Teacher professional learning in mentoring relationships : lessons from a Cooperative-Reflective model in Ghana - Asante, Edward Kwame (2011)
In Ghana, two government commissioned committee reports and a major research study raised concerns about the quality of the country’s teacher education programme. The quality deficiency was attributed to a disjuncture between the theory and practice of teaching. To bridge this theory-practice gap, the University of Education, Winneba, adopted a one-year school-based student internship as an innovative component of its 4-year teacher education programme for upgrading in-service teachers to replace the traditional 4-6 weeks teaching practice, with classroom teachers serving as mentors for student teachers. Since the heart of mentoring is the mentor-mentee relationship, this study explored in depth the mentor-mentee relationships of a Cooperative-Reflective model of mentoring adopted by the University of Education, Winneba, (UEW), Ghana, for its student teachers in an attempt to understand the nature of these professional relationships and how they facilitate teacher professional learning, growth and development. A qualitative ethnographic case study approach was used to study five cases of mentor-mentee relationships from the lived experiences of mentors and mentees involved in the University’s student internship programme. The data were collected from interviews, observations, and document analysis. Trustworthiness of the research was ensured through the multiple sources of data, peer review, member checks, as well as the description of themes in the participants’ own words. The study revealed that although the involvement of classroom teachers in the professional training of student teachers is a novelty in teacher education in Ghana, and a great departure from the old teaching practice, the programme has some conceptual and implementation challenges. First, the old conception of a hierarchical relationship between student teachers and their supervisors still persists contrary to the collegial, collaborative, reciprocal and critical reflective conceptions that underpin the UEW mentoring model. This is attributable to the lack of sensitivity to the socio-cultural and professional contexts in which the model is being implemented. The Ghanaian society is hierarchical; age is, therefore, equated with experience, respect, authority, and reverence. Fostering collegial relationships among mentors and mentees in this cultural context becomes problematic. Again, even in the Ghanaian teaching profession, inherent in the professional ethics is the respect for rank and social distance. It is, therefore, difficult for teachers of lower ranks to forge collegial relationships with those of higher ranks. Second, there is a dearth of direction and guidance on the selection of mentors and the matching of mentors and mentees. This results in the mentors and mentees going through the mechanics of the relationship without there being any substantive professional learning from their interactions. The current practice where the responsibility for the selection of mentors and the matching of mentors and mentees is vested in the heads of partnership schools/colleges results in instances of mismatch in terms of age, gender, experience, and personal chemistry. Third, the programme targeted the wrong type of student teachers; hence the superficial nature of the professional learning that occurred in the relationships. Since they were not novice teachers, but had teaching experiences ranging from five to twenty-seven years, they did not find the professional learning experience challenging enough. Finally, the programme did not envision that the collegial, collaborative and participatory learning strategies that are supposed to characterise the mentoring relationship are to have their parallels in the teaching and learning contexts of the mentoring dyad in schools and colleges in terms of a shift in pedagogy. The findings suggest that theoretical positions alone cannot provide sufficient basis or framework for the development of a mentoring programme. It must be based on the socio-cultural as well as the professional factors within the context of implementation since it is the interaction between particular mentors and particular mentees in their particular contexts that determines the type of relationship to be established and the type of professional learning that will result.
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STUDENTS’ CHARACTERISTICS AS PREDICTORS OF THEIR PERCEPTIONS ON THE EFFECTIVENESS OF COMPUTER-BASED TEST IN NIGERIAN UNIVERSITIES - Ogunlade, Oyeronke Olufunmilola (Pakistan journal of education, 2011)
Computer and related technologies provide powerful tools to meet the new challenges of designing and implementing assessments methods that go beyond the conventional practices. With the growing population of students in most Nigerian Universities, there is need for the use of Computer-Based Test (CBT) for assessment. CBT has long been regarded as a potentially powerful asset for providing assessment. The successes of transition from Paper-Based Test (PBT) to CBT in Nigerian universities prompted this study to investigate students perceptions in this field based on a survey study underpinned by the modified Technology Acceptance Model (TAM) as the research framework. The study is descriptive and the factors that can predict acceptance of CBT for examination in the Nigerian Universities was investigated in a survey study involving 1506 students. The dimensions used in the study were Perceived Ease of Use (PEOU), Perceived Usefulness (PU) and Perceived Credibility (PC). The three dimensions envisage the use of CBT. The study revealed amongst others that the usefulness, ease of use and credibility are important in the’ use of computer-based test in Nigerian universities. Based on the result, it was recommended that students’ gender and field of study be considered in the use of CBT.
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The role of tachnology in music education: a survey of computer usage in secondary schools in Nairobi province, Kenya - Achola, Malachi D. (2011)
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Climate change and its impacts on groundwater resources in Morocco: the case of the Souss-Massa basin - Bouchaou, Lhoussaine; Tagma, Tarik; Boutaleb, Saïd; Morjani, Mohamed Hssaisoune Zine El Abidine El (2011)
In spite of its geographical situation on the Atlantic and Mediterranean coast, Morocco is one of the most arid areas of the world; it experiences highly variable rainfall and recurrent droughts. The limited water resources are threatened by increasing demands and accelerated quality degradation. In addition, the Intergovernmental Panel on Climate Change (IPCC) predicts in its 4th Assessment Report that “Annual rainfall is likely to decrease in much of Mediterranean Africa and northern Sahara, with the likelihood of a decrease in rainfall increasing as the Mediterranean coast is approached” (IPCC 2007) Chapter 11, p. 866). The fact that climate is changing has become increasingly clear over the past decade. This prediction is based on several climate models thatsimulate global and regional mean precipitation. While the multi-model predictions show confl icting results for some areas, in the Mediterranean and Northern Africa the multi-models show consistent results of signifi cant reduction in precipitation (IPCC 2007). The Intergovernmental Panel on Climate Change reports that heat waves have been increasing towards the end of the 20th century and are projected to continue to increase in frequency, intensity and duration worldwide (WHO 2009; Baccini et al. 2008; IPCC 2007; Meehl et al. 2007; Robinson 2001). Climate change is caused by the combined impact of growing human population and economic activities (WHO 2003b). The IPCC has developed a series of 40 scenarios of plausible future trajectories for population growth, economic and technological development (IPCC 2000). Each scenario gives estimates for greenhouse gas emission levels, and predicts the changes in the temperature ( Campbell-Lendrum and Woodruff 2007). For example, temperature may be estimated to increase by 0.54C (scenario B2 – low emission scenario), 0.84C (scenario A1B – middle emission scenario) or 1.02C (scenario A2 – high emissions scenario) in 2030, relative to the baseline period (WHO 2009).
