Kenya New Constitution and Education: Education in Kenya Under the New Constitution - Wango, Geoffrey Mbugua (2011)
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Provision of Sanitary Towels to Needy Girls in Public Primary Schools in Kenya - Wango, Geoffrey Mbugua (2011)
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Extent of Secondary School Teachers' involvement in Instructional Supervision and its effect on KCSE performance in Gucha South District , Kenya. - Wanjala, Genevieve (2011)
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Factors influencing sport talent development among secondary school students in Homabay Municipality, Kenya - Wanjala, Jackline (2011)
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Influence of supervision by headteachers on Kenya Certificate of Secondary Education performance in Westlands District, Nairobi, Kenya - Wanjau, Margaret W (2011)
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Influence of government funding on the internal efficiency in provision of education in public secondary schools in Nyandarua West District, Kenya - Wanjohi, Catherine W (2011)
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Influence of headteachers' instructional supervision practices on students performance in KCSE in public secondary schools in Kasarani and Starehe Districts, Kenya - Wanjugu, Lucy N (2011)
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Factors influencing girls drop out in mixed day secondary schools in Bungoma County, Kenya. - Wanyama, Christabel N (2011)
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Level of compliance with health and safety standards for the emergency response in secondary schools in Sabatia District, Kenya - Wanyama, Jacob F (2011)
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The challenges of teaching physical education: juxtaposing the experiences of physical education teachers in Kenya and Victoria (Australia) - Wanyama, Michael N. (Journal of Physical Activity and Health, 2011)
This qualitative study compares the experiences of Kenyan and Victorian secondary school Physical Education teachers with the aim of discovering what they can learn from each other. Through in-depth interviews with four experienced PE teachers; two each from Kenya and Victoria, and using phenomenological research methods, the study sought to gain an understanding of the teachers’ experiences in relation to curriculum, pedagogy and administration of PE programmes in their secondary schools. From these experiences the study identified the challenges faced by teachers in both Kenya and Victoria. There is a lot that PE teachers can learn from each other in matters concerning curriculum time allocation, class sizes, teachers’ professional affiliation, examination and assessment, school sport, and use of technology, among others. Knowledge and understanding of these experiences may be of great help not only to teachers but also to education officials, curriculum planners and school boards. Keywords : Physical Education, challenges, teaching, Kenya, Australia.
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Effects of school management committees' involvement in decision making on pupils' academic achievement in Kikuyu district, Kenya - Warano, Damaris W (2011)
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Climate Change And Agricultural Productivity In Sub-Saharan Africa: A Spatial Sample Selection Model - Ward, Patrick S.; Florax, Raymond J.G.M.; Flores‐Lagunes, Alfonso (RePEc: Research Papers in Economics, 2011)
Using data at a high spatial resolution, we estimate a cereal yield response function conditional upon climatological and topographical features using a recently developed estimator for spatial process models when sample selection is of concern. We control for localized spatial correlation in unobserved disturbances affecting both the selection to plant cereals as well as in the resulting conditional yield response. We find that cereal yields across Sub-Saharan Africa will decline with increasing temperatures resulting from global climate change, and that failing to control for sample selection leads to underestimation of these adverse effects.
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Challenges and Opportunities of On-farm Tree Planting as an Alternative Wood Source on Mt. Marsabit, Northern Kenya： Towards Mitigating Climate Change - Warui; Aboud; Chegge-Mungai; Wamuongo (农业科学与技术, 2011)
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Effects of headteachers leadership styles on teachers job satisfaction in public secondary schools in Tetu District, Kenya - Wathika, Lucy N (2011)
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Factors contributing to deviance among secondary school students in Miharati Division, Kipipiri District, Kenya - Watiri, Loise W (2011)
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The economics of climate change in the United Republic of Tanzania. - Watkiss, Paul; Downing, Thomas E.; Dyszynski, J.; Pye, ST; Savage, Matthew W.; Goodwin, John R.; Longanecker, Michael; Lynn, Stacy (2011)
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Influence of headteachers instructional supervision on students performance in K.C.S.E in public secondary schools in Kwale district, Kenya - Watoro, Peter N (2011)
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Financing higher education in Africa: A case of Ethiopia public universities cost containment measures - Waweru, Kennedy Munyua; Abate, Sewale; Huka, Guyo S.; Dawe, Shano M. (2011)
With the tremendous increase in university students enrolments experienced in Ethiopian public universities since years 2005, financing of university education has become topical issue among education stakeholders. This paper explores extent to which Ethiopian public universities have instituted cost containment measures to bridge the financing gap occasioned by the limited public funding. The study which is exploratory in nature, sampled eight public universities that have been in existence for more than two years. Findings indicated that the academic staff ratios and non academic staff ratios were sub optimal and below those of selected African universities. Physical facilities utilization was also found to be sub optimal. Most of the universities managed all noncore services rather than outsource as is the common practice and most universities did not have an inventory of facilities. The study’s findings indicate that more students and programmes could be implemented within the existing infrastructure in Ethiopian public universities, if the resources available were used efficiently.
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Influence of environmental and pedagogical factors on the effectiveness of teaching and learning in pre-schools in Mavoko Municipality, Machakos County, Kenya - Waweru, Lucy Nyambura (2011)
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CLOUD COMPUTING IN EDUCATION IN THE MIDDLE EAST AND NORTH AFRICA (MENA) REGION: CAN BARRIERS BE OVERCOME? - Weber, Alan S. (Conference proceedings of »eLearning and Software for Education« (eLSE), 2011)
Interest in Cloud Computing (IaaS, PaaS, SaaS) in the e-learning arena is growing due to potential greater cost savings from scalable architectures and open source products, and the possibility of higher learning outcomes. Greater connectivity between centralized server-side applications and low cost/low processor capacity mobile devices (M-learning) could provide better access, more control, and greater freedom for e-learners. Many United States businesses and governmental agencies are outsourcing organizational functionality such as email to such Cloud systems as Gmail and Google Apps. However, some serious issues with the viability and suitability of the Cloud Computing model for education remain: primarily, storage of sensitive data on third-party servers outside of the organization. Family and individual privacy are important cultural values in the Arabian Gulf. Also the loss of data through discontinued Cloud services has not been uncommon.
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Language in rural primary schools in multilingual settings : the case of Karagwe in Tanzania - Wedin, Åsa (2011)
This chapter discusses effects of monolingual educational policies in a multilingual setting, with the case of Karagwe in rural Tanzania as an example. The discussion is based on an ethnographic st ...
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Employing people with disabilities in South Africa - Wegner, Lisa (2011)
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The Problems of the Quality of Teachers in South African Schools and its Attribution Analysis - Wei, Yuan (Studies in Foreign Education, 2011)
Teacher quality is one of the topics of worldwide concern,and there is of the great challenge for developing countries to achieve EFA 2015 and MDGs.Although the quality of teachers in South Africa ranks the forefront of African countries,there still exist lots of issues such as single structure,lower level qualifications,and poor health.In a word,the dominant factors of the quality of teachers in South Africa are inappropriate development or implementation of national policies and decline in socie-economic status.
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African Organic Agriculture Training Manual - Weidmann, Gilles; Kilcher, Lukas (2011)
The African Organic Agriculture Training Manual project, which was started in October 2009 by the Research Institute of Organic Agriculture aims at delivering and enabling best farming practices to farmers, farmer groups, extension workers and trainers. The appropriate training materials will help extension workers to better address and communicate with small-holder farmers, and as a result encourage application of new technologies for sustainable agriculture. This training manual is a key ingredient in the dissemination of sustainable agriculture best practices.
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Soil pollution with heavy metals in mine environments, impact areas of mine dumps particularly of gold- and copper mining industries in Southern Africa - Weissenstein, K.; Sinkala, T. (Arid Ecosystems, 2011)
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Soil pollution with heavy metals of gold- and copper mining industries in Southern Africa - Weissenstein, K.; Sinkala, T. (Аридные экосистемы, 2011)
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Tanzanian Women Literacy Learners: Balancing Autonomy and Community - Weitz, Olivia L (2011)
This paper examines women’s literacy perceptions and practices to better understand why women’s literacy rates in Tanzania have declined in the past couple of decades. To assess Tanzanian women’s literacy practices and perceptions my paper examines answers from 38 female respondents on Julie Christoph’s 2011 survey in Zanzibar that is designed to represent Tanzanian women’s attitudes and practices more generally. To supplement emerging trends from the survey, my paper adds responses from women derived from a survey I conducted in Zanzibar this summer at Zanzibar State University. The results from the surveys suggest that women literacy learners are discouraged in developing and maintaining literacy because they are buying into the government’s autonomous literacy model, which implicates the individual role in literacy sponsorship in a way that leaves out support and accountability among community members and families. The outcome of women perceiving literacy in this way is that other supporting structures for literacy sponsorship, such as community literacy circles are undervalued. The wider implication of autonomous literacy learners and practices is that literacy is not applied towards UNESCO and government development goals. My paper suggests that if the government is trying to encourage women to obtain and maintain their literacy in a community, centered way and use literacy in ways that have community development in mind it would be wise to reflect upon lessons from Tanzania’s initial literacy campaign, which holds the value of community and collaboration in higher regards.
