducted at the LIE headquarters in Dar es Salam. The sample included 50 respondents. The respondents were LIE senior administrators and MoEVT adult education officers who were selected through a purposive sampling technique. Academic staff, Diploma and Bachelor of Adult and continuing Education (BACE) students were obtained through random sampling technique. Data was collected through qualitative and quantitative research approaches. The data collection techniques used in the study included interviews, questionnaires, observation and documentary review. Findings revealed that academic staff at LIE faced challenges such as shortage of teaching and learning materials and facilities, inconducive teaching and learning environment, unattractive allowances and unavailability of house allowance. Other challenges that were found out included unreliable transport and lack of staff development policy. It was revealed that shortage of funds from Ministry of Education and Vocational Training (MoEVT) and donors, mismanagement of funds, poor application of ICT and low profile accorded to the field of adult education at the MoEVT were some of the causes of the challenges encountered. Based on these findings the researcher recommends that adequate teaching and learning facilities are made available, staff be facilitated to own private transport, eligible allowances be paid, training policy be designed, funds for LIE be increased and carefully managed.
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Factors influencing enrollment of pupils with special needs in all inclusive education programme in public primary schools in Kenya: a case of Kakamega Municipality - Lusega, Christine (2011)
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Sexual Behaviours among Adolescents in Community Secondary Schools in Rural Areas of Central Tanzania: A Case of Bahi District in Dodoma Region - Lwelamira, James (2011)
This study was carried out in the study area between July to August, 2010 with the aim of determining sexual behaviours among adolescents enrolled to community secondary schools. Quantitative data for the study were collected through interviews with 202 students using a pre-tested semi- structured questionnaire. Furthermore, eight (8) Focus Group Discussions (FGDs) with students and in-depth interview with some key informants were also carried out to collect qualitative information. Findings from the study revealed that despite majority of adolescents were aware of some issues related to Sexual and Reproductive Health (SRH), however, levels of sexual activity and risky sexual behaviours among them were unacceptably high. Sixty three percent of sampled adolescents had ever experienced sex, with age at first sex by half of them (51.2%) being 15 years and below. Furthermore, of the respondents who had ever experienced sexual intercourse, 22% had multiple sexual partners, 21% had ever had sex with casual partner, and 36% didn't use condom in their last sexual encounter. Main factors for prevalence of sexual activity among adolescents in the study population included failure by adolescents to control their sexual emotions, peer pressure, financial/material gain, cultural practices, and living arrangement. Based on these findings, recommendations to improve the situation have been indicated.
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Teaching Algerians to Be Mothers: Home Economics for Migrants Families in France during the Algerian War (1954-1962) - Lyons, Amelia H. (2011)
openalex: W1008006247 mag: 1008006247
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Causes For Students’ Strikes In Secondary Schools In Tigania, Igembe,meru -north District, In Kenya - M'itiiri, Francis (2011)
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Hunger and climate change: an analysis of key variables in southern Africa - M, de Wit; Sje, Midgley (2011)
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Computer-assisted instruction in nursing education in South Africa - Maboe, Kefiloe Adolphina; Villiers, Louise de (Africa journal of nursing and midwifery, 2011)
Nurse educators function in a post-industrial, information and communication technology driven world. They are required to equip student nurses with the competencies to render healthcare in technologically advanced healthcare settings. Modern developments in informationcommunication and educational technologies compel nurse educators to make a paradigm shift by redirecting the emphasis from traditional methods of instruction to computer-assisted instruction (CAI) and computer-based learning. This study investigated the nature of student nurses’ exposure to CAI and computer-based learning, the perceived benefits of this exposure, as well as the challenges encountered. A quantitative, non-experimental, univariate, descriptive survey research design was utilised. The respondents comprised 172 second year and 119 third year student nurses. Although the respondents preferred CAI to traditional modes of teaching, evidence of ineffective CAI was portrayed in the findings. It is recommended that various educational computer packages that support mastery of subject content and the development of higher cognitive skills be accessed and utilised.
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Groundwater resilience to climate change in Africa - MacDonald, Alan; Bonsor, H.C.; Calow, Roger; Taylor, Richard G.; Lapworth, Dan; Maurice, Louise; Tucker, J.; Dochartaigh, B.É. Ó (2011)
Groundwater provides most of the domestic water supply in rural Africa and supports poverty reduction through irrigation. Climate change along with rapid population growth are likely to impact all water resources, but the response of groundwater will be slower than that of surface water. This could provide a potential buffer to support adaptation strategies. A key advantage of groundwater is its reliability: aquifer storage ensures that groundwater supplies can be maintained during periods of little or no rainfall and help to even out meteorological variability. As a natural store of water, aquifer storage is many orders of magnitude greater than that which can be achieved through constructing surface water reservoirs. The IPCC Fourth Assessment report review of climate model projections shows a consistent pattern of progressive warming of the climate in all regions of Africa, but a much less consistent pattern for rainfall (Solomon et al. 2007). The increased temperature will lead to higher rates of evapotranspiration and likely increase in the intensity and variability of rainfall (Conway 2011). Although the exact impact on runoff and groundwater recharge is unclear, most scientists agree that both will become less reliable. Making more use of groundwater will therefore be critical in helping communities and countries adapt and build resilience to changes in climate. This is likely to include the increasing use of groundwater for both small-scale household/village irrigation and largerscale commercial irrigation; and increased use of motorized borehole pumps for reliable urban water supply (small towns to larger conurbations). The benefits of groundwater are well recognised (MacDonald et al. 2005), but there is limited knowledge of African groundwater resources and how they might respond to changes in climate. There has been little systematic assessment of groundwater storage and availability which was reflected in the paucity of information on groundwater presented in the IPCC Fourth Assessment Report and Technical Paper on Water, where there was major uncertainty as to how changes in climate may affect groundwater (Solomon et al. 2007; Bates et al. 2008).