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African American Teacher Leaders: Selections, Supports, Barriers - Greenwood, Jacquelynne Yvette (2011)
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Effects of learning and innovation on development: the case of Malawi - Guta, Christopher Wilfred (2011)
Whether it is the accumulation of capital or capabilities that accounts for rapid development of Newly Industrialized Countries (NICs) has been a focus of debate. The former, which informs approaches to development often adopted by international agencies, reflects neoclassical perspectives. The later, by contrast, reflects evolutionary approaches with deliberate learning and innovation as dominant factors. The purpose of this thesis is to understand development by exploring how it is influenced by learning and innovation focusing on the factors, mechanisms and institutional conditions that foster learning and innovation in Malawi. This thesis has adopted quantitative and qualitative methods informed extensively by theoretical perspectives on the knowledge, learning, innovation and development nexus. Using primary survey and secondary data, a conceptual framework that emerged from contrasting perspectives on theories of the firm has situated a quantitative understanding of how firms in Malawi learn and innovate and the impact of institutional conditions. A qualitative approach, however, has enabled identification of underlying mechanisms that foster learning and innovation thus, providing bases for articulating how evolutionary perspectives can enhance Malawi?s development prospects. The thesis finds that successful development is conditioned on understanding it as an interactive process of learning and innovation hinged on addressing systemic failure regarding acquisition and utilization of knowledge by producers, firms especially. We find that failures related to institutional conditions on market and social capabilities, governance and communication and knowledge infrastructure have created a business environment in Malawi that does not foster firm learning and innovation. Thus, firms are more inclined to exploiting existing capabilities leading to static rather than dynamic efficiency. This behaviour reflects dominance of neoclassical perspective of development by stakeholders. We find, therefore, that Malawi?s development prospects are predicated on innovation in the delivery of knowledge-related services to producers thus, innovation in public goods. At firm-level, action that: promotes firms? investment in on-the-job training, engenders dialogue, fosters collaboration; and builds knowledge stock positively influences learning and innovation capability. We find that high learning firms, under entrepreneurial leadership, exemplify an evolutionary understanding of the role of knowledge in production. They deliberately foster these behavioural and cognitive factors for which they are rewarded with superior performance. At national level, we find that contrary to neoclassical perspectives, Malawi?s development is conditioned on purposive action by all stakeholders, government in particular, to mitigate constraints on learning and innovation arising from idiosyncratic aspects of the business environment. This evolutionary perspective entails entrepreneurial leadership in government and adoption of a national learning and innovation system approach to development. We argue that building coalitions focused on fostering knowledge flows to firms, especially those in the manufacturing sector which we find to be the basis for structural change of the economy, is a necessary though not sufficient pre-condition for Malawi?s development.
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Code Switching and Its Implications for Teaching Mathematics in Primary Schools in Ile-Ife, Nigeria - Jegede, Olusegun O. (Journal of Education and Practice, 2011)
The study investigated code-switching and its implications for teaching Mathematics in selected primary schools in Ile-Ife. The data for the study were obtained from five mathematics teachers and fifty pupils from five purposively selected primary schools through ethnographic observation and structured interviews. Data collected were analysed using Myers-Scotton's Matrix Language Framework model, as well as descriptive and inferential statistics. The results showed that teachers in the schools used code switching as an approach to the acquisition of literacy in that it allowed each pupil to use each of his/her languages in a natural, meaningful way as the various classroom activities were being implemented. The study concluded that the use of code switching in multilingual mathematics classrooms does not result in a deficiency in learning, but is a useful strategy in classroom interaction and efficient way of transferring knowledge to students. Keywords: Code Switching, Mathematics, Mother Tongue, Language, Medium of Instruction, Classroom Interaction
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Comparing the impact of E-learning and ICTin Higher Education institutions in Libya and United Kingdom - Kenan, Thuraya; Pislaru, Crinela; Elzawi, Abdussalam (2011)
This paper examines the impact of E-learning and the ICT in the Higher Education (HE) in Libya and UK. A comprehensive analysis of the problems linked to the use of e-learning and ICT in Libyan institutions is performed. It is obvious the pronounced information technology (IT) gap between Libya and the developed world due to social, political and economic conditions in an Arab country where the primary delivery educational model is essentially traditional. Then possible ways of implementing successfully e-learning and ICT in Libyan educational institutions by considering positive UK examples are explored.
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Factors hindering teaching and learning activities for hearing-impaired students at Karen technical training institute for the deaf, Nairobi-Kenya - Kihingi, Christine Kamonya (2011)
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Resources for Teaching Secondary School Biology In Bayelsa State of Nigeria - Obomanu, B.J.; Akporehwe, Joy (Information and Knowledge Management, 2011)
The study investigated the resource potentials for teaching secondary biology in Yenagoa and Ogbia Educational Zones of Bayelsa State. The survey design was adopted. Thirty four (34) secondary school biology teachers from sixteen schools from both private and public constituted the sample. They were randomly selected from the eighty two (82) biology teachers in these zones. Two instruments, namely; Resources for Teaching Secondary Schools Biology (RTSSB) and Biology Laboratory Checklist (BLC) were used to generate data for the study. The data was analyzed using simple percentages and numerical values. The findings indicated that resources for teaching biology were lacking or insufficient on the basis of which recommendations were made for the provision of both material and human resources for effective teaching of biology at the secondary school level. Keywords: Survey, Sustainable Development, Professional organization, Human resources.
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Training Manual for Effective Service Delivery and Security Measures in the Nigerian Police Force - Oshodi, John Egbeazien (Journal of economics and sustainable development, 2011)
There is increasing concern about insecurity in the nation and the modern Nigerian police force, now in its 81 st year, still needs improvement in the area of psychological readiness in order to effectively protect life and property of the people. In this article it is argued that a highly functional police system usually begins with a psychologically competent police man or woman; as such, a psychological-based manual is being proposed.In the 21 st century the road to the internal security of the nation will only open widely when the police organization enhances its functional performance and fulfills its proper role in society using officers and resources that are psychologically and emotionally adequate. This paper provides an overview of the essential procedural aspects of the pre-employment psychological screening process for potential law enforcement officer candidates and for post-psychological updates and followups for serving officers. This paper presents the basic steps of the psychological screening process and argues for it to become standard, mandated requirements of the nation. In this article the characteristics and the attributes looked for in law enforcement candidates through the psychological screening process are explained. Keywords: police, testing, competent, manual, training, psychological, psychologists
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Exploring ecosystem-based adaptation in Durban, South Africa: “learning-by-doing” at the local government coal face - Roberts, Debra; Boon, Richard; Diederichs, Nicci; Douwes, Errol; Govender, Natasha; McInnes, A.; Mclean, Cameron; O’Donoghue, Sean; Spires, Meggan (Environment and Urbanization, 2011)
The lack of progress in establishing ambitious and legally binding global mitigation targets means that the need for locally based climate change adaptation will increase in vulnerable localities such as Africa. Within this context, “ecosystem-based adaptation” (EBA) is being promoted as a cost-effective and sustainable approach to improving adaptive capacity. Experience with the ongoing development of Durban’s Municipal Climate Protection Programme indicates that achieving EBA in cities means moving beyond the conceptualization of a uniform, one-size-fits-all layer of street trees and parks to a more detailed understanding of the complex ecology of indigenous ecosystems and their resilience under climate change conditions. It also means engaging with the role that this “bio-infrastructure” plays in improving the quality of life and socioeconomic opportunities of the most vulnerable human communities. Despite the long-term sustainability gains of this approach, implementation in Durban has been shown to be both technically challenging and resource intensive. The close association between human and ecological systems in addressing climate change adaptation has also led to the development of the concept of “community ecosystem-based adaptation”.
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Students' Attitudes towards the Study of English an d French in a Private University Setting in Ghana - Soku, Dennis; Nkansah, Kwabena; Osafo-Adu, Mavis (Journal of Education and Practice, 2011)
English and French are two important international languages taught as mandatory courses at Wisconsin International University. Therefore examining attit udes of students to these two languages was appropr iate for reasons of improving its teaching and likeabili ty by students. Four hypotheses were tested and res ults indicate that gender had a significant effect on st udents’ attitudes to the study of English; where fe males showed a better attitude to the two languages than their male counterparts. However, gender had no significant effect on students’ attitudes to the st udy of French, thus no significant difference exist s between males and females in their attitudes to French. It was also found that age had no significant effect o n students’ attitudes to the study of both English an d French. Further it was revealed that level of stu dents had no significant effect on students’ attitudes to the study of English and French. Likewise, language background had no effect on students’ attitude to t he study of English; however, the results showed th at language block had a significant effect on students ’ attitude to the study of French. Francophone stud ents indicated a much positive attitude to the study of French than their Anglophone counterparts. The results of this study are a firm indication that interventions should be made in encouraging male students to appreciate and develop the right attitude to the st udy of the two languages. Special attention should be given to the Anglophone students in the French lect ures with the view of improving likeability and achieving a much positive attitude to the language.