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Factors that Affect the Decision of Refugee and Immigrant Students to Pursue Higher Education in Tennessee: The Case of Egyptian, Somali, Kurdish and Mexican Students. - Weldegebriel, Mengistu H. (2011)
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Investigating the effects of community based rehabilitation on families of children with intellectual disability in Ethiopia - Wendu, Yohannes Fissiha (2011)
Community Based Rehabilitation (CBR) wird als praxisbezogener und effizienter Rehabilitationsansatz verstanden, der dazu dient, Kinder mit Behinderungen in ihren Familien und der Gesellschaft zu integrieren. Ziel der Forschungsarbeit war es, Wirkungen von CBR auf Familien mit Kindern mit intellektueller Behinderung in Athiopien zu untersuchen. Als Untersuchungsort wurde das Evangelical Church of Mekane Yesus Center ausgewahlt. Befragt wurden acht Mutter von Kindern mit intellektueller Behinderung, sieben CBR-Sozialarbeiter und sieben Lehrer. Als primare Untersuchungsmethoden wurden Einzelinterviews und Fokus-Gruppendiskussionen, informelle Beobachtungen und Gesprache mit relevanten Autoritaten (einschlieslich CBR-Koordinatoren), sowie erganzend Dokumentenanalysen gewahlt. Die erhobenen Daten wurden mittels eines qualitativen Auswertungsverfahrens interpretiert. Die Untersuchung zeigt, dass Sensibilisierungsmasnahmen im Rahmen des CBR-Projektes zu Einstellungs- und Verhaltensanderungen bei einigen der befragten Mutter fuhrten. Eingeschranktes Wissen der Sozialarbeiter und Lehrer hinsichtlich der Rehabilitation der Kinder mit intellektueller Behinderung und hinsichtlich sonderpadagogischer Forderung stellen grose Hindernisse dar. Die am meisten hemmenden Faktoren sind: Irrglaube und falsche Vorstellungen der Mutter was die Ursachen fur intellektuelle Behinderung, die Lernpotentiale der Kinder sowie die Moglichkeiten der Eltern, die Situation ihrer Kinder zu verandern anbelangt; fehlende Unterstutzung von Verwandten, Freunden und der Gemeinschaft; Armut der Familien; fehlende Involvierung der Familien in Arbeitsprogrammen; negative Einstellungen der Gemeinde gegenuber Kindern mit intellektueller Behinderung und zu hohe Erwartungen der Mutter von Fachleuten. Daher sollten kunftig familienbezogene CBR und sonderpadagogische Forderprogramme ausgebaut werden, die mehr auf Fachkenntnis der padagogischen Experten und CBR-Sozialarbeiter zielen, sowie eine bessere Zusammenarbeit zwischen allen Beteiligten und eine verstarkte Sensibilisierung der Gemeinde und Gesellschaft anstreben.
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Factors influencing academic performance of students in Geography in K.C.S.E in public secondary schools in Kenya: a case of Kakamega North District, Kakamega County - Were, Alice (2011)
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Statistics in the South African School Curriculum - Wessels, Helena (2011)
In this chapter, the status and content of statistics in South African primary and secondary school curricula are discussed. In the post-1994 school mathematics curriculum, the scope of statistics, or data handling and probability, has been broadened to promote statistical thinking through all phases of the statistical process. Because of a lack of content knowledge and knowledge of how learners develop and understand statistical concepts, however, teachers are not yet fully prepared to implement the intended curriculum. An external assessment at the end of grade 12 influences to a great extent teaching approaches and how content is covered.
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The African American Women's Summit: A Case Study of a Professional Development Program Developed by and for African American Women Student Affairs Professionals - West, Nicole M. (2011)
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Post-Correctional Education Interventions: A Phenomenological Case Study of Empowerment Education Curriculum for Formerly Incarcerated African American Males - West, Rolanda Jean (2011)
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Teaching Preparation in Africa: Learning To Teach Early Reading and Maths. Synthesis Report - Westbrook, Jo (2011)
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Teaching Preparation in Africa: Learning To Teach Early Reading and Maths. Uganda Country Report - Westbrook, Jo (2011)
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The printed media and school violence: A South African case study - Wet, Corene De (2011)
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An International Spring Tour Experience: African-American Male Undergraduate Students’ Perception of the Impact - White, Belinda Johnson; Hollingsworth, Keith; Allen, Cheryl; Murdock-Sistrunk, Teloca (Journal of international business education, 2011)
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A Comparative Approach of Split Families (Mali/Congo): Education and National Space - Whitehouse, Bruce (Autrepart, 2011)
Literature on the “transnational family” or the “split household” often assumes that family members’ spatial mobility across a national border is different from their mobility within the nation-state. But how do these two forms of mobility really differ from each other? To answer this question, the author analyses ethnographic data drawn from three communities: a rural community in the Koulikoro region of Mali; Bamako, Mali’s capital and the primary destination of most rural Malians; and Brazzaville, capital of the Republic of Congo. This comparative perspective enables the author to identify several commonalities between households split by transnational migration (from Mali to Congo) and those split by internal migration (from a rural community to the capital city). It also enables him to highlight the differences between these two types of translocal family, especially with respect to the upbringing and mobility of children. This analysis shows the utility of a transnational perspective in the study of contemporary family dynamics.
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Mobile Supported e-Government Systems : Analysis of the Education Management Information System (EMIS) in Tanzania - Wicander, Gudrun (2011)
e-Government systems are considered by both governments and international organisations to improve administration and management. In Tanzania, an e-government system for education administration, E ...
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Africa and climate change: Can Africa manage on its own? - Wiebelt, Manfred (Open Access Publications from Kiel Institute for the World Economy, 2011)
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Africa and climate change: Can Africa manage on its own? - Wiebelt, Manfred (RePEc: Research Papers in Economics, 2011)
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Magnetic Fabric Studies on Mafic Dykes at a Volcanic Rifted Margin in the Henties Bay – Outjo Dyke Swarm, NW Namibia - Wiegand, Miriam; Trumbull, Robert B.; Greiling, Reinhard O.; Vietor, Tim (2011)
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Nelson Mandela Metropolitan University students' perceptions of sexualised advertisements of three South African fast food brands - Wignall, Andrea (2011)
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An Examination Of The Influence Of Mother-Child Communication And Maternal Monitoring On Sexual Behavior In African American High School Students - Wikkeling-Scott, Ludmilla (2011)
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Government Support for 'Private Schools for the Poor': a case study in Mathare informal settlement, Kenya - Wildish, Janet (2011)
Title of Document: Government Support for ‘Private Schools for the Poor’: a case study in Mathare informal settlement, Kenya Janet Wildish, Doctor of Philosophy, 2011 Directed By: Dr. Steven J. Klees, Professor, Department of Education Leadership, Higher Education, and International Education This case study provides an exploration of the Ministry of Education’s strategy of engagement with non-formal schools in Kenya, and the responses made by these schools. Non-formal schools in the informal settlements of Nairobi represent a form of low-cost private schooling, which is found in other urban centers in less developed countries. The ministry’s program includes: school verification and validation, changes in school management and the provision of instructional materials’ grants. The ministry began supporting NFS through an investment program included in the first Kenya Education Sector Support Program 2005-2010. The study findings have been directed towards the question of whether this government support to NFS influences the educational experience of the poor to their advantage. Some of the advantages identified include: greater financial stability in supported schools, which can be used to provide more concessionary places; eligibility of validated NFS for a national school feeding program through greater school legitimization; stronger support for school survival from parents and among pupils themselves because of the expectation of better academic results; higher teacher morale and greater teacher confidence; increased access to national exams through more NFS being granted exam center status and a reduction in exam fees and greater potential access to secondary school through an improvement in exam results. Disadvantages that are described include: the continuation of fees at the same levels as before the MoE support program; no substantive improvements in school conditions other than in teaching and learning materials; high rates of pupil transfer and an associated selection process, which is based on academic ability; tolerance of high rates of class repetition; increased academic pressure, translating into long school hours, class repetition and potential dropping out; modes of punishment that are not acceptable in public schools; deterioration of teacher: pupil ratio and the diversion of funds and support from other forms of non-formal education. The findings suggest that the MoE support program has resulted in some improvements in equality between pupils in NFS and those attending public primary schools, but has done little to address issues of equity amongst children growing up in these disadvantaged circumstances. Government Support for ‘Private Schools for the Poor’: a case study in Mathare informal settlement, Kenya
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The tuck shop purchasing practices of grade 4 learners at selected primary schools in Pietermar[it]zburg, South Africa. - Wiles, Nicola Laurelle (2011)
Aim: To determine whether the tuck shop purchasing habits of Grade 4 learners were contributing towards the development of childhood overweight and obesity. Objectives: To assess the nutritional quality of the food and beverages available for learners to purchase; items regularly purchased from the tuck shop as well as factors influencing the learner’s decision to purchase these items; the anthropometric and socio-demographic characteristics of grade 4 learners as well as their nutrition knowledge related to the tuck shop items purchased. Method: A survey administered to 11 tuck shop managers, a questionnaire administered to 311 Grade 4 learners and two single-sex focus groups of 5 learners each were conducted. Results: Fifty six percent of the sample were female (n=173) and 44% were male (n=138). Twenty seven percent of the study sample was overweight (n = 83) and 27% were obese (n = 85). Eighty six percent of learners (n = 266) claimed to buy from their school tuck shop. Twenty two percent of learners purchased from their tuck shop at least three times per week (n =58). Learners who purchased from the tuck shop had a significantly higher BMI than those who did not (p = 0.020). Learners who purchased from the tuck shop spent on average R8,38 per day with a minimum of R1 and a maximum of R40 (standard deviation R5.39). The most popular reasons for visiting the tuck shop included “this is my favourite thing to eat or drink” (66.5%, n = 177) and “I only have enough money to buy this item” (47.0%, n = 125). Savoury pies were the most popular item for all learners for both food breaks (45%, n = 5 schools and 27.3%, n = 3 schools) selling the most number of units (43) per day at eight of the eleven schools (72.7%). Iced popsicles were sold at almost every school, ranked as the cheapest beverage and also sold the most number of units (40.7). Healthy beverages sold included canned fruit juice and water, while healthy snacks consisted of dried fruit, fruit salad, bananas, yoghurt and health muffins. The average healthy snack contained almost half the kilojoules of its unhealthy counterpart (465kJ vs 806kJ). Nutritional analyses of the healthy lunch options revealed total fat contents that exceeded the DRI and South African recommended limit. Perceived barriers to stocking healthy items included cost and refrigeration restrictions. The average score for the food groups was only 33% indicating that learners were not familiar with the Food Based Dietary Guidelines (FBDG). Further analyses showed that the total knowledge scores of those learners that reported to buy from the tuck shop frequently, was significantly lower when compared to the total knowledge scores of those learners who bought from the tuck shop less frequently (13.0 ± 3.9 and 11.6 ± 3.1, respectively; p < 0.05). Logistic regression analysis confirmed that the total knowledge of a learner could be used to predict whether he or she is more likely to make purchases from the tuck shop (significance = 0.017). Focus group results revealed that learners are…
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The variety, popularity and nutritional quality of tuck shop items available for sale to primary school learners in Pietermaritzburg, South Africa - Wiles, Nicola Laurelle; Green, J M; Veldman, Frederick Johannes (The South African journal of clinical nutrition, 2011)
Objectives: To determine the variety, popularity and nutritional quality of the food and beverages sold to primary school pupils.Method: A cross-sectional tuck shop survey. Nutritional analyses were conducted using the South African Medical Research Council Foodfinder 3 for Windows® software. Eleven mixed-race, well-resourced, government primary schools were studied in Pietermaritzburg, South Africa. Subjects included tuck shop managers from each school.Results: Savoury pies were the most popular lunch item for all learners for both breaks (n = 5, 45%, and n = 3, 27.3%), selling the most number of units (43) per day at eight schools (72.7%). Iced popsicles were sold at almost every school, ranked as the cheapest beverage, and also sold the most number of units (40.7). Healthy beverages sold included canned fruit juice and water, while healthy snacks consisted of dried fruit, fruit salad, bananas, yoghurt and health muffins. The average healthy snack contained almost half the kilojoules of the unhealthy counterpart (465kJ vs. 806kJ). Nutritional analyses of the healthy lunch options revealed total fat contents that exceeded the Dietary Reference Intake and South African recommended limits. Perceived barriers to stocking healthy items included cost and refrigeration restrictions.Conclusion: School tucks shops are selling products that encourage an unhealthy lifestyle, thereby promoting the obesity epidemic. Extensive consultation is required among dietitians, school principals and privatised tuck shop managers to overcome barriers to stocking healthy food in tuck shops.