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Factors perceived to influence academic performance of students in Kenya Certificate of Secondary Education Examination in Nyeri Central District in Kenya. - Macharia, Annah N (2011)
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Factors influencing the teaching and learning of English language in public primary schools in Kanduyi Division, Bungoma County, Kenya - Machayo, Donna M (2011)
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The role of higher education institutions in development of post-apartheid South Africa: Case study of Stellenbosch University - Machyniak, Adrián (2011)
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"We shouldn't have to do this; we're girls!" an examination of gender, self-efficacy and conceptual understanding in electro-technology for a class of teacher trainees in Design and Technology at a South African University. - Mackay, Ross James. (2011)
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What you do and where you are : a comparative analysis of postgraduate education research (1995-2004) from three South African higher education institutions - Madiya, N.; Bengesai, AV; Karlsson, Jenni (South African journal of higher education, 2011)
This article explores the postgraduate educational research undertaken at three South African higher education institutions during the period 1995 to 2004. The institutions are Rhodes University in the Eastern Cape, the University of the Witwatersrand in Gauteng, and the University of Zululand in KwaZulu-Natal. They are located in geographical and social contexts that differ in terms of centre-periphery relations, economic conditions, and spatio-histories. Spatial theorists have contended that, inasmuch as we configure and develop our surroundings, our contexts constitute us and influence our practices and social relations. In applying this to higher education institutions we might say that they perform their context in and through their research. On this basis we compare the body of postgraduate educational research from each institution to understand how these institutions relate to, and are a performance of, their contexts. We consider the meanings of strong or weak performance in the correlation of research to context.
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Climate change adaptation and economic valuation of local pig genetic resources in communal production systems of South Africa - Madzimure, James (2011)
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MaCoTra Singing ORGANISATIONS THAT TRANSFORM: A Teaching/Learning Case History of FINANCE in Zimbabwe - Madzivire, Alex Benjamin (2011)
openalex: W2290303966 mag: 2290303966
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Maternal Off-farm Wage Employment and Primary School Enrollment: Evidence from a Natural Quasi-experiment in Senegal - Maertens, Miet; Verhofstadt, Ellen (RePEc: Research Papers in Economics, 2011)
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Maternal Off-farm Wage Employment and Primary School Enrollment: Evidence from a Natural Quasi-experiment in Senegal - Maertens, Miet; Verhofstadt, Ellen (2011 International Congress, August 30-September 2, 2011, Zurich, Switzerland, 2011)
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Maternal Wage Employment and Primary School Enrolment: Evidence from a Natural Quasi-Experiment in Senegal - Maertens, Miet; Verhofstadt, Ellen (2011)
In this paper we analyze the effect of maternal off-farm wage employment on primary school enrolment. We use a conceptual framework, based on human capital theory, to derive how increases in maternal wage income affect schooling of children. We empirically address the question using original household survey data from Senegal. In our study area, female offfarm wage employment has increased tremendously since the early years 2000 as a result of a horticulture export boom and associated employment on the fields of large agro-industrial estates and in processing and packing units. We can treat this case as a natural quasiexperiment in the sense that a treatment (maternal wage employment) has arisen serendipitously but where selection into treatment is likely not random. We use different econometric techniques to estimate the causal effect of maternal wage income on the propensity of children in the age cohort 6-12 to attend school, controlling for individual, household and village characteristics. We attempt to correct for unobserved heterogeneity using a proxy variable for household preferences for schooling and using an instrumental variable approach. We find that a higher share of female wage employment in total household income has a significant positive effect on primary school enrolment for both boys and girls.
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Maternal wage employment and primary school enrolment: Evidence from a quasi natural experiment in Senegal - Maertens, Miet; Verhofstadt, Ellen (2011)
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Coping with inadequacy : understanding the effects of central teacher recruitment in six ward secondary schools in Tanzania - Mafuru, Wilhelm Leonard (2011)
Decentralization by devolution is the means to transfer the responsibilities for service provision to the grassroots levels in Tanzania. The aim of this policy is to deal with the stagnation in the development of, among other things, secondary education. Despite this policy, Tanzania still provides a strong top-down influence on education. This study is about the effects of the central influence on the recruitment of teachers in secondary education. For this research, six ward secondary schools were visited. The dissertation reveals that the centralized teacher recruitment within the initiative to decentralize secondary education has failed to achieve its claimed objective of redressing the inequalities in the deployment of teachers in the country. As a result, the schools have structured their internal operations in order that they cope with inadequacy. The dissertation recommends therefore that the actual needs of schools in terms of the types of teachers required should be given consideration when teachers are posted in schools.
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Head Lice Among Primary School Children in Viana, Angola: Prevalence and Relevant Teachers’ Knowledge - Magalhães, Pedro; Figueiredo, Emília V.; Capingana, Daniel Pires (Human parasitic diseases, 2011)
Background: A high rate of Pediculosis capitis in school children has been reported in some African countries. However, systematic information on ectoparasitosis among school children from Angola is not available. The aim of this research was to determine the prevalence of head lice among school children and ascertain relevant teachers’ knowledge about head lice infestation. Methods: This cross-sectional study was conducted in 171 randomly selected children attending school in Viana. The children were examined for presence of head lice by visual inspection. In addition, a questionnaire was used to assess teachers’ and children’s’ knowledge about this ectoparasite. Results: The overall prevalence of head lice was 42.1%, with a significance difference between the genders (girls [95.8%] versus boys [4.2%,] P < 0.001). Self-reported history of being in contact with another person infested with head lice was the main risk factor for becoming infested. Conclusion: A high rate of head lice infestation was demonstrated. Female gender and history of contact with someone already infested were the main risk factors. Teachers demonstrated a knowledge of the biology and clinical signs of head lice, but did not have adequate knowledge about its treatment, suggesting a need for increased competence on the part of teachers to be able to teach children about preventative measures. However, further systematic epidemiological studies are required to increase our understanding of ectoparasitosis in Angola.