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The impacts of climate change and rapid development on weathered crystalline rock aquifer systems in the humid tropics of sub-Saharan Africa: evidence from south-western Uganda - Tindimugaya, Richard Taylor Callist (2011)
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The needs of biomedical science training in Africa : perspectives from the experience of young scientists - Zofou, Denis; Abimbola, Seye; Norice, Norice T.; Samje, Moses; Zoumana, Isaac Traore; Oyediran, Oyewale A.; Oraka, Chinedu; Kadigi, Daudi Mussa (African Journal of Health Professions Education, 2011)
Biomedical research is a powerful tool for solving health challenges developing regions. The present study aimed at describing the needs of biomedical science training in Africa from the experience of young African scientists at home and in the Diaspora. A total of 107 young scientists were recruited through existing international networks and interviewed via a web-based program, on the current status of biomedical research in their different institutions, as well as the major obstacles faced and their aspirations. This survey revealed that although considerable efforts have been made in strengthening research capacity in Africa, a lot remains to be done. Biomedical research in Africa is seriously hindered by obstacles such as lack of infrastructure, expertise, energy supply, institutional support and financial support from governments. We encourage Applied Research and Public-Private Partnership to foster implementation of research findings into goods and services for public benefit.
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Technical College Teachers in Nigeria: Issues, Problems and Challenges - Abassah, Miller (Mediterranean journal of social sciences, 2011)
This paper is centered on the problems and prospects of the technical college teacher in Nigeria it explicates therelevance of technical education programme The paper recognizes the implications of the National Policy on Education (NPE)for technical (technological) education, the new curriculum development by the National Board for Technical Education (NBTE),the changing business and technology environment, the personal, professional and public image of the technical teachers. theteachers of technology have certain peculiarities which must be taken care of. before they can effectively carry out theirprofessional roles. the paper craves the indulgence of federal and state governments as well as private organizations to supportthe technical programmes at all levels of educational system, that is, the aspect of funding, provision of infrastructure, trainingmaterials, motivation, in-service training and knowledge update among other things.
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Decentralized ministerial systems to enhance and sustain education quality : lessons learned from across borders, case studies from Indonesia, Colombia, and South Africa - Abdelrahman, Mobarak; Aaed, Nahed (2011)
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Towards effective management of private university education in Nigeria - Abiodun-Oyebanji, Olayemi (Journal of Emerging Trends in Educational Research and Policy Studies, 2011)
University education plays a crucial role in the provision of high-level manpower for the socio-political and economic development of any nation. To this end, the effective management of this educational sector most especially at the private level becomes very imperative. This paper therefore aims at examine the myriads of problems militating against the effective management of private universities in Nigeria and how this problems can be curbed or reduced to the barest minimum. Prominent among these problems are: Inadequate funding, profit maximization motive, shortage of faculty member, wideness of social gap and so on. It was therefore recommended that government should work hand in hand with proprietors of private universities by giving them access to Education Tax Fund (ETF) grant and providing them with necessary logistics supports so as to enhance or promote effective performances on their parts.
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A survey of the oral health knowledge and practices of pregnant women in a Nigerian teaching hospital. - Abiola, Adeniyi; Olayinka, Adebola; Mathilda, Braimoh; Ogunbiyi, Ogunbanjo Ogunbiyi; Modupe, Sorunke; Olubunmi, Onigbinde (PubMed, 2011)
To describe the self-reported oral health knowledge, attitudes and oral hygiene habits, among pregnant women receiving antenatal care at the Lagos State University teaching Hospital (LASUTH). A cross-sectional questionnaire-based survey was conducted at the LASUTH antenatal clinic during the period January - June 2008. Most of the respondents demonstrated a reasonable level of oral health knowledge and positive attitudes towards oral health. However, there were gaps in the oral health knowledge of the women surveyed. The relationship between the level of oral health knowledge and ethnicity (p=0.856), level of education (p=0.079), age category (p=0.166), and trimester of pregnancy (p=0.219) were not statistically significant. In addition, the women's knowledge and attitude towards oral health was not reflected in their oral hygiene practices. There is a need to provide oral health education for pregnant women during antenatal care in order to highlight the importance of good oral health in achieving good health for both the mother and her baby.
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Functional education, militancy and youth restiveness in Nigeria’s Niger Delta: The place of multi-national oil corporations (MNOCs) - Abraham, Nath. M. (African Journal of Political Science and International Relations, 2011)
The oil-rich Niger Delta region of Nigeria has been in global focus for sometime due to youth restiveness and lately, militancy occasioned by the disruption of activities of multi-national oil corporations, hostage taking of both foreign nationals and Nigerians alike. This paper opines that functional education is the only panacea to the prevailing situation in the region. By functional education, the paper means such that will equip youths of the region to compete favourably with their peers from within the country and beyond, for job placements (at high levels) in oil companies. The paper calls on the multi-national oil corporations to take ‘the bull by the horns’ in this respect by building and equipping the primary and secondary schools in the region to international standards; and also, paying some reasonable allowances to teachers in such schools to avert their attraction to other sectors. The paper sees this as a long-term, but most effective instrument to curb the negative tendencies of youths in the region. Key words: Functional education, militancy, youth restiveness, Niger delta, multi-national oil corporation.
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Architectural education and sustainable human habitat in Nigeria - Adedeji, Y. M. D.; Taiwo, A. A.; Olotuah, Abiodun Olukayode; Fadairo, Gabriel (WIT transactions on ecology and the environment (Online), 2011)
The goal of architectural education is directed towards the attainment of a humane and responsive environment.This is subsumed in the overall purpose of education, which is to prepare people to perpetuate and improve their society.In this endeavour architects are trained to understand the nature of societal problems in their environmental context.This paper takes a critical look at the programmes of architectural education in Nigeria in their bid to contribute to, and improve the quality of the human habitat and ensure its sustainability.It notes the degradation of the environment and housing conditions in Nigeria's urban centres, which is symptomatic of the rapid urbanisation occurring in the country.It asserts that though the curricula in Nigerian architectural schools have been designed to ensure the provision of education that ensures the attainment of professional skills requisite for effective shaping, re-ordering, and articulation of the built environment, there are shortcomings.It proffers recommendations for invigorating architectural education for attaining a sustainable and qualitative human habitat.
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Environmental pollution and remediation: challenges and management of oil Spillage in the Nigerian coastal areas - Adelana, Sub-Saharan Africa S.M.A.; Adeosun, T. A. (American journal of scientific and industrial research, 2011)
This paper examines the environmental pollution and remediation of oil spillage in the Nigerian Coastal areas. Oil spillage is one of the greatest environmental problem Nigeria is currently battling with especially in the Niger Delta zone. Oil communities have been at the receiving end of this environmental problem. The problems has generated a lot of concern within of the three tiers of government especially in oil producing states. The coastal area of the Niger Delta is the home to oil explorations and exploitations in Nigeria. Oil spill incidents are common along the Nigeria. The main sources of oil spill on the Niger Delta are: vandalisation of the oil pipelines by the local inhabitants; ageing of the pipelines; oil blow outs from the flow stations; cleaning of oil tankers on the high sea and disposal of used oil into the drains by the road side mechanics. By far the most serious source of oil spill is through the vandalisation of pipelines either as a result of civil disaffection with the political process or as a criminal activity.The paper also delves into the evil of oil spillage facing the Nigeria environment. The Causes, Consequences, Geographic Information System for Managing Oil Spill Incidents and Control Mechanisms were articulated to ameliorate this problem and assist oil communities.