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”They learn from each other, no problem” – Lärarperspektiv på en inkluderande skola I Uganda - Willén, Linn; Esbjörnsson, Lina (2011)
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African Climate and Climate Change - Williams, Charles; Kniveton, Dominic (2011)
Compared to many other regions of the world, Africa is particularly vulnerable to the effects of climate change and variability. Widespread poverty, an extensive disease burden and pockets of politica
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African Climate and Climate Change: Physical, Social and Political Perspectives - Williams, Charles; Kniveton, Dominic (2011)
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An Applied Case Study Analysis of Potential Societal Importance of Financial Literacy Education for African-american and Latino American Adolescents - Williams, Darryl; Grizzell, Brian; Burrell, Darrell Norman (The international journal of interdisciplinary social sciences, 2011)
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African American Parent Involvement: An Examination of the Characteristics That Determine the Most Successful School and Parent Relationships between Lower Socioeconomic, African American Parents, and Highly Effective Schools. - Williams, Marcheta Ganther (2011)
AbstractAfrican American Parent Involvement:An examination of the characteristics that determine the most successful school and parent relationships between lower socioeconomic, African American parents and highly effective schoolsbyMarcheta Ganther-WilliamsDoctor of EducationUniversity of California, BerkeleyProfessor Ingrid Seyer-Ochi, ChairThe literature contains extensive research that focuses on parent involvement and parent involvement programs. The past decade and a half has warranted some parent involvement programs that focused on the student populations of African American students and lower socioeconomic status students. In schools in which the African American student population is small, establishing an African American parent group can help to develop relationships between families and the school to support students. This is especially important in schools in which the African American student population represents a low percentage of the school. In this study of three elementary schools, African American families are identified and their relationships with schools within the African American parent group are examined. In a review of the literature it was determined that continued study of how social status and social capital may moderate the effects of different types of parent involvement. Teachers, principals, and parents were examined. Using a case study format, this study focuses on three schools that have establishedAfrican American parent groups. Through staff and parent interviews and observations, the study focuses on how the group develops and builds relationship between African American parents, the school, the principal and the school community. The findings of the study show that an effective group has structures in place that support the sustainability of the group over time. Principal and parent commitment is an important factor to ensure the stability and focus of the group. Other factors, such a unity among the group, are needed in order for the group to function in an optimal way. By being united in numbers, the group will prosper and be able to gain the support necessary to be successful. The influence of effective African American parent groups in schools in which the African American parent population is proportionally small can have important implications for district policies and practices.
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Traversing the Bumpy Road of Learning: Exploring Faculty and Student Experiences in an International Service-Learning Program in Tanzania - Williams, Nancy; Nickols, Sharon Y. (Reflections: Narratives of Professional Helping (Click on Current or Archives; Registration Optional), 2011)
Cultural differences, peer relationships, personal coping styles, dealing with conflict, developmental stage, and life experiences of the students don't only shape student learning but affect faculty as well. Effectively assisting students with their emotional experience in a course taking place in a remote area of Africa can be an interesting challenge for faculty. The purpose of this narrative is to explore the subjective experience of two faculty members from different disciplines as they accompanied a group of interdisciplinary students for a month of immersion servicelearning. Drawing from their personal journals, the authors reflect on the challenges in service-learning and the personal impact of leaving the traditional classroom to accompany their students on the bumpy road of learning. Smooth seas do not make skillful sailors. - African proverb
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Elementary Special Education Teachers' Cultural Awareness and Beliefs In One Urban School District Regarding African American Learners - Willis, Janet Elaine (2011)
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Socio-cultural change in two prestigious secondary schools in South Africa : a sociophonetic study of black and white females - Wilmot, Kirstin (2011)
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Teaching Ancient Egyptian. Between Linguistics and Philology - Winand, Jean (2011)
Teaching Egyptian in the beginning of the 21st century can seem a real challenge. The very first question is perhaps not how one can do it, but whyone should do it. In this respect, a comparison between the teaching of the classical languages (Latin and Greek) and that of ancient Egyptian is not without interest. The fact that Egyptology is a relative newcomer when compared to Classical Studies has often be seen as a disadvantage, but it also means more freedom, and less stress. For instance, Egyptology does not have a problem of legitimacy in the cursus studiorumas faced nowadays by Classical Studies. As regards the (basic) teaching of Egyptian, the main issue faced by Egyptologists is probably the lack of a consensus on the mechanisms underlying the grammar of Egyptian, a problem that seems inextricable so far for Classical Egyptian. Whatever the grammatical school one belongs to, one cannot overemphasize the needs of building bridges with what is happening in general linguistics, and of keeping the grammatical terminology under control.
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The elephant in the room: Evaluating postgraduate education in South Africa - Winberg, Christine (2011)
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African-American School Counselors in Majority School Districts: A Qualitative Perspective of Their Lived Experiences - Wingate, Crystal Nicole (2011)
openalex: W191602266 mag: 191602266
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The Clean Development Mechanism and Least Developed Countries: Key Determinants for Enhancing Climate Change Mitigative Capacity with Case Study Analysis of Niger. - Winkelman, Andrew G. (2011)
openalex: W120481141 mag: 120481141
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Successful African American Community College Students Perceptions on Sense of Belonging in Three California Community College Districts - Wise, Nicole Yvette (2011)
openalex: W1485016119 mag: 1485016119
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Pro-poor tourism training for rural economic linkages: the case of Ruma National Park, Kenya and Kalangala Islands, Uganda. - Wishitemi, B.; Ipara, Hellen; Nizeyi, John Bosco; Kiage, Ezekiel; Masila, M. (2011)
openalex: W123048138 mag: 123048138
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Integrated Systems Approaches to Innovative Climate Change Adaptation and Resource Use in Africa. Paper presented to the First Climate Change and Development for Africa (CCDA-1) conference, Addis Ababa, 17-19 October, 2011. - Wit, M. de; Swilling, Mark; Breda, John van; Ozor, Nicholas; Wandiga, Shem O.; Kangalawe, Rym (2011)
openalex: W2274778939 mag: 2274778939
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Saturday Academy: Student, Parent, and Teacher Perceptions of an Intervention for At-Risk Middle School African American Students in a High Poverty School. - Witherspoon, Melody Latrice (2011)
openalex: W187887015 mag: 187887015
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Stemme uit die Suid-Afrikaanse Onderwysunie-geledere oor dissipline = Voices from the ranks of the South African Teachers Union on discipline - Witt, MW de; Witt, Marike de; Lessing, Ansie (Tydskrif vir geesteswetenskappe, 2011)
openalex: W2228464532 mag: 2228464532
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Pollution studies on Nigerian rivers: heavy metals in surface water of warri river, Delta State - Wogu, Macdonald Daniel; Okaka, Christopher Ehighaukuo (2011)
Surface water samples from Warri river in Delta State of Nigeria were analyzed quantitatively for the concentration of nine heavy metals, namely: Cadmium, Chromium, Copper, Iron, Lead, Manganese, Nickel, Vanadium and Zinc, using Atomic Absorption Spectrophotometer. Iron (Fe) recorded the highest mean value of 1.9304mgl-1 while Lead (Pb), had the least mean concentration of 0.0001mgl-1. Warri river receives effluents from industrial, agricultural and domestic sources. Cadmium, Chromium, Manganese and Nickel had higher concentrations than values in standard guidelines for potable water, pointing to the existence of risks to public health. There is need, therefore for a constant monitoring of the heavy metals concentrations in the surface water as well as a comprehensive conservation efforts by relevant organizations.