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The World Bankanization of University Education in Kenya - Magayu, M (2011)
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The Quasi‐Option Value of Delayed Input Use under Catastrophic Drought Risk: The Case of No‐Till in Morocco - Magnan, Nicholas; Lybbert, Travis J.; Mrabet, Rachid; Fadlaoui, Aziz (American Journal of Agricultural Economics, 2011)
American Journal of Agricultural EconomicsVolume 93, Issue 2 p. 498-504 AAEA Meeting Invited Paper Session The Quasi-Option Value of Delayed Input Use under Catastrophic Drought Risk: The Case of No-Till in Morocco Nicholas Magnan, Corresponding Author Nicholas Magnan magnan@primal.ucdavis.edu International Food Policy Research Institute, Washington, DCmagnan@primal.ucdavis.eduSearch for more papers by this authorTravis J. Lybbert, Travis J. Lybbert Agricultural and Resource Economics, University of California, DavisSearch for more papers by this authorRachid Mrabet, Rachid Mrabet National Agricultural Research Institute (INRA)Search for more papers by this authorAziz Fadlaoui, Aziz Fadlaoui INRA-MeknèsSearch for more papers by this author Nicholas Magnan, Corresponding Author Nicholas Magnan magnan@primal.ucdavis.edu International Food Policy Research Institute, Washington, DCmagnan@primal.ucdavis.eduSearch for more papers by this authorTravis J. Lybbert, Travis J. Lybbert Agricultural and Resource Economics, University of California, DavisSearch for more papers by this authorRachid Mrabet, Rachid Mrabet National Agricultural Research Institute (INRA)Search for more papers by this authorAziz Fadlaoui, Aziz Fadlaoui INRA-MeknèsSearch for more papers by this author First published: 01 January 2011 https://doi.org/10.1093/ajae/aaq136Citations: 14 This article was presented in an invited-paper session at the 2010 annual meeting of the Agricultural and Applied Economics Association in Denver, CO. The articles in these sessions are not subjected to the journal's standard refereeing process. 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 Share a linkShare onFacebookTwitterLinked InRedditWechat Citing Literature Volume93, Issue2January 2011Pages 498-504 RelatedInformation
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Childhood disability in rural Zambia : a qualitative study on the use of health care services - Magnussen, Hege Johanne Asting (2011)
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Incidence of Indigenous, Emerging and Innovative Climate Change Adaptation Practices for Smallholder Farmers' Livelihood Security in Chikhwawa District, Southern Malawi - Magombo, Tennyson; Kanthiti, George; Phiri, Grace; Kachulu, Mutisungirire; Kabuli, Hilda (2011)
Is Climate change and variability (CC&V)increasingly emerging as one of the most serious global problems affecting many sectors of economic growth in the world.
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Late Neogene volcanics and interbedded palaeosols near Mount Kenya - Mahaney, William C.; Barendregt, René W.; Villeneuve, M.; Dostál, J.; Hamilton, T. S.; Milner, Michael W. (Geological Society, London, Special Publications, 2011)
Abstract Two lava flows with interbedded palaeosols outcrop c. 40 km SW of Mount Kenya, near the Amboni River north of Mweiga, Kenya along the Nyeri/Thompson Falls Road, at 0°18′S; 37°48′E. These flows, overlain by loess, are principally trachyandesite and form the base of the Mount Kenya Volcanic Series which, in the early literature, is described as being of probable Miocene/Pliocene age. Here we report 39 Ar/ 40 Ar dates ( c. 5.2–5.5 Ma) and reversed magnetizations which establish a Latest Miocene to Earliest Pliocene age for these flows. Weathering characteristics of palaeosols interbedded with the lavas indicate generally dry climatic conditions during the Late Miocene, punctuated with humid events during the Pliocene and Quaternary. These Late Miocene–Quaternary palaeosols depict a relatively long and complex weathering history, followed by loess deposition. The palaeosols appear to have been episodically deflated, initially in phase with the deposition of lavas when surfaces were devoid of vegetation and later during periods of climatic deterioration when wind systems intensified. Such weathering histories within palaeosol profiles are also documented on nearby Mount Kenya, where well-weathered lower palaeosol horizons developed on Matuyama-age tills are overlain by much younger less-weathered horizons developed on Brunhes-age loess. The geochronology of Late Miocene lavas reported here provides maximum ages for weathering histories of palaeosols formed in a xeric tropical highland climate.
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The impact of globalisation on South African higher education institutions patterns of academic inflow into the South African higher education system - Maharaj, Ashika (2011)
As globalisation of the world economy continues unabated, a parallel growth of globalization of knowledge is also taking place. This latter trend is little affected by the boundaries between developed and less developed countries and is having a particular impact on the trends of education, in particular on higher education (Moloi et al., 2009). An increasing number of professionals are taking the opportunity to explore the landscape of an international career rather than waiting to be sent by an employer as part of an overseas assignment (Inkson et al., 1997; Suutari & Brewster, 2000). The new careers literature suggests that this trend reflects the increasing flexibility of many contemporary careers where they are now increasingly likely to evolve across international boundaries. Having the flexibility to pursue such a career move which might involve exploring diverse cultures and landscapes presents an inviting prospect. This paper looks at the impact of globalization on higher education within the context of South Africa. It focuses on one particular manifestation of this phenomenon namely the inflow of foreign academics into the higher education institutions of South Africa. It forms the first part of a larger study being undertaken at doctoral level, in which the researcher attempts to investigate the experiences of expatriate academics at South African universities. This first phase of the research is crucial, in order to establish the existence of this particular phenomenon, thereby establishing the importance of this trend as a manifestation of globalization and to determine whether there is a significant inflow of expatriate academics in order to warrant further research.