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Availability and use of information materials by persons with visual impairment in Nigeria - Adetoro, Niran (2011)
Information materials for the visually impaired must be transcribed into alternative format before they are made available for use. The use of information materials in alternative format by the visually impaired is limited by availability. The study investigates the availability and use of information materials in alternative format by persons with visual impairment in selected libraries in Nigeria. The study is a survey. Fourteen purposively selected libraries were used based on the population of their visually impaired users who make use of alternative formats. Using a stratified proportionate random sampling technique, the chosen libraries were stratified into Non-governmental organizations, public, tertiary institutions and secondary schools. A structured questionnaire and an observation schedule were used for data collection. Out of the 563 copies of questionnaire administered, 401 (71.3%) were successfully completed and used for the study. Result revealed that braille materials (69.9%) and talking books/audio recordings (43.5%) were not readily available in the libraries. Large prints are not available (79.3%). Braille materials had high level of utilization (x=4.44; SD=1.21). Information material availability had significant positive relationship with use (r=0.224; p<0.05). Information materials availability in the libraries cannot ensure and sustain adequate utilisation levels. The study recommends increased transcription, balanced collection of alternative formats and resource sharing.
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Responses of equatorialFregion to different geomagnetic storms observed by GPS in the African sector - Adewale, A.O.; Oyeyemi, E.O.; Adeloye, A. B.; Ngwira, Chigomezyo M.; Athieno, R. (Journal of Geophysical Research, 2011)
[1] This article presents the first results regarding the investigation of the response of the equatorial ionospheric F region in the African sector during geomagnetic storm periods between April 2000 and November 2007 using GPS-derived vertical total electron content observed at Libreville, Gabon (0.35°N, 9.67°E, dip latitude −8.05°S). We performed a superposed epoch analysis of the storms by defining the start time of the epoch as the storm onset time. During geomagnetic storms, the altered electric fields contribute significantly to the occurrence of negative and positive ionospheric storm effects. Our results showed that the positive storm effects are more prevalent than the negative storm effects and generally last longer irrespective of storm onset times. Also, the positive storm effects are most pronounced in the daytime than in the premidnight and postmidnight periods.
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Analysis of students' opinions on January 2009 campus strike at the University of Botswana - Adeyinka, Augustus A.; Rao, Kavita (2011)
This paper looks into the issues surrounding the students' strike at the University of Botswana in 2009. The variables considered included; gender, nationality, residence, attitude towards violence and support for the strike. There were 327 valid responses from the sample of 337 students across the departments and program levels. The Chi- square and Logistic Regression analyses were used to relate the variables. It was found that a culture of violence was brewing up among the male students in the university and there was poor communication between the students and the stakeholders which could have a negative effect on the long-term vision of the country.
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Use of GRACE data to monitor climate change-induced variations in water storage availability in the African continent - Ahmed, Mohamed; Sultan, M.; Wahr, John; Yan, Eugene; Milewski, A.; Mohsen, F.; Chouinard, K. (AGU Fall Meeting Abstracts, 2011)
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Sustainable Development in Higher Education: Current Practice and Future Development: A Case Study of University of Calabar-Nigeria. - Ajake, Uchenna Egodi; Omori, Anne Emmanuel; Essien, Margaret (2011)
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Access and Success: The Role of Distance Education in Girl-Child Education in Nigeria. - Amadi, Martha Nkechinyere (US-China education review, 2011)
Education in Nigeria is an instrument par excellence for affecting national development. In spite of the global efforts to broaden opportunities in many schools all over Nigeria, many are not responding adequately to the needs of their students. A large majority of the learners do not acquire even minimal levels of learning due to such factors as poverty, malnutrition and different multi-cultural contexts, and many children still relegated to environments that discourage learning. The Convention on the Rights of the Child recognizes that States Parties shall respect and ensure the rights set forth in the present convention to each child within their jurisdiction without discrimination of any kind. However, in Nigeria, available indicators show that the girl-child is discriminated against from the earliest stages of life, from her childhood and into adulthood. The reasons for the discrepancy include: female genital mutilation, son preference, early marriage, violence against women, sexual exploitation and gender-based educational processes. In supporting girls' education, no developmental strategy is better than one that involves women as central players. It has immediate benefits for nutrition, health, savings and reinvestment at the family, community, and ultimately, country levels. Educating girls is a social development policy that works. It is a long-term investment that yields an exceptionally high return. Gaining access to learning and successful participation in education is becoming essential for all. As a result, most countries have set goals to increase the access to girl-child education for individuals that are under-represented. Among other principles, for equitable access and success in learning global development perspectives in Nigeria, what ODL (open and distance learning) can do in terms of success and access to learning development is the bone of contention for this paper as ODL are balancing inequalities between age groups and extending geographical access to education.
openalex: W1850336023 mag: 1850336023
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Likely changes in growing season indices under a climate change scenario for crop production in South Africa - Ambrosino, Christine M.; Chandler, Richard E.; Todd, Martin C. (AGU Fall Meeting Abstracts, 2011)
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Mobile learning concepts and its effects on student's attitudes in Egypt - Amer, Abeer A.; Hafez, Hoda A. Abdel (2011)
The spread of mobile devices and wireless networks help the learning process and offer opportunities for knowledge acquisition also brings hope to universities use technology to improve their services. The aim of this paper is to measure the Egyptian student's perception toward the concept and benefits of m-learning through a survey of two hundreds and eighteen students at different colleges in Egypt. Data was collected and analyzed using SPSS.
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Sex differences in anthropometric variability among South African rural school children : anthropometry - Amusa, L.O.; Goon, D.T.; Akinyemi, Oluwadare; Toriola, A.L. (African Journal for Physical, Health Education, Recreation and Dance, 2011)
Studies have reported no sex differences in variability of anthropometric characteristics, except in skinfolds with males more varied than females. Whether this is true of South African rural children is not known. The purpose of this study was to investigate the potential sexual anthropometric variability and verify its presence in rural South African children. Data on 263 female and 190 male participants from the Physical Growth, Health, Nutritional and Physical Fitness Status of Rural South African children: Tshannda Longitudinal Study, were used to demonstrate the similarity or otherwise of variability of 42 anthropometric items across sexes and support the use of non-sex biased proportionality models. The anthropometric measurements recorded were body mass, stature, sitting height and arm span, as well as skinfolds, girths, lengths and breadths. Coefficient of variation of these measurements demonstrated similarity for each sex and for each item in all categories except skinfolds. The highest values are associated with skinfold thickness ranging from 43.3% (triceps) to 65.6% (abdominal) in males and for females from 43.1% (medial calf) to 73.2% (mid-axilla). Skinfolds coefficients of variation were greater in males than in females. The results do not show appreciable variations in lengths, breadths and girths. The results confirm the similarity or variability of anthropometric variables and support the use of non-sex biased proportionality models. Skinfold dispersion dimorphism seems to exist between males and females, with the females more variable than males. This phenomenon might be attributed to cultural factors influencing the extent of female variability by means of enhanced environmental homogeneity. Keywords: Anthropometry, coefficients of variability, sex, rural South African children
openalex: W1545689500 mag: 1545689500
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School children's stigmatising attitude towards peers with epilepsy in Nigeria - Ani, Cornelius; Ola, Bolanle; Coker, Rotimi (Vulnerable Children and Youth Studies, 2011)
Very few studies have examined stigmatising attitudes towards epilepsy by school children in Africa. We explored attitude towards epilepsy among 205 secondary school students in Lagos, Nigeria. Stigmatising attitude was measured by a modified Bogardus Social Distance Scale. A significant proportion of the students endorsed negative attitudes towards peers with epilepsy. For example, only 24% thought most students would invite an affected person to their birthday party and only 31% thought most students would like to study together with a person with epilepsy. Whereas 40% believed that epilepsy is caused by evil spirits, 24% believed it is infectious. Also, 37% believe their families consider epilepsy shameful, and 29% believe their families would not approve of friendship with a peer with epilepsy. Regression analysis identified significant predictors of increased stigmatising attitude as follows: perceived negative family attitude, limited familiarity with epilepsy and belief that epilepsy is caused by evil spirits. Our finding that the children's perception of their family's negative attitude predicted their own stigmatising attitude towards epilepsy is unique. It suggests that interventions to reduce negative attitudes towards epilepsy by school children in this region may be more effective if the strategies include their families. Such intervention should include provision of accurate information on epilepsy.