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The effects of early childhood education attendance on cognitive development: evidence from urban Ethiopia - Woldehanna, Tassew (Ethiopian Journal of Economics, 2011)
Studies in developed countries indicate that preschool education can have strong impact on children’s cognitive development, but there are no studies conducted in the context of developing countries including Ethiopia where pre‐school education is left for private sector. To see if government investment in pre‐school education is worth, we examined the effects of early childhood education attendance on cognitive development of preschool age children. Using data obtained from the Young Lives Longitudinal Survey in Ethiopia, we measured cognitive development of children by Peabody Picture Vocabulary Test (PPVT) and Cognitive Development Assessment – Quantity (CDA‐Q) Test. We employed standard instrumental variable estimation, Wooldridge instrumental variable estimation and propensity score matching techniques to see the degree of association between preschool enrolment and cognitive outcome of five years old children. Across all these models, the results persistently show that early childhood education attendance is positively associated with children’s cognitive development. More specifically, from propensity score matching result, children who have been attending preschool education have scored 31.2% higher in vocabulary test and 23.1 % in quantitative test than those of nonpreschool attendees. The implications of these results are quite crucial and timely for the Ethiopian government. Despite the fact that preschool education increases children’s cognitive development, public investment in this critical stage of education is currently very low in the country and left for the private sector. As a result, the subsector is dominated by fee charging kindergartens in which children from low socioeconomic background do have very little opportunity to attend this fist and critical stage of education implying that government has to do more in this first and essential stage of education. Ethiopian Journal of Economics vol 20 (1) 2011
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ISOKINETIC LEG STRENGTH CHANGES IN YOUNG FEMALE SOUTH AFRICAN RECRUITS FOLLOWING BASIC MILITARY TRAINING - Wood, Paola; Krüger, Pieter; Faria, Aurélio (ISBS - Conference Proceedings Archive, 2011)
Isokinetic testing was used to assess upper and lower leg isokinetic strength changes in 83 female recruits (age 20.2 ± 1.8 years; body mass 60.2 ± 9.2kg; stature 158.0 ±16.8cm) pre and post 12-weeks of basic military training. The cohort completed 48 periods of physical training incorporating a 10% weekly progression and „Pole PT‟ exercises introduced from the fifth week of basic military training. No statistically significant (p<0.05) change in knee extension (60 /sec) and ankle dorsiflexion (30 /sec) measures were noted whilst knee flexion and ankle plantar flexion measures increased significantly by 11.5 % (Right)/ 5.5 % (Left) and 19.4 % (Right)/ 12.8 % (Left) from Pre-test to Post-test, respectively. The importance of considering isolated muscular testing rather than general muscular testing when assessing the effects of a training programme is highlighted.
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Building Nigeria’s Response to Climate Change: Pilot Projects for Community-Based Adaptation in Nigeria - Woodley, Ellen (2011)
Throughout history, human societies have had to effectively devise ways and means to adapt to climate variability by altering their lifestyles, agriculture, settlements and other critical aspects of their economies and livelihoods. The capacity to adapt enables societies to deal with a range of uncertainties. Coping and adaptation is a way of life in Nigeria, where climate variability is the norm and where planting cycles in a largely rain-fed agricultural system are affected by reoccurring droughts, floods and other extreme weather events. Climate change scenarios for Nigeria suggest a warmer climate and projected changes in precipitation suggest it will be wetter in the south along the coast and drier in the northeast. The climate models also suggest more extreme heat events will occur. Resource dependent people, such as farmers, hunters and fishers, who depend directly on the productivity of natural resources around them for their livelihoods, are the first to be impacted by these changes in local environmental conditions. The Government of Nigeria is a signatory to the UNFCCC and there is an initiative underway to develop a national strategy for community-based climate change adaptation. Since 2007, the Nigerian Environmental Study/Action Team (NEST) is an NGO has been implementing the project Building Nigeria’s Response to Climate Change (BNRCC). Pilot Projects are one component of BNRCC, and are designed to test adaptation options on a small scale in order to strengthen the resilience of communities to climate change, increase their adaptive capacity and provide recommendations based on lessons learned from community-based adaptation projects to the national strategy. The projects involve seven partner organizations who are working directly with 15 vulnerable communities spanning Nigeria from the Sahel in the north east to the Coastal/Rainforest in the south east. The projects include but are not restricted to: increasing food security by introducing improved crop varieties; testing alternative livelihood options such as aquaculture in order to provide a means of income and decrease reliance on dwindling forest resources; providing fuel efficient wood stoves; improving access to water sources to deal with water scarcity; and tree planting for ecosystem rehabilitation.
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On the learning behaviours of English additional-language speakers entering Engineering Education in South Africa - Woollacott, Laurie; Simelane, Zanele Faith; Inglis, Joan D. (South African journal of higher education, 2011)
This article reports the findings of an inductive study on the learning behaviours and language difficulties of a small group of English additional-language students entering a school of chemical and metallurgical engineering in South Africa. Students were interviewed in their home language. While they appeared to have had a reasonable grounding in the basics of effective studying and learning, a range of problematic features were also evident. These included rote learning, a dualistic conception of knowledge, and a problematic degree of dependence on teachers, texts and studying past examination papers. The interlinked nature of these features and the way they seem to derive from educational background suggest that the design of interventions should give particular attention to the 'learning practices' of students and be based on developing these practices as a whole rather than the more traditional approach of providing 'skills courses'.
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Knowledge attitude and practice of emergency contraceptives among female college students in Arba Minch Town Southern Ethiopia. - Worku, Alemitu (Ethiopian Journal of Health Development, 2011)
Background : Young and unmarried women constitute a high risk group for unplanned pregnancies and unsafe abortions. It has been estimated that widespread use of emergency contraception (EC) may significantly reduce abortion-related morbidity and mortality. Objective : To assess knowledge, attitude and practice of emergency contraceptives among female college students in Arba Minch town. Method : A cross-sectional institution-based study was conducted from March 1st to 5th 2010 among 407 female students that were selected by using a stratified sampling technique. Result : One hundred seventy three (42.5%) of the respondents said that they heard about emergency contraceptive. Of those who mentioned pills as an emergency contraceptive method, 26.4% correctly identified 72 hours as the time limit for use of the method. The summary index for knowledge disclosed that 21.9% had good knowledge about EC. Though 50% of students had positive attitude towards EC, 11 (2.7%) of the total students had used emergency contraception. EC use was significantly higher among students who were married and among students who have good knowledge on EC, (P<0.027, P< 0.01 respectively). Conclusion : The study showed that knowledge of emergency contraception among female students is low and the method is still underused. Therefore, there is a need to expand IEC about RH and regular methods in general and EC in particular at college level. [Ethiop. J. Health Dev. 2011;25(3):176-183]
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Recent Developments in the Definition of Design Earthquake Ground Motions Calling for a Revision of the Current Ethiopian Seismic Code - EBCS 8: 1995 - Worku, Asrat (Zede Journal, 2011)
Recent developments in the definition of design ground motions for seismic analysis of structures are presented. A summary of results of empirical and analytical site-effect studies are provided and recent findings from empirical studies on instrumental records are compared against similar results from earlier studies. Pertinent changes introduced in recent editions of international codes as a result of these evidences are presented. Comparisons of relevant provisions of EBCS 8: 1995 with those in contemporary American, European and South African codes are made. The paper presents compelling evidences showing that the amplification potential of site-soils can in general be significantly larger at sites of lowamplitude rock-surface acceleration up to 0.1g than at sites of larger accelerations. Noting the practical significance of this fact on the seismic design of structures in low to moderate seismic regions, to which many cities and towns of Ethiopia belong, changes to selected provisions of the local code are proposed. KEY WORDS: Earthquake ground motion, return period, response spectra, seismic hazard, site amplification.