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South Africa: Reforming Higher Education and Transforming the National System of Innovation - Maharajh, Rasigan; Motala, Enver; Scerri, Mario (2011)
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Observations of teachers in llorin, Nigeria on their practices of corporal punishment that are potentially injurious to their pupils′ eyes - Mahmoud, Abdulraheem O; Ayanniyi, Abdulkabir Ayansiji; Salman, Medinat Folorunso (Annals of African medicine, 2011)
Objective: To document the observations of elementary school teachers (ESTs) in Ilorin, Nigeria on their practice of some types of corporal punishment (CP) that could result in eye injuries among their pupils. Materials and Methods: A short battery of questions that explored ESTs' observations on attitudes to, and knowledge of some commonly used CP practices was self-administered on 172 consenting teachers from six sampled schools. The potentials for their pupils to sustain eye injuries while receiving such CP practices were inferred from the usage of items with sharp and protruding ends to administer CP, and the application of CP onto pupils' body parts that are in close proximity to the eye such as the head and face. Results: Only 50 of the 172 ESTs favored the practice of CP of pupils by their teachers. Analyses of several potentially moderating variables on this response such as ESTs' ages, years of EST teaching experience, school, and class or grade that EST teaches did not prove significant. Over three-quarters of ESTs (80.2%) had ever observed that pupils were being disciplined by ESTs with a cane. About a fifth of them had also observed that ESTs applied CP to the head (19.8%) and the face (16.3%) of pupils.Conclusion: Findings suggest that ESTs' commonly employed CP practices have significant injurious potential to their pupils' eyes. It is recommended that CP be abolished in elementary schools, and instead alternative nonabusive methods of disciplining erring pupils by teachers be introduced.
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The Application of Instructional Technology in Distance Learning in the Faculties of Education in Sudan - Mahmud, M (Palestinian Journal for Open Learning & e-Learning, 2011)
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Experiences of female principals as primary school leaders in Lesotho. - Maime, Marethabile Catherine. (2011)
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The influence of monitoring and evaluation on the effectiveness of teaching and learning in schools in Kiambu District, Kenya - Maina, Beatrice N (2011)
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Effects of drug abuse on pupils' performance in public primary schools in Langata Division, Nairobi, Kenya - Maina, Nancy N (2011)
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The impact of conflict on education in Southern Somalia, 1991-2010 - Maingi, Rita N. (2011)
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In the Hot Seat: The Impact of Vulnerability to Climate Change on Environmental Attitudes Among Africans - Maio, Jennifer De; Michaud, Kristy E (Social Science Research Network, 2011)
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THE EFFECTS OF EMPLOYEE TRAINING AND DEVELOPMENT ON PERFORMANCE OF BANKS IN KENYA (A CASE OF BANKS IN KERICHO TOWN) - Maiyo, Kipsang (2011)
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Technological process skills for technological literacy: a case of few technology teachers at schools in Tshwane North District D3, South Africa - Makgato, Moses (2011)
Technology education, formerly known as technical education has been conceived as being associated with the acquisition of motor skills or a computer related activities. Modern technology involves higher technological process such as creating, designing, modelling, predicting and experimenting, in conjunction with practically problem- solving. There are misunderstanding and misinterpretation on technology education, because of lack of appropriate professional development and teacher training. This article provides the rationale for the development of technology education, which led to technology as a school subject. The study outlined the key technological process skills in the teaching of technology subject and should form part of the development of technology teacher education and training curriculum framework. The results showed that teachers are aware of key technological process skills required in the teaching of technology at schools.
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Socio-economic and Communication Factors Influencing the Use of Online Social Networking Sites Among Teenagers in Kenya: a Survey of High School Students in Nairobi. - Makokha, Nancy (2011)
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ADJUSTMENT PROGRAMME (1991-1993) ON THE PARTICIPATION OF SECONDARY SCHOOL GIRLS IN ZIMBABWE - Makoni, Roselyn D. (2011)
Pre- and post-1991 data on variables such as school enrolments, dropout rates, Zimbabwe junior certificate and '0 level examination entries were compared on the basis of gender and tested to determine the effects of the Economic Structural Adjustment Programme (ESAP) on secondary school girls. The results of this study Jhow that there were statistically significant differences in the enrolment rates of boys and girls, a widening gender ,disparity in dropout rates as well as statistically significant differences in the number of boys and girls failing to pay '0' level examination fees after the introduction of ESAP. Given the thrust of the study and the nature of the findings, the study recommended that there be differential policies to cushion urban and rural girls. If such policies which are gender sensitive are to be instituted, then there is need to offer intensive gender training and awareness to gender structuring for all policy makers and all school administratoi-s as a way of facilitating gender equity. The study also recommended further research to isolate the faCtors, which cause households tOI discriminate against girls when allocating educati~nal chances.
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Access Denied? Examining the Loans Board Facility for Higher Learning Students in Tanzania - Makulilo, Victoria Boniface (Social Science Research Network, 2011)
In 2004 the government of Tanzania introduced the Loans Board in order to manage funding for students in higher education. The main goal of this board is to identify poor and needy students so as to assist them in accessing higher education. This article examines the key instruments in providing loans to students, that is, the Higher Education Student’s Loans Board Act No. 9 of 2004 and its related regulations and how they impact the access to education. Based on interviews, documents, and newspapers it is argued that the Loans Board has failed to meet its grand objective. Instead, it has turned to be a mechanism for limiting poor and needy students’ access to higher education.