openalex: W1988533403 mag: 1988533403
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Conceptualising disability in Ghana: implications for EFA and inclusive education - Anthony, Jane (International Journal of Inclusive Education, 2011)
The Ghanaian government has recently ratified its commitment to Education for All (EFA) and to reaching marginalised students through inclusive education. This article critically examines the often conflicting demands of internationally driven initiatives and their subsequent interpretation and implementation in a disparate culture. A controversial debate juxtaposes conceptualisations of disability as rooted in social injustice with positions which see disability as an impairment located within the individual. Critically, divergent conceptualisations of disability carry political implications for educational policies and provision. It is argued that meaningful educational opportunities for students with autism in Ghana are limited by this dichotomy of thinking and must be re-conceptualised to account for both the interaction between individual and societal barriers as well as local understandings of disability. Conceptualisations of disability, as entrenched in Ghanaian cultural beliefs, norms and history are explored alongside the implications of these beliefs in designing and implementing national educational policies for students with intellectual disabilities as well as the socio-political pressures to adhere to large-scale international movements such as EFA and inclusive education (IE).
openalex: W2037254553 mag: 2037254553
Keywords: openalex:import

Conceptualising disability in Ghana: implications for EFA and inclusive education - Anthony, Jane (International Journal of Inclusive Education, 2011)
The Ghanaian government has recently ratified its commitment to Education for All (EFA) and to reaching marginalised students through inclusive education. This article critically examines the often conflicting demands of internationally driven initiatives and their subsequent interpretation and implementation in a disparate culture. A controversial debate juxtaposes conceptualisations of disability as rooted in social injustice with positions which see disability as an impairment located within the individual. Critically, divergent conceptualisations of disability carry political implications for educational policies and provision. It is argued that meaningful educational opportunities for students with autism in Ghana are limited by this dichotomy of thinking and must be re-conceptualised to account for both the interaction between individual and societal barriers as well as local understandings of disability. Conceptualisations of disability, as entrenched in Ghanaian cultural beliefs, norms and history are explored alongside the implications of these beliefs in designing and implementing national educational policies for students with intellectual disabilities as well as the socio-political pressures to adhere to large-scale international movements such as EFA and inclusive education (IE).
openalex: W2037254553 mag: 2037254553
Keywords: openalex:import; openalex:yes

perception of students on abortion: A survey of senior high schools in the Sunyani Municipality of Ghana - Appiah-Sekyere, Paul (Abibisem, 2011)
This study sought to find out the perceptions of the students in Senior High schools in the Sunyani Municipality in Ghana on abortion. The study employed the descriptive survey research design. With the simple random sampling procedure, 364 students were selected from a total of 6,824 to participate in the study. The study found out that the students perceived abortion to be morally unacceptable. A significant majority of the students disagreed with arguments that are in favour of abortion. The majority of the students can be described as anti-abortionists. What influenced their perceptions and how they will react, when they find themselves in an unwanted pregnancy situation, are not known. The study also found out that there was no significant difference between the perceptions of male and female students on abortion. In relation to the findings, the study recommended that issues on abortion, and others related to human sexuality, should be taught in Senior High Schools. This will put the students in a better position to make right ethical decisions on abortion.
openalex: W4298047796
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Physical Fitness of South African Primary School Children, 6 to 13 Years of Age: Discovery Vitality Health of the Nation Study - Armstrong, Miranda; Lambert, Estelle V.; Lambert, Michael (Perceptual and Motor Skills, 2011)
Basic physical fitness was measured using 8 different measures for 10,295 South African children and youths (5,611 boys, 4,684 girls) ages 6 to 13 years. These measurements included height, weight, Body Mass Index, standing long jump, shuttle run, sit-and-reach, sit-up (EUROFIT testing battery), and cricket ball throw scores. Due to the effects of earlier apartheid laws on separating communities, it was hypothesized that scores for different ethnic groups may differ. Therefore, in addition to the calculation of basic norms and sex differences, ethnic differences were also tested. Height and weight, relative to age, were different between the various ethnic groups (Black, White, and Mixed ancestry 3 ) for boys, with Black boys being shorter and lighter than White boys. There were no differences in sit-and-reach flexibility scores between the groups. With the exception of the cricket ball throw for girls, White children had higher scores in most tests. Although not significantly different from the White children, in the majority of cases, the children of mixed ancestral origin had scores that ranged between the other two ethnic groups. These results suggest a need for encouraging fitness in school children, and the reintroduction of formal physical education into the South African school curriculum, especially into schools in which Black children predominate.
openalex: W2009905811 mag: 2009905811
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Climate change and infrastructure investment in developing countries: The case of Mozambique - Arndt, Channing; Chinowsky, Paul S.; Strzepek, Kenneth; Thurlow, James (RePEc: Research Papers in Economics, 2011)
Climate change may damage road infrastructure to the potential detriment of economic growth, particularly in developing countries. To quantitatively assess climate change consequences, we construct a climate-infrastructure model based on stressor-response
openalex: W2129743353 mag: 2129743353
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Climate Change and Infrastructure Investment in Developing Countries: The Case of Mozambique - Arndt, Channing; Strzepek, Kenneth; Thurlow, James (2011)
Climate change may damage road infrastructure to the potential detriment of economic growth, particularly in developing countries. To quantitatively assess climate change and its consequences, we construct a climate-infrastructure model based on stressor-response relationships and link this to a recursive dynamic economy-wide modelto estimate and compare road damages to other climate change impact channels. We apply this framework to Mozambique and simulate four future climate scenarios. Our results indicate that climate change through 2050 is likely to place a drag on economic growth and development prospects. The economic implications of climate change appear to become more pronounced from about 2030. Nevertheless, the implications are not so strong as to drastically diminish development prospects. An adaptation policy of gradual evolution towards road designs that accommodate higher temperatures and follows rainfall trends (wetter or dryer) improves outcomes. At the same time, a generalized policy of upgrading all roads does not appear to be merited at this time. Our findings suggest that impact assessments should include the damages on long-run assets, such as infrastructure, imposed by climate change.