openalex: W1597727561 mag: 1597727561
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Persistence in Learning: Expectations and Experiences of African American Students in Predominately White Universities - Wright, Brenda White; Good, Donald W.; Lampley, Jim (Journal of Learning in Higher Education, 2011)
openalex: W2895276838 mag: 2895276838
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Valuing the "Everyday" Practices of African American Students K-12 and Their Engagement in STEM Learning: A Position - Wright, Brian L. (Journal of Negro Education, 2011)
This article is a call to the research community to look again at the or community-based meaning-making practices-ways of seeing, knowing, talking, acting, valuing, representing-that African American students K-12 use routinely in navigating everyday life out of school and how these relate to learning and achievement in science and mathematics in school. Furthermore, the author asserts that research of this kind will have broader impacts by providing new ways of understanding the linguistic, intellectual, social, emotional, and experiential resources that facilitate STEM learning and academic achievement of African American students K-12. Keywords: African American males, STEM, everyday practices, K-12 education, best practices INTRODUCTION In the foreword of Carol D. Lee's (2007) book Culture, Literacy, and Learning: Taking Bloom in the Midst of the Whirlwind, Linda Darling-Hammond wrote, [This book] names, vividly and with a resonant truth, how it is that the intelligence we know resides in African American youth - indeed, in all youth - gets missed, and how it can be uncovered and cultivated (p. xvii). Building on the ideals expressed in this quote, this article is a call to researchers, school personnel and all those interested in the target population to engage in research mat focuses on the intelligent everyday practices mat African American students bring to the classroom and how these relate generatively to learning and thinking in science, technology, engineering and mathematics (STEM), specifically in science and mathematics. In the sections that follow, the author presents a discussion of repertoires of meaningmaking practices in science and math taken up by African American students. The next section highlights examples of K-12 programs that have been successful in nurturing STEM development among African American students. The article concludes with a discussion of the broader impact of everyday practices on STEM learning as a framework for the generation of best practices for engaging African American students in STEM learning. REPERTOIRES OF MEANING-MAKING PRACTICES IN SCIENCE AND MATH In school only a very narrow repertoire of meaning-making practices is typically valued. This repertoire leaves out intellectually powerful forms of argumentation, explanation, narration, representation, and imagination across linguistic, visual, bodily, emotive, and symbolic modes of meaning making. As a result, the everyday funds of knowledge and meaning-making practices, which students from historically non-dominant communities bring to their school learning, are often missed or dismissed being interpreted as having no real intellectual value in the classroom. For this reason, scholarship that focuses on elaborating the community-based meaning-making practices (e.g., ways of seeing, knowing, talking, acting, imagining, valuing, representing) that African American students K-12 use routinely in navigating everyday life outside of school and how these relate to learning and achievement in mathematics and science is important to helping teachers understand that however unfamiliar, off-topic, or strange, students are always making sense of their worlds (Nasir, Rosebery, Warren & Lee, 2006). Warren, Ogonowksi, and Pothier (2005) of the Cheche Konnen Center at TERC have documented forms of argumentation, explanation, imagining, and metaphorical thinking among African American and Haitian American students that connect deeply with academic forms in the sciences. Furthermore, they have shown that when these are recognized and taken up intentionally in the science classroom, student learning is expanded in ways more reflective of professional scientific practice, becoming both more rigorous and engaging. To illustrate the point, they documented first and second graders' exploration of Newton's laws of motion using cars and ramps. The students investigated changes in the cars' motion. …
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UNH Receives National Science Foundation Grant To Study Changes In Climate, Population, And Land Use In Africa - Wright, Lori (2011)
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Economic assessment of water storage for adaptation to climate change in Sub-Saharan Africa - Xenarios, Stefanos; McCartney, Andy; Polatidis, Heracles; Eguavoen, Irit (2011)
Paper presented at the International Conference on Integrated Water Resources Management - Management Water in a Changing World: Lessons Learnt and Innovative Perspectives, Dresden, Germany, 12-13 October 2011
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Assessing agriculturists' response towards climate change impacts in water storage: evidences from Ethiopia. [Abstract only] - Xenarios, Stefanos; McCartney, Matthew (2011)
In Ambo University, Ethiopia. Department of Biology. International Conference on Ecosystem Conservation and Sustainable Development (ECOCASD), Ambo University, Ethiopia, 10-12 February 2011. Theme: Natural Resources for Livelihood Enhancement. Book of abstracts. West Shoa, Ethiopia: Ambo University
openalex: W2336882609 mag: 2336882609
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Economic assessment of water storage for adaptation to climate change in Sub-Saharan Africa - Xenarios, Stefanos; McCartney, Matthew (RePEc: Research Papers in Economics, 2011)
The development of water storage schemes in Sub-Saharan Africa is considered a major aid for agricultural regions with scarce water and anticipated climate change impacts. The selection of storage options is often conducted through monetary assessment of direct costs and benefits. Such an approach, although prompt and straightforward, often leads to reductionism in the assessment process and loss of valuable information. This in turn can result in less than optimal decision-making. Against this background, this paper proposes an alternative approach based on an outranking methodology designed with threshold systems and weighting values. Though based on the underlying principle of economic efficiency, the approach proposed avoids some crucial weaknesses of cost-benefit related analyses. The methodology has been evaluated to six case studies in Ethiopia and Ghana through the introduction of socioeconomic and environmental related indicators.
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Identifying efficient water storage schemes for climate change adaptation in agriculture: evidences from Indris Watershed in Ethiopia - Xenarios, Stefanos; McCartney, Matthew; Adenew, Berhanu (Conference Papers, 2011)
Paper presented at the Conference on Ecosystem Conservation and Sustainable Development (ECOCASD), Ambo University, Ethiopia, 18-20 February 2011
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Identifying efficient water storage schemes for climate change adaptation in agriculture: evidences from Indris Watershed in Ethiopia - Xenarios, Stefanos; McCartney, Matthew; Adenew, Berhanu (RePEc: Research Papers in Economics, 2011)
Considerable research has been conducted into the technical adaptation measures that Ethiopian farmers might adopt to mitigate adverse climate change impacts. However, relatively little is known about Ethiopian farmers\u2019 perceptions of using water storage and land allocation to combat climate change. This paper assesses the major water and land related attributes which could be used to mitigate the impacts of climate change in agrarian regions of Ethiopia. The study was conducted in the Indris small irrigation system located northwest of Addis Ababa in Oromia region. The findings indicate that farmers prefer to utilize modern water canals in combination with large plots in lowland areas and high water consumption, even if they have to share half of their production in exchange.
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Economic assessment of water storage for adaptation to climate change in Sub-Saharan Africa. [Abstract only]. - Xenarios, Stefanos; McCartney, Matthew; Polatidis, Heracles; Eguavoen, Irit (2011)
In German Federal Ministry of Education and Research (BMBF). International Conference on Integrated Water Resources Management - Management Water in a Changing World: Lessons Learnt and Innovative Perspectives, Dresden, Germany, 12-13 October 2011. Abstracts. Bonn, Germany: German Federal Ministry of Education and Research (BMBF).
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Preliminary Exploration of Transforming Trends of Basic Education in South African Rural Areas - Xiao, Shu-Hua (Comparative Education Review, 2011)
In recent years,the South African government has begun to recognize the importance of rural areas basic education and has set up special agencies to give impetus to its transformation.The documents issued successively by the agencies indicate the transforming trends.This paper will firstly sort out the documents and then explore the transforming trends in three facets,including school planning,curriculum content and teaching staff.
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Building a Clever Cubs School Hostel in Namibia, Africa - Xue, Cynthia; Gutman, Adda; Pazdzior, Daria; Fagan, Julie M. (2011)
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Language Learning Strategies Employed By Tefl Libyan university Students In Learning English Language - Yahya, Haifa Omar Mohamed; Razak, Noor Zainab Abdul (2011)
Kajian ini bertujuan mengkaji strategi pembelajaran yang digunakan oleh pelajar Libya di Universiti AlFateh. Kajian ini, khususnya mengkaji penggunaan strategistrategi pembelajaran, kekerapan penggunaan strategi-strategi tersebut dan melihat perbezaan penggunaannya mengikut jantina serta tahap kecekapan dalam penggunaan Bahasa Inggeris. Responden dalam kajian ini terdiri daripada 120 pelajar tahun dua yang mengikuti kursus Bahasa Inggeris sebagai Bahasa Asing di kampus Universiti AlFateh. Metodologi yang digunakan dalam kajian ini adalah soal-selidik dan temubual. Temubual dijalankan keatas 12 responden telah menjawab borang soal selidik yang diberikan. Data telah dianalisa menggunakan perisian SPSS. Secara umumnya, hasil dapatan kajian ini menunjukkan pelajar-pelajar menggunakan enam strategi pembelajaran. Selain itu, kajian ini juga mendapati bahawa strategi pembelajaran yang kerap digunakan oleh pelajar Libya adalah strategi sosial, manakala startegi metacognitif kurang diminati. Kajian ini juga menunjukkan bahawa pelajar perempuan menggunakan strategi pembelajaran yang lebih efektif berbanding dengan pelajar lelaki. Tambahan lagi, kajian ini menunjukkan bahawa tidak terdapat perbezaan di dalam penggunaan strategi pembelajaran bagi tahap kecekapan Bahasa Inggeris yang berbeza. Berdasarkan kajian ini, dapat disimpulkan bahawa penggunaan strategi-strategi pembelajaran perlu dititikberatkan agar dapat membantu pelajar meningkatkan lagi kemahiran mereka dalam mempelajari Bahasa Inggeris.
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The Kenyan School Systems' Impact on Public Higher Education Access: Examination of Growth, Access, and Challenges. - Yakaboski, Tamara; Nolan, Katelyn (2011)
The Kenyan educational system is an example of how increasing demand, external policies, and lack of resources have hindered access into Kenya’s highest level of education. While it is possible to view higher education as the problem and the solution as a means to an educated workforce and economic development, the issues stem from growth, access, and challenges at the lower levels of education, primary and secondary. In order to improve Kenya’s higher education access, educators and leaders should first examine the issues hindering primary and secondary education. The trends imply that if United States educators and leaders can better understand the challenges in Kenyan education, then we can better educate the Kenyan international students with the tools and knowledge to improve the Kenyan system when they return home after graduation.
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Association of Cocaine- and Amphetamine-Related Transcript, Leptin and Leptin Receptor Gene Polymorphisms with Anthropometric Obesity Phenotype Indicators in South African Learners - Yako, Yandiswa Y; Fanampe, Biotumelo L; Hassan, Mogamat Shafick; Erasmus, Rajiv T; Merwe, Lize van der; Rensburg, SJ van; Matsha, Tandi E. (Lifestyle genomics, 2011)
Obesity has increased rapidly in South African children and adolescents. Genes involved in appetite regulation have been extensively studied worldwide, but their role in the obesity phenotype in South African Black and mixed-ancestry school adolescents is unknown.Seven common polymorphisms in LEP, GHRL, CART and LEPR were analysed for genotype and haplotype association with anthropometric obesity phenotype indicators in South African Black and mixed-ancestry adolescent school learners.The CART c.517A→G polymorphism was significantly associated with obesity susceptibility. The LEPR Lys(109)Arg G allele was associated with an average reduction of 2.36 kg/m(2) in body mass index (BMI), 5.66 cm in waist circumference (WC) and 1.61 cm in mid-upper-arm circumference (MUAC). This was confirmed by haplotype analysis. Additionally, a haplotype of the LEP polymorphisms significantly increased BMI, MUAC and hip circumference, while LEPR haplotypes were associated with differences in MUAC.Our findings suggest that c.517A→G and Lys(109)Arg contribute to the variation in anthropometric obesity phenotype indicators observed among Black African and mixed-ancestry South African learners. Furthermore, haplotypes of LEP, LEPR and GHRL polymorphisms were associated with varying measurements of weight, BMI and WC. Further studies are required to confirm our results in a larger and homogeneous study population group.