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Does Entrepreneurial Education Enhance Under-graduate Students＇ Entrepreneurial Self-efficacy？ A Case at one University of Technology in South Africa - Malefane; JOHANNES, Johannes; Lebusa (美中经济评论：英文版, 2011)
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The evaluation of training on entrepreneurship skills by Gauteng Enterprise Propeller (GEP) in Johannesburg, South Africa - Malele, Daisly Brenda (2011)
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The Challenge for Historically Disadvantaged Schools in South Africa： Become Entrepreneurial or Become Irrelevant - Malerfane; JOHANNES, Johannes; Lebusa (美中经济评论：英文版, 2011)
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Effects of Multimedia-Based Instructional Technology on African American Ninth Grade Students' Mastery of Algebra Concepts. - Malik, Ishan Z. (2011)
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The Algerian guidance and counselling policy with regard to the workplace reform in education - Mami, Naouel Abdellatif (2011)
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Where should African American parents send their children? Disentangling schools' racial compositions from students' financial resources - Mandara, Jelani; Moore, Inez; Richman, Scott; Varner, Fatima (2011)
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Where Should African American Parents Send Their Children to School? Disentangling Schools’ Racial Composition from Students’ Financial Resources - Mandara, Jelani; Moore, Inez; Richman, Scott; Varner, Fatima (2011)
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Rape Attribution for African-American Students - Mandela, Imani N. (2011)
The purpose of this quantitative research project is an examination of the influence of gender on the attribution of blame for rape among African-American undergraduate students at Georgia State University. The attribution of blame in a rape scenario (male perpetrator/female victim) will be presented in four pairings, manipulating the race (Black/White) of the victim and perpetrator. The attribution of blame will be measured using a modified 5 point Likert-scale and 14 point Likert-scale based on two pre-existing rape attribution scales: Kanekar and Kolsawalla’s “Responsibility and Imprisonment” 21 point scale (1988) and George and Matrinez’s “Victim Blaming” 10 point Likert-scale (2002). The researcher will use SPSS to determine whether or not significant gender differences in the attribution of rape are apparent in each of the scenarios. Gender issues remain a comparatively unexplored area of research within African-American Studies. This research may bring attention to the degree to which the attribution of responsibility for rape is both raced and gendered within the African-American community. In doing so, this research will potentially provide an additional platform on which more open and honest dialogue between African-American men and women can occur.
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ZIMBABWEAN EDUCATION PROFESSIONALS IN SOUTH AFRICA: MOTIVES FOR MIGRATION AND EXPERIENCES IN THE HOST COUNTRY - Manik, Sadhana (ICERI2011 Proceedings, 2011)
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The effectiveness of a composite translator training model for Syrian translation masters students - Mannaa, Mouna Z. (2011)
This thesis tests whether a translation training programme, combining the theoretical principles adopted in Hervey and Higgins' Thinking Translation series and in Bolanos' dynamic translation model, helps to improve Arab MA translation students' performance in English-to-Arabic translation. The course materials used were taken from Thinking Arabic Translation and Supplement to Thinking Arabic Translation. The experimental group were MA translation students at the Higher Institute of Translation and Interpretation, University of Damascus, while MA translation students at the University of Petra (Amman) were used as a control group. Both groups of students were given an initial translation exam. The University of Damascus students (but not the University of Petra) students were then given a 20-hour one-month translation training programme. At the end of this period, both the Damascus students and the University of Petra students were given a final translation exam. All errors made by both groups of students in the initial exam were precisely analysed, using Hervey and Higgins' matrices-level-rank model, as were all errors made by both groups of students in the final exam. The results showed that while University of Petra students had not improved between the initial exam and the final exam, University of Damascus students had made a significant improvement. These results corroborate the view that the theoretical principles developed by Hervey and Higgins, as operationalised for Arabic/English translation in Thinking Arabic Translation and Supplement to Thinking Arabic Translation, help to improve students' English/Arabic translation performance.
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Adapting lowland rice cultivation to climate change - thermal stress tolerance breeding in the Sahel region of West Africa - Manneh, Baboucarr; Sow, Abdoulaye; Kiepe, Paul; Dingkuhn, Michaël (2011)
The Sahel region of West Africa is characterized by extreme diurnal and seasonal temperature variation subjecting the rice crop to thermal stress at different growth stages. The Africa Rice Center in collaboration with partners is aims to identify rice genotypes and associated traits for use in breeding varieties adapted to the Sahel climate. In one set of field trials established at Ndiaye, Senegal, 244 diverse rice genotypes, including four checks, were sown in February, March, April and July subjecting the rice plants to cold and heat stress at different growth stages. Daily minimum temperatures fell below 20 °C in the months of February and March whilst maximum temperatures regularly rose above 40 °C in April, May and June. The rice crop is thus subjected to cold stress in February and March and to heat stress in April to June. Across the planting dates, total biomass production was highest on average for the February planting date (293.8g/plant) followed by the April planting date (281.0g/plant) and lowest for the July planting date (215.4g/plant). However, spikelet sterility was highest for the April planting date on average relative to other planting dates and lowest for the July planting date. On average plantings in July were earliest (100 days from sowing to maturity) relative to other planting dates whilst plantings in February which corresponded to the sowing date for the dry season crop had the longest crop durations (137 days from sowing to maturity). With regards to crop duration across the planting dates, Chromrong a cold tolerant check from Nepal had the shortest duration across all dates whilst N22 the international heat tolerant check had the longest duration. IR64 an international irrigated lowland check variety and Sahel 108 a local check variety had crop durations generally intermediate between these two checks. Large genotypic variations detected in these traits will be exploited in selecting parents to develop new varieties better adapted to the seasonal Sahelian climate. (Texte integral)
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Key Themes of Local Adaptation to Climate Change: Results from Mapping Community-Based Initiatives in Africa - Mannke, Franziska (2011)
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Metal pollution in marine sediments of selected harbours and industrial areas along the Red Sea coast of Egypt - Mansour, Abbas M.; Madkour, Hashem A. (2011)
A study of the geochemistry and texture of marine surface-sediments in selected areas along the Red Sea coast was conducted in order to assess the possible influence of human activities on the composition of the sediments, to test for anomalous enrichments in heavy metals, and to evaluate and quantify metal release into the sea. Surface sediments reveal extremely high total concentrations of Zn (average 21.35 ppm) in Quseir Harbour, Cu (avg. 76.74 ppm) in El-Esh area, Pb (avg. 21.56 ppm and avg. 19.54 ppm) in Safaga and Hurghada Harbours, respectively, as well as Ni (avg. 38.37 ppm), Co (avg. 6.84 ppm) and Cd (avg. 1.33 ppm) in Safaga Harbour. Some samples show very high values of Cu (366 ppm) at El-Esh area. Our results indicate that the main sources of metals in the marine environments are of anthropogenic origin. In addition, trace metals are initially supplied to these areas from terrestrial sources via wadis or the atmosphere, and from biological activity in the sea. The obtained findings will be useful for the management and sus tainable development of the areas in question.