openalex: W3126098194 mag: 3126098194
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The effect of free primary education on K.C.P.E performance of pupils in Dandora zone, Nairobi County Kenya. - Asuma, Rebecca W. (2011)
openalex: W3184338387 mag: 3184338387
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Autonomy of learning and the challenge of existentialism : the Nigerian experience - Ayeni, Jerome O. (Journal of Emerging Trends in Educational Research and Policy Studies, 2011)
This position paper is a philosophical discourse on the place of autonomy of learning in education. The topic is informed by a reflection on the various problems that beset education, ranging from examination malpractice, poor performance in public examinations and false admission into higher institutions of learning, among other things. The writer tries to consider the place of autonomy in learners' activities. It is not uncommon to narrow down the consideration of autonomy to issues related to administration and funding of education, but this paper tries to critically see beyond these to postulate autonomy as a crucial foundation of learning itself. It adopts the existentialist philosophy as a search lamp to reach a conclusion that autonomy is natural to every learner and it carries in him the properties for learning as manifest in attributes of freedom, potency for choice-making and responsibility. Recommendations are made to teachers and other stakeholders in education to foster those things that could drive home a sense of autonomy in the learners and enhance personal commitment to learning.
openalex: W3084044684 mag: 3084044684
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Questioning the role of internationalization in the nationalization of higher education: the impact of the EU TEMPUS Programme on higher education in Syria - Ayoubi, Rami; Massoud, Hiba (European journal of higher education, 2011)
Abstract Given the need for major reform of the higher education programmes in Syria, and answering the voices that question the role of European Union (EU) in assisting the development of the higher education sector, this study presents an analysis of the contribution of (TEMPUS) Programme in modernising higher education in Syria. The study compares the national priorities of the Syrian higher education sector, and the objectives of TEMPUS projects implemented in Syria. Based on the number of national priorities that each project meets, and the number of Syrian higher education institutions involved in each project, an innovative concept of the National Project was suggested by the authors. In accordance with this concept, the results insist on the need for more national-oriented projects in the future. Implicitly, the study shows that more positive concerns from policymakers towards the Programme in general are important for its sustainability and future impact.
openalex: W2085051308 mag: 2085051308
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Nutritional evaluation of children meals at Egyptian schools: II – Amino acids, minerals and vitamins profiles - Azouz, Alaa (Annals of Agricultural Sciences, 2011)
Adequacy diets play an important role especially for primary school children aged from 6 to 12 years, to support normal growth and development. Appropriate amounts of amino acids, vitamins and minerals are required since a deficient intake of certain minerals can produce diseases and lead to abnormal development. In this way, the amount of amino acids, vitamins and minerals must be suitable with the edible portions of diets prepared for children. A school meal (pie) was prepared in this study. The meal was evaluated for its proximate composition, amino acids, minerals and vitamins. The total protein content of the pie was 9.70%. This formula contained high percentage of essential amino acids. The percentage of total essential amino acids in the protein was 42.46%, it was rich in cysteine (2.29%), valine (11.48%), isoleucine (5.25%) and phenyl alanine (5.58%) compared to those of casein. The essential amino acids index (EAAI) was also higher than casein being 0.85 and 0.83, respectively. The first limiting amino acid in meal protein was lysine. On the other hand, the content of Fe in 100 g of the experimental meal covered 11.07% of FAO/WHO daily allowance. Also, the prepared pie was rich in vitamins A, D, B complex and C, their contents in 100 g of meal covered FAO/WHO daily requirements except vitamin E. Therefore, results indicated that the prepared meal contained a complementary amino acid profiles, minerals and vitamins.
openalex: W2072867845 mag: 2072867845
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Prevalence of risk factors for sudden cardiac death in competitive South African student athletes - Bakkum, Amanda; Bresler, Che; Nortie, Liesel; Shaw, Ina; Shaw, Brandon S. (African Journal for Physical, Health Education, Recreation and Dance, 2011)
Due to the increasing incidence of sudden cardiac death in athletes, there is an increasing need to adequately pre-screen and identify athletes at risk for cardiac events/disease. Sixty University of Johannesburg (UJ) athletes were drawn randomly from the UJ athletic department (30 males and 30 females) and analyzed using personal and family history, physical examination (including blood pressure, fasting cholesterol and glucose measures) and 12-lead resting electrocardiography to detect pre-existing cardiac risk or disease. The study detected that cardiac risk factors were present in 29 participants (48.35%) of which 18 were female and 11 male. Irregular heart rhythms were the most prevalent cardiac risk in both males and females with a family history of cardiovascular disease the second most prevalent amongst both males and females. Significant correlations were found between gender and family history of cardiovascular disease (r = 0.377; p = 0.008) and gender and tachyarrythmias (r = - 0.364; p = 0.012). Although participation in sport represents a cardioprotective benefit it does not preclude the prevalence of risk factors and disease in athletes. The study indicates that pre-participation screening may prove to be an integral intervention strategy to minimize the incidence of sudden cardiac death in athletes but should be used with caution especially pertaining to the reliability of ECG interpretations. Keywords: Cardiovascular disease, college, medical history, sudden cardiac death, sport.
openalex: W1807391933 mag: 1807391933
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Attitudes of Egyptian Teachers towards Computers - Bakr, Samira M. (Contemporary Educational Technology, 2011)
Appraisal of teacher attitudes towards computers has gained importance following the widespread availability of microcomputers in schools all around the world. This study aims at investigating Egyptian teachers' attitudes towards computers in terms of gender and years of teaching experience. Attitudes of a sample of 118 public school teachers, 53 (45%) male and 65 (55%) female, were assessed using ‘The Attitude Towards Computer Instrument’ (ATCI), developed by Shaft et al (2004), which is a Likert type instrument with three factors of affective, cognitive, and behavioral. The gathered data were analyzed using an analysis of variance (ANOVA). Findings showed that the Egyptian public school teachers' attitudes towards computers are positive. There were no significant differences in terms of gender and teaching experience. Recommendations for further research are provided.
openalex: W2188315342 mag: 2188315342
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Teachers' Understanding of the Particulate Nature of Matter: The Case of Zambian Pre-Service Science Teachers. - Banda, Asiana; Mumba, Frackson; Chabalengula, Vivien Mweene; Mbewe, Simeon (Asia-Pacific Forum on Science Learning and Teaching, 2011)
This study assessed Zambian Junior High School pre-service science teachers’ understanding of the particulate nature of matter. A sample comprised 30 pre-service science teachers at a teacher training college. Data was collected through a questionnaire adopted from Ozmen and Kenan (2007). Results show that most teachers had correct views on the effect of phase change on speed, spaces and number of particles in a substance. However, most pre-service teachers had poor understanding about the effect of phase change, cooling and heating on the size of the particles in a substance. Most pre-service teachers erroneously believed that when a substance is cooled it contracts because the sizes of its particles decrease, and when a substance is melting the size of its particles increase. Results have implications on science teaching and learning and teacher education.
openalex: W2129604675 mag: 2129604675
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Education in South Africa from 1961 to 2011: between two paradigms and elusive ideals - Beckmann, Johan (Tydskrif vir Geesteswetenskappe, 2011)
openalex: W1947767112 mag: 1947767112
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Perspectives of learners and teachers on school dysfunctions in South Africa - Bergman, Manfred Max; Bergman, Zinette (Education As Change, 2011)
Abstract The aim of this article is to develop and test a systematic framework for conceptualising and analysing dysfunctions in schools. Based on the Explanatory Model of School Dysfunctions (EMSD) developed by Bergman, Bergman and Gravett (2011), dysfunctions as experienced by teachers and learners were analysed. Data for this research are non-representative and include 40 essays written by teachers and approximately 1 500 open-ended responses by recently matriculated students. It was found that the EMSD is suitable for modelling the problem domains experienced by teachers and learners. Perceived causes and consequences of dysfunctions relate to their proximal contact zone, i.e. the agents and behaviours with which they are most familiar. This article includes a discussion on theoretical and empirical limitations, recommendations for future research in this field, as well as policy recommendations to address some of the problems experienced by teachers and learners in South Africa.