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Participant Recruitment of African American College Students at an Historically Black College and University (HBCU): Challenges and Strategies for Health-Related Research - Yancu, Cecile N.; Lee, Anna K.; Witherspoon, Daphne D.; McRae, Correll D. (Journal of health disparities research and practice, 2011)
Lack of research participation among African Americans is problematic for population relevant health disparity research. The purpose of this paper is to identify and describe challenges and strategies in recruitment of African American college students for healthrelated research being conducted at a small Historically Black College or University (HBCU). Upon completion of a recruitment and retention literature review, study investigators constructed and tested a culturally-specific, direct-appeal protocol to recruit participants. Major barriers to recruitment of African American college students included discrete sources of distrust, lack of understanding of the research process, and logistical concerns. Implementation of a culturally-specific, direct appeal protocol led to a significant improvement in recruitment and retention of student participants. It is imperative that researchers demystify scientific investigation as a first step towards building trust between themselves and target populations, particularly those from traditionally underrepresented groups. Reasons for distrust, a need for trust and trust building strategies are offered here.
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Community-based adaptation to climate change in Africa: a typology of information and institutional requirements for promoting uptake of existing adaptation technologies - Yatich, T.; Swallow, Brent; Ajayi, Oluyede C.; Minang, Peter A.; Wakhayanga, J (2011)
It is predicted that climate change will make some parts of Africa generally drier and other parts generally wetter. Even if these general trends hold, long-term rainfall predictions for any particular area in Africa are very uncertain. What is much more certain, however, is that all parts of Africa will be subject to more extreme day-to-day and season-to-season fluctuations in rainfall. This means that African farmers will need to adapt to more extreme and erosive storms, greater likelihood of flood, longer periods of drought, and generally less certain conditions for food and agricultural production. There are a number of technologies –particularly those focused on water managementthat are likely to have greater relevance for Africa’s agriculture in the coming years and decades. This paper describes known adaptation technologies including inter alia crop improvement, water harvesting and their associated informational and institutional requirements. Some of the informational requirements for include giving the right information in the right package to farmers as well as establishing or strengthening institutions to ensure their scaling up. This ensures the necessary information and institutional ‘architecture’ for scaling up the use of these technologies by a larger community of African farmers. The pursuit and promotion of agricultural technologies by focusing on information and institutional needs will require strategic policy and institutional development within a system of global governance that links effectively with national and community-level adaptation iniatives. Finally we review the existing informational and institutional gaps, challenges and the way forward with the hope that these will catalyze a re-look at community-based adaptation, increased investment in adaptation and consideration of community-based adaptation as part of the global response in addressing the potential effects of climatic variability and climate change.
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Microbial Pollution of Water in El-Salam Canal, Egypt - Yehia, Hany M.; Sabae, Shawky Z. (2011)
Water pollution is a major global problem. It has been suggested that it is the leading worldwide cause of deaths and diseases. With this intent, the paper presented pollution aspects of El- Salam Canal. Out of large number of microbial parameters linked with human health, some significant contaminating indicators, namely, heterotrophic plate count (total viable plate count, CFU/ml), total coliform (MPN/100 ml), Fecal coliform (MPN/100 ml) and faecal streptococci (MPN/100 ml) were analyzed. Twenty Five samples were collected over a period of five seasons from spring, 2008 to spring, 2009. The results of the present study revealed that the heterotrophic plate count ranged from 5× 10 - 930× 10 CFU ml and from 9× 10 - 870× 10 66 1 6 6
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Patronage of Educational Broadcasts and its Effects on Academic Growth of Students of Winneba and Apam Senior High Schools in the Central Region of Ghana. - Yelkpieri, Daniel; Kweku, Wilson Esia-Donkoh; Kwesi, null; null, null (Academic leadership (Murfreesboro, Tenn.), 2011)
The importance of Mathematics transcends all definitions and the prosperity of any country depends onthe volume and quality of Mathematics offered in its school system. Obe (1996) conceptualisesMathematics as the master and servant of most disciplines and thus, a source of enlightenment andunderstanding of the universe. He further opines that without it, the understanding of national problemswould be superficial. Graeber and Weisman (1995) agree that Mathematics helps the individual tounderstand his/her environment and to give accurate account of the physical phenomena aroundhim/her. To this end, Setidisho (2001) submits that no other subject forms a strong binding forceamong various branches of science as Mathematics, and without it, knowledge of the sciences oftenremains superficial.
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African and African American Children's and Adolescent Literature in the Classroom: A Critical Guide. Black Studies and Critical Thinking. Volume 11. - Yenika‐Agbaw, Vivian; Napoli, Mary (Peter Lang New York, 2011)
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The contribution of soya bean utilization trainings to women’s empowerment in the Sissala east district of Ghana - Yieri, Y. (2011)
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Policy Instruments and Strategies For Regulation of Urban Air Pollution Caused By Imported Used Cars In Ethiopia - Yilak, A; Yoshitsugu, H.; Hirokazu, K. (African Journal Of Environmental Pollution And Health, 2011)
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Hydrogen in drinking water attenuates noise-induced hearing loss in guinea pigs - Ying, Lin; Kashio, Akinori; Sakamoto, Takashi; Suzukawa, Keigo; Kakigi, Akinobu; Yamasoba, Tatsuya (Neuroscience Letters, 2011)
It has been shown that molecular hydrogen acts as a therapeutic and preventive antioxidant by selectively reducing the hydroxyl radical, the most cytotoxic of the reactive oxygen species. In the present study, we tested the hypothesis that acoustic damage in guinea pigs can be attenuated by the consumption of molecular hydrogen. Guinea pigs received normal water or hydrogen-rich water for 14 days before they were exposed to 115 dB SPL 4-kHz octave band noise for 3 h. Animals in each group underwent measurements for auditory brainstem response (ABR) or distortion-product otoacoustic emissions (DPOAEs) before the treatment (baseline) and immediately, 1, 3, 7, and 14 days after noise exposure. The ABR thresholds at 2 and 4 kHz were significantly better on post-noise days 1, 3, and 14 in hydrogen-treated animals when compared to the normal water-treated controls. Compared to the controls, the hydrogen-treated animals showed greater amplitude of DPOAE input/output growth functions during the recovery process, with statistical significance detected on post-noise days 3 and 7. These findings suggest that hydrogen can facilitate the recovery of hair cell function and attenuate noise-induced temporary hearing loss.
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Comparison of storm time equatorial ionospheric electrodynamics in the African and American sectors - Yizengaw, E.; Moldwin, M. B.; Mebrahtu, A.; Damtie, B.; Zesta, E.; Valladares, C. E.; Doherty, Patricia H. (Journal of Atmospheric and Solar-Terrestrial Physics, 2011)
The characteristics of storm time (corotating interaction regions (CIR)-driven storm that happened on 9 August 2008) equatorial electrojet (EEJ) phenomena and their effect on the ionospheric density structure at two different longitudinal sectors are presented. Equatorial magnetometer data, occultation density profiles from COSMIC and CHAMP LEO satellites, and ground-based GPS TEC are used. We find unusual density reduction around local noon at the same time when we observe the reversal of electrojet current and thus counter-equatorial electrojet (CEJ) signatures. The continuous energy deposition in to high latitudes due to the CIR-driven storm that triggers the E-region dynamo and the penetrating magnetospheric origin electric field is suggested to be responsible for the reversal of equatorial electrojet current flows. We also compare the magnitude and direction of the driving force (E×B drift) in the American and African sectors for the first time. It was found that at the same local time the E×B drift in the American sector is stronger than that of the African sector. Previously, the uneven distribution of ground-based instruments hindered our ability to obtain a global understanding of the dynamics and structure of the ionosphere. The newly deployed ground-based instruments, primarily in the African sector, provide the opportunity to observe the governing equatorial electrodynamics simultaneously with the ionospheric density structures detected by the instrument onboard low-Earth-orbit (LEO) satellites. To our knowledge this is the first simultaneous observation performed in the African sector. This case study may provide additional input that could be used to explain the unique density irregularities that are often seen from in situ satellite observation in the African sector, a region that has been devoid of ground-based instrumentations.
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Factors influencing career choices by girls in public secondary schools, a case of Migori County; Kenya - Yongo, Millicent (2011)
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Knitwear Design Utilizing African Body Painting Pattern - Development of Ethiopia School Uniform using SDS-ONE - - Yoo, Jinhee; Lee, Younhee; Lee, Yoon-Mee (Journal of the Korean Society of Costume, 2011)
The purpose of this research is to find out more usages in today's fashion industry where various designs and changes of production required. And this research will also suggest new products and new directions to enhance the efficiency of product planning and production in knit industry using SDS-ONE program. Ethiopia in East Africa, knit already has been used as a school uniform. There is a big difference in temperature spread due to. Knit is a proper item to initiate the textile industries of underdeveloped countries. So this research can develop knit industry and lead the trend of introducing fashion in school uniforms. In this research, we use Paint of SDS-ONE to transform the patterned item into color jacquard, and show it on the designed clothes using simulation. It is shown that body painting pattern is suitable conditions for knit jacquard and simplified pattern can be applied as an excellent knit. And it is discovered the simulation feature of SDS-ONE program has a high efficiency and can be used effectively in African textile industry the future mass production base; SDS-ONE simulation can show various patterns and colors with constrained kinds of threads. Since the body painting designs can be applied in various fields, and from women's wear to men's wear, without limitation, we can take advantage of the broad.
openalex: W903589029 mag: 903589029
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Corporal punishment of children : a critical realist account of experiences from two primary schools in urban Tanzania - Yoshida, Tamaki (2011)
Corporal punishment of children is widely accepted and often legally practised in many countries, reflecting a seeming contrast between the rights and status of adults and of children. More countries are now banning corporal punishment in schools, as advocated by the United Nations Committee on the Rights of the Child in its regular reviews of countries' compliance with the UN Convention on the Rights of the Child (1989), the most widely ratified human rights Convention. With difficulty, Tanzania is gradually moving towards the banning of corporal punishment of children in schools. This thesis explores the experiences of discipline and punishment in two urban primary schools in Oar es Salaam, Tanzania. Research methods include ethnographic observations, group sessions and interviews with children, teachers and parents. A critical review of social research methodologies reveals gaps in existing approaches and shows how dialectical critical realism can offer deeper understanding. The analysis aims to understand the ontology of pain, the morality of the corporal punishment of children in relation to human rights. The thesis analyses accounts of childhood and punishment, and the nature of changes and differences in reality that reside in the bodies in pain, in conjunction with reason-emotion and power. Particular concerns are: how critical realist ontology and epistemology can inform understanding of the body in pain; how children's and adults' experiences of pain are given different meanings; and how critical realism helps to justify the possibility of universal human rights intended to protect children from corporal punishment.