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The Changing Climate of Household Energy: Determinants of Cooking Fuel Choice in Domestic Settings in Axim, Ghana - Manyo-Plange, Ngozi (Social Science Research Network, 2011)
In Sub-Saharan Africa it is assumed that women's cooking fuel choices are constrained by their economic circumstances. The purpose of this study is to understand how different factors influence cooking fuel choice in Ghana. A survey was administered to 100 adult female participants in Axim, Ghana. The study identifies five key factors that contribute to fuel choice, indicating a more complex decision-making strategy than previously thought. It finds that many women are not passive victims of poverty, but that they actively prepare for energy-related hazards by building diverse energy portfolios.
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Factors Affecting the Enrolment of Students in Geography in Public Secondary Schools in Kenya - Maoga, FO; Sureiman, O (Journal of Technology and Education in Nigeria, 2011)
The main objective of the study was to determine the relationship between availability and use of teaching/learning resources and enrolment in the subject. The study adopted a survey design. The target population consisted of Form III students, geography teachers and the head teachers of the thirty-one public secondary schools in Nyamira District, Kenya. Proportionate random sampling was used to sample 10 geography teachers, 10 geography head teachers and 274 students (total 294).Questionnaires were used to gather data from students and teachers while interview schedules were used on head teachers. Correlation techniques were used to analyse quantitative data. Inferences were used to analyse qualitative data. Study findings revealed that teacher’s professional qualification and experience, head teacher’s attitude, availability of teaching personnel and resources positive effects on enrolment. To improve the enrolment in geography the study recommended: regular in-servicing of teachers be done to ensure quality; standardized teaching and learning resources be made available in schools; training of teachers be done in a manner that conforms with the current trends in education; improved teacher deployment and supply; and measures to put in place to ensure every child is taught by only professionally trained and qualified teachers.
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Challenges in the implementation of life skills curriculum in public primary schools in Nakuru Municipality, Kenya - Maogoto, Josephine Ok (2011)
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Education Needs Assessment for the City of Louga, Senegal - Maoulidi, Moumie (2011)
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Research Note Impacts of mine dump pollution on plant species diversity, composition and structure of a semiarid savanna in Namibia - Mapaure, Isaac; Chimwamurombe, Percy; Mapani, BS; Kamona, FA (African Journal of Range & Forage Science, 2011)
Effects of mine dump pollution on semiarid savanna vegetation were investigated in Kombat, Namibia. Vegetation structure, species richness, composition and diversity were compared between polluted and control sites. Concentrations of arsenic, chromium, copper, lead and zinc in soils were significantly higher closer to a 99-year-old mine dump than in a control site and exceeded internationally recommended guidelines by as high as 11 times. Mine dump pollution has significantly reduced woody plant densities, species richness and diversity in the affected area due to disappearance of pollution-sensitive species and preponderance of tolerant ones. Species composition and structure of vegetation close to the mine dump significantly changed, possibly due to negative impacts of heavy metals on recruitment as pollution-sensitive species died off, whereas tolerant species invaded the vacated ecological niches. Ordination analyses confirmed a strong pollution gradient, with measured heavy metals accounting for 57.3% of the observed variation in species data, suggesting that other factors are also important determinants in the area. It is recommended that the mine dump and its surrounds should be rehabilitated and regular monitoring should be carried out to remedy the situation and arrest further pollution of the surrounding environment. Keywords : heavy metals, Kombat, ordination, vegetation African Journal of Range & Forage Science 2011, 28(3): 149–154
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DISCIPLINE VERSUS PUNISHMENT: WHICH WAY FOR EDUCATORS IN SOUTH AFRICAN SCHOOLS? - Maphosa, Cosmas (2011)
The study is part of a larger study on the management of learner indiscipline in schools. The study sought to establish educators’ insights on the disciplinary measures used to deal with minor and major forms of indiscipline in selected South African schools. Available literature points to the realization that educators use mostly punitive disciplinary measures to deal with learner indiscipline in schools. There was a need to establish the situation on the ground. The study was a descriptive survey that utilized a combination of quantitative and qualitative approaches. It looked into insights of 125 educators selected from 15 independent schools in one educational district in the Eastern Cape Province of South Africa. Data were collected mainly through a semistructured questionnaire administered on educators as well as interviews. The SPSS version 17 software was used to analyze quantitative data while content analysis was used to analyze qualitative data. It emerged from the study that from the educators’ point of view educators mostly employed punitive disciplinary measures when dealing with both minor and major forms of indiscipline. The study concludes that educators still viewed disciplining learners as synonymous to punishing them. The study recommends the establishment of staff development workshops to equip educators with skills to embrace supportive, proactive and cooperative disciplinary measures when dealing with learner indiscipline.