openalex: W2081556227 mag: 2081556227
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Stress-induced Interactions between Magma Movement, Eruption and Fault Slip: the 2007-2008 Volcanic, Intrusive and Seismic Activity in Northern Tanzania - Biggs, Juliet; Chivers, Mark; Hutchinson, Michael E. (AGUFM, 2011)
openalex: W3016898828 mag: 3016898828
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A profile of students receiving counselling services at a university in post-apartheid South Africa - Bowman, Brett; Payne, J P (Journal of Child & Adolescent Mental Health, 2011)
Objectives: The purpose of this study was to describe a profile of students seeking counselling at a racially diverse university in post-apartheid South Africa as a means to demonstrate the importance of routinely collecting and analysing student counselling data at university-based centres across the country. Methods: Student data were extracted from the only two counselling centres based at the University of the Witwatersrand in Johannesburg that provided services to 831 students during 2008. The 26 243 students that did not seek counselling during this period formed the comparison group. These data were analysed using logistic regression. Results: Black, female and students within the 21–25 year age category were more likely to receive counselling, and presenting problems varied by population group. Conclusions: Given the country's past and continued levels of social asymmetry, we argue that the development of standardised university-based reporting systems able to describe the characteristics and presenting problems of students seeking counselling across South African universities should be prioritised by its higher education sector. Timely access to information of this kind is crucial to the generation of evidence-based mental health interventions in a population that is especially important to the country's development vision.
openalex: W1981299645 mag: 1981299645
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Learning to teach argumentation: Facilitated reflection on a pre-service curriculum in South Africa - Braund, Martin; Hewson, Peter W.; Scholtz, Zena; Sadeck, Melanie; Koopman, Robert (Education As Change, 2011)
Abstract In South Africa, critical thinking is a prominent aim of education. Argumentation (the processes and products of arguing) is central to critical thinking and important in science and technology, but teachers have not been trained in classroom methods. This article reports an evaluation of the university-based part of a programme to train science and technology student teachers to teach argumentation. Observations of the university sessions produced detailed descriptions of the enacted curriculum with respect to argumentation and the teaching of argumentation. A model called SIMPL facilitated critical reflection by the programme's teacher educators. These reflections validated course structures, identified key assumptions made by teacher educators and clarified the interplay between student teachers as learners, and teachers’ and teacher educators’ instructional roles. The findings showed that while the curriculum provided student teachers with ample experience of argumentation and opportunities to plan for and teach peers, they needed more support in facilitating argumentation discussions and drawing on sufficient, relevant science in peer teaching. SIMPL allowed teacher educators to realise they had not identified or differentiated student teachers’ learning of argumentation from learning to teach argumentation. Implications for future cohorts and the application of SIMPL to better understand the integration of aspects of training are discussed. Keywords: Argumentationcritical thinkinginitial teacher educationscience education
openalex: W2019399400 mag: 2019399400
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Labour market returns to educational attainment, school quality, and numeracy in South Africa - Broekhuizen, Hendrik van (2011)
openalex: W750480194 mag: 750480194
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Pedagogies of experience: a case of the African American male teacher - Brown, Anthony L. (Teaching Education, 2011)
Numerous scholars have illustrated how African American teachers’ past experiences provide them a philosophical vision committed to teaching for social and educational change for African American students. This article draws from this body of work by looking at the diverse ways five African American male teachers used their past experiences to shape their vision for working with African American male students. However, this article also extends this body of work by illustrating that while the teachers in this study had similar commitments to working with African American males, their varied life experiences and social locations provided them different sources of practical and philosophical knowledge. These findings illustrate the diversity of experiences these teachers drew from, thus troubling the common sense discourses that essentialize African American male teachers as one-dimensional monolithic role models.
openalex: W2081751855 mag: 2081751855
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Making the linkages between climate change adaptation and spatial planning in Malawi - Brown, Donald A. (Environmental Science & Policy, 2011)
The projected impacts of climate change are likely to reverse social and economic development in sub-Saharan Africa, exacerbating the challenges of advancing sustainable development and meeting the Millennium Development Goals (MDGs). Given the rapid and widespread urbanization occurring throughout sub-Saharan Africa, in particular Malawi, these challenges will be increasingly concentrated in cities. However, climate change and sustainable development policies in Malawi focus largely on rural areas. As a consequence, the new environmental and demographic challenges facing cities and the clear and immediate need for spatial planning are not addressed. This paper draws on current literature to make the linkages between climate change adaptation and spatial planning and to investigate the potential of densification and disaster risk management as adaptation measures. However, policy gaps, the acute shortages of trained land professionals and arrested political decentralization remain significant challenges for policy implementation. The recommendations outlined in this paper are intended to inform more appropriate adaptations over the long term by identifying where further research is required and by identifying specific actions that can be taken by policymakers to improve Malawi's planned adaptation in urban areas. Due to the lack of research that exists on climate change adaptation from an urban perspective in Malawi, this paper is intended to provoke wider discussions of this subject across the planning, development and environmental management community.
openalex: W2019454306 mag: 2019454306
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African-American students’ perceptions of public relations education and practice: Implications for minority recruitment - Brown, Kenon A.; White, Christopher C.; Waymer, Damion (Public Relations Review, 2011)
Abstract In-depth interviews were conducted with African-American public relations students to explore their perceptions of public relations and the role race may play in their career success. The motivations for pursuing public relations and perceptions of the field are not different than those of other groups of students found in previous studies. However, the findings provide insights that are helpful in recruiting African-American students, and also in retaining them in the major. Central themes that emerged from the data are that it is important to have African-American role models, and that students’ view race as a fact of life that can be both a barrier and an asset.
openalex: W2028292138 mag: 2028292138
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The Value of Teaching ‘Science, Faith and Culture’ in Tanzanian Higher Education - Buchanan, Malcolm S. (Journal of Christian Education, 2011)
Advances in science and technology confront us with many of the pressing questions and challenges of today. This article describes the course ‘Science, Faith and Culture’, a new course in the 2012–2013 Academic Year for the Faculty of Natural and Applied Sciences at St. John's University of Tanzania, and demonstrates its significance to Christian higher education, the focus being on the Tanzanian context. A course evaluation by students indicates that it has helped students to think critically and has also resolved previous struggles by presenting the compatibility between science and religious faith. Traditionally, universal or cosmic harmony is important to the African, according to well-known theologian and philosopher John Mbiti, thus reinforcing the relevance to the Tanzanian context. The course is beneficial for the development of the Christian mind and has as its foundation the gospel of Christ. This paper also intends to be an encouragement and resource for other Christian higher education institutes worldwide to use as a basis for developing such a course within their own cultural context.