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How can African agriculture adapt to climate change: Climate Change Impacts in Ethiopia: Hydro-Economic Modeling Projections - You, Gene Jiing‐Yun; Ringler, Claudia (Research briefs, 2011)
Two factors critical to assuring food security, whether at the local or the global level, are increasing crop productivity and increasing access to sustainable water supplies. These factors are also vital to the economic success of agriculture, which is particuÂlarly important in Ethiopia given that the sector accounts for about 41 percent of the countryâ€™s gross domestic product (GDP), produces 80 percent of its exports, employs 80 percent of the labor force, and is a major source of income and subsistence for the nationâ€™s poor.
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How can African agriculture adapt to climate change: Climate Change Impacts in Ethiopia: Hydro-Economic Modeling Projections - You, Gene Jiing‐Yun; Ringler, Claudia (RePEc: Research Papers in Economics, 2011)
Two factors critical to assuring food security, whether at the local or the global level, are increasing crop productivity and increasing access to sustainable water supplies. These factors are also vital to the economic success of agriculture, which is particuÂlarly important in Ethiopia given that the sector accounts for about 41 percent of the countryâs gross domestic product (GDP), produces 80 percent of its exports, employs 80 percent of the labor force, and is a major source of income and subsistence for the nationâs poor.
openalex: W1593389917 mag: 1593389917
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Disproportionality of African American Students in Special Education - Young, Maurice M. (2011)
Many students primarily those in the urban school districts are at risk of dropping out or not achieving their true academic potential. The school district used for this study, which is the poorest district of the recognized 5 biggest districts in New York State, has a dropout rate well below the statewide average (T. Harris, personal communication, March 18, 2011). The performance of its schools amounts to a barometer for the success of the city and the region. Who’s to blame? The teachers, the parents, administrators or state and federal officials who generate and promote funding and programs to the 859 districts throughout New York State. This paper will provide an in-depth investigation relating to the relationships teachers and students have that are from diverse cultural backgrounds. More importantly, the impact of these relationships on academic achievement on urban students will be investigated. The research will include the disproportionality of African Americans in special education programs, the subjective labels many children are given by teachers and medical practitioners, and the history of the public educational system regarding African Americans. Resources used for this research will include, professional journal articles, personal communications with teacher, medical practitioners and students, textbooks relating to culturally diverse teaching strategies and statistical data retrieved from reliable internet sources. Though most want personally acknowledge that they are many differences between teacher and student relationship, this continues to play a vital role in the outcome of the academic endeavor of students. As a result, all teachers and students must be aware of their own cultural biases to achieve their fullest academic and pedagogical zenith. Document Type Thesis Degree Name MS in Special Education Department Education Subject Categories Education This thesis is available at Fisher Digital Publications: http://fisherpub.sjfc.edu/education_ETD_masters/75 D i s p r o p o r t i o n a l i t y | 1 Disproportionality of African American Students in Special Education
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Real People, Real Needs: Deaf Education in Dadaab Refugee Camp in Kenya - Youngs, Megan (2011)
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Sensitizing and Building the Capacity of Women Towards Climate Change Consequences in Northern Lakes of Egypt - Yousry, Hala; Samra, Manal (2011)
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Potential of Nassarius nitidus for monitoring organotin pollution in the lagoon of Bizerta （northern Tunisia） - Youssef, Moustafa; Lahbib; Сами; Abidli; Pablo; Rodríguez; González, Marcos; José, José; Ignacio; Garcia, Junior Ruiz; Alonso; Najoua; et al. (环境科学学报：英文版, 2011)
Imposex and butyltin burden were assessed in Nassarius nitidus,Bolinus brandaris and Hexaplex trunculus collected at five stations in the Bizerta lagoon.Biological analysis showed that imposex followed type (a) in N.nitidus (distal evolution),against type (d) in the two muricids (proximal evolution).Imposex indices were higher in sites located nearby sources of tributyltin and N.nitidus was the least affected species of the five sites,followed by B.brandaris and H.trunculus.Butyltin analysis showed lower accumulation in N.nitidus followed by H.trunculus and B.brandaris.This study has allowed the gathering of data on imposex in a snail studied for the first time in Tunisia (N.nitidus).It suggests the possibility of using such snail as a complementary species for organotin monitoring programs in the Mediterranean and further confirmed that H.trunculus is the most suitable species for such investigations.
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Climate Change and Sustainable Urban Development in Africa and Asia - Yuen, Belinda; Kumssa, Asfaw (2011)
Part I Introduction 1 Africa and Asia: Two of the World's Fastest Growing Regions Belinda Yuen and Asfaw Kumssa Part II Climate Change and Urban Development 2 Climate Change and Living Cities: Global Problems with Local Solutions Priyanka Anand and Kallidaikurichi Seetharam 3 Climate Change in the Context of Urban Development in Africa Kempe Ronald Hope, Sr. 4 A Region of Contrasts: Urban Development, Housing and Poverty in Asia Kioe Sheng Yap 5 The Effects of Climate Change on Urban Human Settlements in Africa Aloysius Clemence Mosha Part III Climate Change and Housing: Case Studies from Africa and Asia 6 Climate Change and the Housing Environment in Ghana Kwasi Kwafo Adarkwa and Michael Poku-Boansi 7 Creating a Sustainable Living Environment for Public Housing in Singapore Johnny Liang Heng Wong 8 Climatic Change and Housing Issues in South Africa Bornwell C. Chikulo 9 Climate Change and Sustainable Housing in Uganda Stephen A.K. Magezi 10 Housing and Climate Change: Adaptation Strategies in Vietnam Vinh Hung Hoang Part IV Climate Change and Its Effect on Cities: Case Studies from Africa and Asia 11 Climate Change and Cities' Actions in China Xiaodong Pan and Zhenshan Li 12 Climate Change and Its Effect on Cities of Eastern African Countries Samuel Kerunyu Gichere, George Michael Sikoyo, and Ally Matano Saidi 13 Climate Change and Liveable Cities in Malaysia Kamalruddin Shamsudin and Suan Siow Neo 14 Climate Change and Its Effect on Urban Housing and Liveable Cities: The Case of Harare, Zimbabwe Rodreck Mupedziswa Index
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A Survey of Psychostimulant Use among University Students in Northwestern Nigeria - Yunusa, Fadimatu; Obembe, A; Madakwi, A; Asogwa, F (Nigerian Journal of Psychiatry, 2011)
Background: Substance use was prevalent among students. While previous studies suggested high prevalence of substance abuse, no study has been reported among university students in Sokoto north western Nigeria. Aim: This study aimed to determine the prevalence of psychoactive substance use among university students in Sokoto. Methods: A total of 1884 students from the university were included. Questionnaire containing items on sociodemographic variables and substance use were administered. SPSS Version 16.0 was used for statistical analysis. Results: Prevalence of psychostimulant use among the students was 52.6%. Coffee was most frequently used with prevalence of 52% followed by kolanut, 24%. Prevalence of alcohol use was 2.8% while that of marijuana was 0.3%. Conclusion: Substance use in the form of mild psychostimulants is prevalent among these students. Active intervention to prevent progression into illicit substance use may be of benefits. Key words : Nigeria, Prevalence, Student, Substance use, University.
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Prevalence and specific psychosocial factors associated with substance use and psychiatric morbidity among patients with HIV infection at Usmanu Danfodiyo University Teaching Hospital, Sokoto State, Nigeria - Yunusa, MA; Obembe, A; Taymur, İbrahim and Njoku, C.O. (African journal of drug and alcohol studies, 2011)
In this study we set out to determine the prevalence of depression and anxiety disorders among HIV infected persons, prevalence of substance use among these patients, effect of active and inactive use of substance on drug compliance and clinic attendance, and psychosocial correlates of substance use among these patients. This cross sectional study was conducted among patients who had been diagnosed with HIV disease in a teaching hospital in Sokoto, Nigeria. A questionnaire relating to socio-demographic variables, substance use and psychiatric morbidity was administered to the patients. Information obtained were analyzed using SPSS version 11 with the test of significance set at p<0.05. Our study showed that more male patients used substance than the female patients. In addition, the presence of psychiatric morbidity and substance use had implications for clinic attendance and drug compliance. In the overall management of HIV infected patients, regular screening for substance use and psychiatric morbidity should be carried out and referrals made appropriately.