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Promoting computer-assisted instruction in higher education institutions (HEIs) to enhance learning: case study of the University of the Western Cape, South Africa - Mapuva, Jephias (2011)
The advent of globalisation has brought with it different innovations that include improved ways of communication. In Higher Education Institutions (HEIs), the impetus brought about by globalisation has seen HEIs craving for the assimilation of Information & Communication Technologies (ICTs) within their constituencies. Increased student numbers bestowed upon HEIs has necessitated lecturers to re-align and change their teaching approaches and opt for e-learning; its advantage over the traditional mode of instruction enables HEIs to contend with the high influx of students seeking higher education opportunities. This paper provides a case study of the University of the Western Cape, which has made inroads into the adoption of e-learning among its students and staff. The University has also embarked on a number of initiatives to enhance assimilation of e-learning among the university population, through use of e-tools used previously as part-time discourses and employed them for educational purposes. Various teams in the E-Learning Department have also embarked on a collaborative approach to promote the use of ICTs to enhance learning and provide an opportunity for a paradigm shift from the traditional mode of instruction to computer-assisted instruction.
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Climate Change and Intrastate Conflict in Africa - Margolese-Malin, Eli Samuel (2011)
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Inclusive Leadership in Nicaragua and the DRC - María, Josep; Lozano, Josep M. (2011)
The conference at which this chapter was originally introduced started with the question: What is the meaning and role of ethics in effective leadership and corporate social responsibility in an age of globalisation? (Jones and Millar, 2009). Globalisation has had controversial effects (Beck, 2000; Castells, 2000). Recent outcomes of this process are ambivalent: while there has been substantial growth in the GDP of certain countries, we have also witnessed new forms of social exclusion (Mària, 2007:71f.). The mechanisms of this social exclusion are multifaceted: individuals are excluded for economic, political, social, or cultural reasons. Therefore, the struggle for a more inclusive form of globalisation is equally multifaceted (Mària, 2008:214f.).
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Video-Based Distance Learning Using Videoteleconferecing Technology in Institutions Higher Education in Kenya - Marika, NM; Ganesh, PP (2011)
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New Approach to In-Service Training of Laboratory Professionals in Sub-Saharan Africa - Marinucci, Francesco; Medina‐Moreno, Sandra; Wattleworth, Matthew; Paterniti, Antonio Damiano; Redfield, Robert (2011)
A major concern in scaling-up health programs in Sub-Saharan Africa is the lack of quality laboratory services. This is mainly due to the limited availability of well-trained laboratory personnel in both technical and managerial areas. More effective in-service training can be achieved by including on-site and off-site training modules tailored to trainees’ specific needs and background. The key step of the proposed approach is an action plan, to be implemented at site level, developed by each trainee during an off-site module. The on-site training module is based on the implementation of the action plan within a specific timeframe that is essential for transferring theoretical knowledge from individuals to practical skills at the laboratory level. Based on the level of implementation of the action plan and completion of objectives, a proficiency training certificate is then awarded. To improve the retention of knowledge among laboratory staff, and hence the quality of laboratory operations, it is crucial that this approach is ingrained into a broader strategy for human resource management at the facility level, including clear job descriptions, salary adjustment policies and professional development strategies.
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Racism and the Image of Africa in German Schools and Textbooks - Marmer, Dalia; Hitomi, Leona; Marmer, Elina; Sow, Papa Gallo (The International journal of diversity in organisations, communities and nations, 2011)
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Growth and Poverty Reduction in Tanzania. Where has Growth Worked for the Poor and What can we Learn from this - Maro, F. (2011)
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Musical learning in cultural encounter : A case study of Gambian and Swedish adolescents in interaction - Mars, Annette (2011)
In this licentiate thesis, I study how young people from Sweden and the Gambia, learn music in interaction with each other within the context of a concert project carried out in the Gambia. The mai ...
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Learning from Kenyan Nurses - Marsh, RN Gene Whitmore (Journal for Specialists in Pediatric Nursing, 2011)
Journal for Specialists in Pediatric NursingVolume 16, Issue 1 p. 5-7 Learning from Kenyan Nurses Gene Whitmore Marsh PhD, RN, Gene Whitmore Marsh PhD, RN Associate Professor EmeritaUniversity of Colorado Denver College of NursingAurora, Colorado, USASearch for more papers by this author Gene Whitmore Marsh PhD, RN, Gene Whitmore Marsh PhD, RN Associate Professor EmeritaUniversity of Colorado Denver College of NursingAurora, Colorado, USASearch for more papers by this author First published: 04 February 2011 https://doi.org/10.1111/j.1744-6155.2010.00275_2.xRead 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 Share a linkShare onFacebookTwitterLinked InRedditWechat Volume16, Issue1January 2011Pages 5-7 RelatedInformation
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3. Tackling HIV and AIDS with faith-based communities: learning from attitudes on gender relations and sexual rights within local evangelical churches in Burkina Faso, Zimbabwe, and South Africa - Marshall, Mandy; Taylor, Nigel A.S. (2011)
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STRATEGY FOR ENGINEERING DESIGN EDUCATION IN UNDERPRIVILEGED SOUTH AFRICAN COMMUNITIES - Martínez, Fernando D. (ICERI2011 Proceedings, 2011)
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EFFECTIVENESS OF SCHOOL COMMUNITY PARTNERSHIP IN EDUCATIONAL DEVELOPMENT IN PUBLIC SECONDARY SCHOOLS IN KENYENYA DISTRICT, KENYA. - Marube, Obara Thomas (2011)
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THE ABILITY OF ADOLESCENTS WITH HEARING LOSS IN SPECIAL SCHOOLS TO ACCESS AND USE ACADEMIC MATERIAL IN THREE PROVINCES IN SOUTH AFRICA - Marx, Estelle Maria Magdalena; Soer, Maggi; Dick, Archie L. (Mousaion, 2011)
This study aimed to determine the ability of a specific group of adolescents with hearing loss to access and use academic information in order to establish the kind of support that might be required for adolescents with hearing loss. Adolescents with hearing loss who have a language delay because of this loss experience problems with access to formal as well as informal academic material. Children with severe hearing loss need special education and the teacher should receive in-service training. This is necessary because children with this degree of hearing loss have a serious language delay, and need special help in all language skills, language-based academic subjects, vocabulary, grammar, pragmatism, reading and writing (HMIE 2007:16). They also have a lack of prior knowledge to assist them in all their language skills (HMIE 2007:26). The participants of this study were adolescents with hearing loss, and teachers and media teachers at special schools that cater for adolescents with hearing loss. Questionnaires were distributed to 326 adolescents with hearing loss, 19 teachers, and six media teachers. In addition, the
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Public-private partnership projects in the construction of public schools in South Africa: A case study of the greater-Sehkukhune district municipality in Limpopo - Masha; Emmanuel, Selepe (2011)
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Agricultural Growth and Poverty Reduction in Tanzania 2000-2010: Where Has Agriculture Worked for the Poor and What Can We Learn from This? - Mashindano, Oswald; Kayunze, Kim A.; Corta, Lucia da; Maro, F. (Social Science Research Network, 2011)
Agriculture is an economic activity important to achieving the poverty reduction strategy goals of Tanzania. Growth in agriculture has made contributions to GDP, foreign exchange earnings, and income poverty reduction. However, despite high growth, the growth pattern in agriculture (which employed about 70 percent of the population between 1998 and 2009) is not reflected in poverty reduction, particularly in rural areas. Using quantitative and qualitative data collected from rural farmers in Mwanza, Newala and Rukwa regions, this paper unpacks growth and poverty transmission routes, identifies growth barriers for agricultural incomes, and analyses where agricultural growth has occurred and if that growth has been transmitted into poverty reduction. Findings indicate that the pattern of economic growth in the past decade was largely influenced by the service and industry sectors; and less by agriculture where annual growth has been slow, following persistent low and declining productivity caused by low utilisation of fertiliser and improved seeds, and the low rate of mechanisation. Evidence gathered from our six research sites also noted barriers to production and markets. Trade and export of cashew nuts and non-traditional items like mango and cut flowers were important routes for income growth, but poor farmers had limited access compared to their richer counterparts. We conclude in this paper that further measures are needed to stimulate higher productivity and income growth associated with new technology, secure markets, mixed farming (diversification of crops and livestock) and efficient institutions (warehouse and credit schemes).
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A SYSTEMS THINKING FRAMEWORK FOR QUALITY ASSURANCE INTRANSNATIONAL EDUCATION - THE CASE OF KENYA - Masinde, Muthoni (2011)
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The relationship between teachers' preparation and perceived level of technology use in mathematics with middle school African American males - Mason, Sherrie Dee (2011)
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Do Victims of War Need International Law? Human Rights Education Programs in Authoritarian Sudan - Massoud, Mark Fathi (Social Science Research Network, 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.
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A comparative study of religious education in Scotland and Malawi with special reference to developments in the secondary school sector, 1970-2010 - Matemba, Yonah Hisbon (2011)
This thesis provided a systematic comparison of Religious Education (RE) as it has evolved in the secondary school curriculum of Scotland and Malawi, between 1970 and the present day (2010). It sought to draw analogies and, where valid, to indicate significant points of difference regarding key issues that underpin this development between two countries that also have a historical relationship dating back to 1859. This was a qualitative study which used the phenomenological research method. In both countries data was collected through field-based research using key informant interviews (n60), relevant documents and school surveys. The conceptual framework of the thesis was based on concepts and issues in the discourse of contemporary RE. The constant comparison strategy of data analysis was implemented in exploring issues that emerged in the research. To further facilitate the analysis of secondary school RE in Scotland and Malawi a thematic approach was adopted in which six key issues were identified and investigated. The first explored the historical problem of underdevelopment in RE. The second examined motives that engendered reforms in the RE curriculum. The third described the various curriculum changes in RE during the period under study. The fourth discussed contested spaces related to the micro-politics of RE. The fifth surveyed the level of provision in RE in different school contexts. The sixth and last assessed the current state of RE. The findings of this study suggested that despite some points of difference, there was greater similarity on salient issues that underpinned the nature of secondary school RE in the two countries, in areas such as the need for curriculum reform, micro-politics of reform, provision in schools and status of the subject. Given the challenges the subject faces in both Scotland and Malawi, the study concluded that without government intervention and support from other key stakeholders RE will continue to be regarded as a marginal curriculum subject.
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Challenges facing inter-religious education in sub-Saharan Africa: the Malawi case - Matemba, Yonah Hisbon (2011)
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Can Adoption of ICTs in Schools assist in the War against Poverty and Underdevelopment in Namibia - Matengu, Kenneth Kamwi (2011)
The print journal is available at the University of Namibia Library (Main Campus); Call no: SCP 370.96881 NER
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Investigating teaching strategies that ensure the inclusivity of learners with physical and/ or mental impairments in Lesotho - Mateusi, Maphaphi Clement (2011)
Thesis ( M. Ed.(Educational Management)) - Central University of technology, Free State, 2011
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Determinants of pupils' performance in English Language at Kenya Certificate of Primary Education in Yatta Division, Yatta District, Kenya - Matheka, Jerum M (2011)
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