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ICT a Peer Mentoring : Teachers´Professional Development in a joint venture between Sweden and South Africa - Zackrisson, Katarina Sipos; Thorgersen, Ketil; Männikkö-Barbutiu, Sirkku (2011)
ICT & Peer Mentoring : Teachers´Professional Development in a joint venture between Sweden and South Africa
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Psychiatric morbidity among third year medical students at the Ain Shams University, Cairo, Egypt - Zaki, Nivert; Ibrahim, Juliani (Middle East Current Psychiatry, 2011)
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Post-Revolutionary Effects: Political Self-Education of Tunisian Youth - Zarlenga, Erica (2011)
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Heritage – A Conceptually Evolving and Dissonant Phenomenon: Implications for Heritage Management and Education Practices in Post-colonial Southern Africa - Zazu, Cryton (The Southern African Journal of Environmental Education, 2011)
This conceptual paper is based on experiences and insights which have emerged from my quest to develop a conceptual framework for working with the term ‘heritage’ within an education for sustainable development study that I am currently conducting. Of specific interest to me, and having potential to improve the relevance and quality of heritage education in southern Africa, given the region’s inherent cultural diversity and colonial history, is the need for ‘heritage construct inclusivity’ within the processes constituting heritage education practices. Working around this broad research goal, I therefore needed to be clear about what I mean or refer to as heritage. I realised, however, how elusive and conceptually problematic the term ‘heritage’ is. I therefore, drawing from literature and experiences gained during field observations and focus group interviews, came up with the idea of working with three viewpoints of heritage. Drawing on real life cases I argue that current heritage management and education practices’ failure to recognise and respect the evolving, interconnectedness and multi layered nature of heritage, partly explain the same practices’ lack of relevance and agency to enhance the sustainable management of local heritage resources. I also suggest a few ideas which heritage educators in the context of post-colonial southern Africa may need to consider in their everyday heritage education practices. I also introduce the notion of conceptualising heritage as ‘cultural landscapes’, within which the evolving, dissonant and interconnected nature of heritage, and associated heritage constructs, may be reconciled.
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Economically and academically disadvantaged young people striving to be computer literate in Mozambique : unfolding learner agency in constraining conditions - Zeininger, Christian (2011)
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Management and motivation in Ugandan primary schools: Impact evaluation final report - Zeitlin, Andrew; Bategeka, Lawrence; Guloba, Madina; Ibrahim, Kamarulzaman; Mugisha, Frederick (2011)
openalex: W1544314900 mag: 1544314900
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The Potential Impact of Mobile-Assisted Language Learning on Women and Girls in Africa: A Literature Review - Zelezny-Green, Ronda (Ubiquitous learning, 2011)
openalex: W2803216658 mag: 2803216658
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Opportunities and challenges for statistics education in South Africa : original research - Zewotir, Temesgen; North, Delia (Pythagoras, 2011)
The South African educational system is in a state of transformation as the Government embarks on a process of grappling with legacies of the past, whilst balancing risks and opportunities for the future. Accordingly, a new school curriculum with outcomes-based education as the fundamental building block was introduced along a sliding scale, starting in 1997. This curriculum, with a vast statistics content, has the potential to change the face of statistics education in South Africa, as statistics had previously been virtually absent from the school syllabus. This article highlights the challenges to and opportunities for optimising the teaching of statistics across all education levels in South Africa.
openalex: W2269827396 mag: 2269827396
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Design Practice of Storm Runoff in Algeria - Zhang, Jianwen (Transportation Standardization, 2011)
According to the survey and design of M1 Contract Section of East-West Expressway in Algeria,it analyzes and demonstrates the storm runoff characteristics along the expressway to determine the runoff parameters and calculation methods,which can provide reliable hydrological data for design of drainage structures along the expressway and reference for design of expressways at domestic.
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Analysis of Strategy for Integration of Higher Education of African Union - Zhi-yua, Sun (Comparative Education Review, 2011)
Driven by the tidal wave of African revitalization,and called by practices of the integration of African higher education,Harmonization of Higher Education Programs in Africa:A Strategy for the African Union was passed by African union.The proposed areas of this strategy are establishment and maintenance of political commitment,cooperation in information exchange,continental framework for qualifications,minimum standards in education qualifications,and joint curriculum development and student mobility schemes.The discourse system of the strategy emphasizes the values of harmonization and localization of African higher education,and attaches the importance to mobilization of stockholders.However,the strategy is faced with many challenges such as great difference between different country's educational systems,shortage of funding and severe impact from globalization.And it evades some key issues such as the relationship between integration and internationalization of African higher education.
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The Analysis of Secondary Education Reform in Sub-saharan Africa - Zhuo-yin, LI (Comparative Education Review, 2011)
With the implementation of the African Millennium Project,sub-saharan Africa's basic education has been develop rapidly.The focus of the development moves gradually from primary education to the relatively weak secondary education.To speed up the EFA goals and the Millennium Development Goals process,the World Bank and sub-Saharan African governments have carried out the system and the mechanism reform to their secondary education,including the reforms in education funding,teaching quality,curriculum,decentralization of school power and other aspects of reform policies.After several years of efforts,some progress has been achieved with the reform,but many constraints still exist if achieving the objectives of the reform.
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The Reform of Botswana' s Secondary Education in the Process of the Millennium Development Goals - Zhuo-yin, LI (Comparative Education Review, 2011)
The United Nations Millennium Development Goals produced positive influence on the basic education in the whole African countries.Botswana is one of Sub-Saharan Africa which had the best basic education. In the process of the millennium development goals,in order to promote the reform of the basic education, Botswana prioritized the reform of secondary education to promote the basic education reform and has obtained significant effect.Through the establishment of the diversification of the educational system,to enlarge the investment on the education;through the basic education curriculum reform to address the aptness of policy and the rationalization of the curriculum and so on.However,in the process of the Millennium Development Goals,the development of secondary education in Botswana still have some certain troubles and challenges.
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The Decentralization and Centralization of Curriculum in the Primary Education of Burkina Faso - Ziba, Simon A. (2011)
In Burkina Faso, a decree which transfers competences and resources related to basic education to municipalities, does not mention the case of curriculum. This study seeks to understand how do educational policymakers in Burkina Faso explain why educational decentralization initiatives have not heretofore affected curriculum issues, and how do they view the possibility and desirability of a decentralized curriculum. It uses qualitative and quantitative methods. This nationwide study has participants who are primary education bureaucrats and educational policymakers at the central, regional and provincial levels of the ministry in charge of basic education. The results of this study show that curriculum is a state-protected category; certain categories in the curriculum such as national values, curriculum contents and the determination of teaching methods greatly influence the reason why curriculum is a state protected category; and policymakers preferred being at the core of decision-making even if curriculum was to be decentralized.
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Creating a Learning Culture in Schools: An Analysis of Challenges and Opportunities with Special Reference to the Egyptian Context - Zidan, Atta Taha (2011)
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Communications in Computer and Information Science: The Impact of an Online Environment Reading Comprehension: A Case of Algerian EFL Students - Zidat, S.; Djoudi, Mahiéddine (2011)
In this study we used a statistical analysis, based on a sub-sample of participants enrolled in the fifth years of Computer Science Department of Batna (Algeria) University, the effects of an online environment reading comprehension were investigated. The students’ native language was Arabic, and they were learning English as a second foreign language. The two research questions of this study are: 1. Are there any differences in students’ reading paper-andpencil / web mode? 2. Are there any differences in students’ reading individual / collaborative mode? The paper proves that working with our online learning environment significantly improved the students’ motivation and positively affected higher-level knowledge and skills.
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No. 08: Climate Change and Food Security in Southern African Cities - Ziervogel, Gina; Frayne, Bruce (2011)
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Innovation in higher education quality assurance: an empirical study of Sweden and Egypt - Zineldin, Mosad; Vasicheva, Valentina; Belal, Mohamed (International Journal of Innovation in Education, 2011)
Purpose – The aim of this research is to innovate a new quality assessment and assurance techniques based on a holistic and multifunctional perspective, to examine the major factors affecting students' perception of cumulative satisfaction and to address the question whether students in Sweden and Egypt evaluate quality of higher education similarly or differently. Design/methodology/approach – From the literature review, a draft questionnaire was constructed and tested to ensure that the instrument solicit information that is appropriate to internal and external quality assurance. The final draft questionnaire containing five quality constructs (5Qs) was distributed among university students in Sweden and Egypt. The collected data was analysed. Findings – In this research, we describe a study involving a new instrument, i.e. the 5Qs model. We modelled the student satisfaction as a function of the 5Q dimensions based on total relationship management (TRM) philosophy. To the extent possible, we draw upon scales which had been used in management, sociological, medical and pedagogical literature. Practical implications – The TRM strategy and 5Qs tool should be implemented to inspire all employees at the university, faculty and department to understand its main philosophy and approach. Originality/value – This study presents an innovative quality evaluation and assurance model. The new 5Qs model, methodology, together with its implementation, has proved beneficial in terms of structure for designing a higher education quality measurement instrument and a framework for prioritising results and findings.
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An Evaluation of a Supplemental Snack Feeding Program on Growth in School-aged Children Living in Rural Tanzania, East Africa - Zivkovich, Caitlin J. (2011)
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Attributes of quality in selected Somali higher education institutions : an empirical analysis - Zubeyr, Mohamed Abukar (2011)
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impact of education on sexual behavior in sub-Saharan Africa - Zuilkowski, Stephanie Simmons; Jukes, Matthew (2011)
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"She is my teacher and if it was not for her I would be dead" : exploration of rural South African Community Health Worker's informational and mediating roles in the home - Zulliger, Rose (2011)
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strategies to achieve sustainability in urban design of schools : case study unrwa schools in the gaza strip - اسماعيل, سمر يوسف (2011)
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the effectiveness of proposed training program to develop the professional competencies for students of the primary education at al-azhar university-gaza, under the light of teacher preparation strategy (2008) - العجرمي, باسم صالح مصطفى (2011)
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The changing impacts of agro-climate on cereal crop yields : panel data evidence from India and Sub-Saharan Africa - 津坂, 卓志 (2011)
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