openalex: W2568525826 mag: 2568525826
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Factors associated with mortality and default among patients with tuberculosis attending a teaching hospital clinic in Accra, Ghana - Burton, Nicole; Forson, Audrey; Lurie, Mark N.; Kudzawu, Samuel; Kwarteng, Ernest; Kwara, Awewura (Transactions of the Royal Society of Tropical Medicine and Hygiene, 2011)
Journal Article Factors associated with mortality and default among patients with tuberculosis attending a teaching hospital clinic in Accra, Ghana Get access Nicole T. Burton, Nicole T. Burton ⁎ aDepartment of Community Health, Warren Alpert Medical School at Brown University, Box GS121, 121 South Main Street, Providence, RI 02906, Providence, Rhode Island 02912 USA ⁎Corresponding author. Tel.: +1 978 857 0078; fax: +1 401 793 4704. E-mail address:nicole_burton@brown.edu (N.T. Burton). Search for other works by this author on: Oxford Academic PubMed Google Scholar Audrey Forson, Audrey Forson bChest Department, Korle Bu Teaching Hospital, P.O. Box 77, Korle Bu, Accra, Ghana Search for other works by this author on: Oxford Academic PubMed Google Scholar Mark N. Lurie, Mark N. Lurie aDepartment of Community Health, Warren Alpert Medical School at Brown University, Box GS121, 121 South Main Street, Providence, RI 02906, Providence, Rhode Island 02912 USA Search for other works by this author on: Oxford Academic PubMed Google Scholar Samuel Kudzawu, Samuel Kudzawu bChest Department, Korle Bu Teaching Hospital, P.O. Box 77, Korle Bu, Accra, Ghana Search for other works by this author on: Oxford Academic PubMed Google Scholar Ernest Kwarteng, Ernest Kwarteng bChest Department, Korle Bu Teaching Hospital, P.O. Box 77, Korle Bu, Accra, Ghana Search for other works by this author on: Oxford Academic PubMed Google Scholar Awewura Kwara Awewura Kwara cDepartment of Medicine, The Miriam Hospital, 164 Summit Avenue, RISE Building, Providence, RI 02906 USAdWarren Alpert Medical School of Brown University, Brown University, Box G-A, Providence, RI 02912 USA Search for other works by this author on: Oxford Academic PubMed Google Scholar Transactions of The Royal Society of Tropical Medicine and Hygiene, Volume 105, Issue 12, December 2011, Pages 675–682, https://doi.org/10.1016/j.trstmh.2011.07.017 Published: 01 December 2011 Article history Received: 16 March 2011 Revision received: 29 July 2011 Accepted: 29 July 2011 Published: 01 December 2011
openalex: W2110052890 mag: 2110052890
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Succession planning and leadership development for school principals: comparing English and South African approaches - Bush, Tony (Compare: A Journal of Comparative and International Education, 2011)
Succession planning has become increasingly important because of the shortage of headship applicants in England, and in many other countries. Leadership development is a central part of any succession planning strategy. This article compares the findings from two longitudinal studies, in England and South Africa, where the governments are seeking to improve the supply and quality of school principals, and links them to the literature. The article concludes that ensuring a good supply of able principals requires a proactive approach and should not be left to chance.
openalex: W2093895132 mag: 2093895132
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Water treatment and supply: intermediate education in Sub-Saharan Africa - Byars, P.; Antizar‐Ladislao, Blanca (Water supply (London .Print), 2011)
In 1973 the economist E.F Schumacher wrote ‘Small is Beautiful’. In this he created the vision of a concept known as ‘intermediate technology’. Directly from this grew the popular ‘appropriate technology’ movement. An appropriate technology, in the ideal sense, is designed with special consideration of the environmental, ethical, cultural, social, political, and economical aspects of the community it is intended for. The term ‘appropriate technology’ is continually used when referring to water supply and treatment technologies in international development. The widespread provision of hand-pumps in Africa by Non-Governmental Organisations (NGOs) fully characterises the approach and remains the most prominent display of technologies, transferred on a charitable basis, between the developed and developing countries. However, after years of NGOs working with hand-pumps in Africa the first signs are showing that there are widespread problems with the current approach. In many cases the nature of ‘appropriateness’ is determined from the perspective of an external technical expert and not by the communities themselves. The lack of appropriateness is leading to severely unsustainable projects. This paper explores the linkage that has not been clearly mapped in technology transfer, i.e., the use of scientific and technical education. The focus of the transfer is on developing the knowledge and skills necessary to evaluate ‘appropriateness’ from the perspective of the end user. It explores the concept of ‘Intermediate Education’ – a method of using experimental learning to address a systemic weakness in safe water provision in development.
openalex: W2092183629 mag: 2092183629
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‘A girl never finishes her journey’: mixing methods to understand female experiences of education in contemporary Ethiopia - Camfield, Laura (Research Papers in Education, 2011)
Much research has suggested that focusing on the determinants of female enrolment and dropout tells us little about girls’ experiences of schooling in developing countries and cannot explain variation in their educational trajectories. This paper draws on quantitative (n = 1177) and qualitative data (n = 15) collected by Young Lives in Ethiopia to explore the educational experiences of girls aged 11–15 living in five rural and urban communities. It focuses on the diversity in girls’ experiences and outcomes that can be obscured by simple quantitative measures and aggregated data. As this diversity is often attributed to individual motivation or ‘culture’, the paper investigates the relationship between accounts of local norms and individual aspirations and experiences. Finally, it uses a comparative case study of two urban schoolgirls to contextualise educational outcomes and explore the processes behind them. The paper concludes that even when measured outcomes are expanded to include ‘student engagement’ the methodological focus on the individual neglects the social, material and political–economic factors that shape their educational trajectories. This makes it more difficult to understand girls’ aspirations and experiences or support their schooling.
openalex: W1999712995 mag: 1999712995
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Introducing the CORE-OM in a South African Context: Validation of the CORE-OM using a South African Student Population Sample - Campbell, Megan M.; Young, Charles Y.F. (South African Journal of Psychology, 2011)
The Clinical Outcomes in Routine Evaluation-Outcome Measure (CORE-OM) was originally introduced as a standardised, practice-based evidence tool for generating effectiveness data by practitioners within the context of routine clinical practice in the United Kingdom's National Health Service (NHS) settings. Following wide application across UK NHS sites the CORE-OM has proven to be a pragmatic measure of both a) gross psychological distress and b) the effectiveness of psychotherapy interventions across client populations, presenting problems, clinical settings and therapy models. However in order for South Africa to benefit from this tool, the CORE-OM must be applicable within a South African context. This requires its validation within South African populations. The aim of this article is to demonstrate the cross-cultural validity of the CORE-OM, using a South African student population sample and in so doing to provide preliminary referential data for use in interpreting CORE-OM scores within English-medium, South African University student counselling centre contexts.
openalex: W2060030540 mag: 2060030540
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Development of an operational African Drought Monitor prototype - Chaney, Nathaniel W.; Sheffield, Justin; Wood, Eric F.; Lettenmaier, Dennis P. (AGUFM, 2011)
openalex: W3003564409 mag: 3003564409
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Quality or mere formality? Food for thought in the use of teacher-made tests in Masvingo rural secondary schools in Zimbabwe - Chinyoka, Kudzai; Kufakunesu, Moses; Ganga, Emily (Journal of Emerging Trends in Educational Research and Policy Studies, 2011)
The purpose of this study was to determine the quality, effectiveness and sustainable use of teacher-made tests among rural secondary school pupils. A cost-benefit analysis on the quality of teacher-made tests will be explored assessing whether their administration is of quality or a mere formality in the classroom setting in Zimbabwe. Teacher-made tests are highly vulnerable to misuse by teachers who adopt a haphazard approach to test planning, administration and scoring. The qualitative descriptive survey design was used with questionnaires, interviews, observations and document analysis as data collection instruments. Findings from this research study established that teacher-made classroom tests remain invaluable assessment devices for generating vital information which will ultimately be used to enhance educational practices. In rural secondary schools in Masvingo, a variety of factors, some concerning the individual taking the test, others inherent in design and content of the test itself, administration and test conditions have been noted to affect the validity, reliability and quality of test scores. This has a bearing on the effective assessment, teaching and learning in rural secondary schools in Zimbabwe. Efforts are being made to minimise errors though it is difficult to entirely eliminate errors in assessment. This study recommends in- service training programmes to sharpen the item writing skills of classroom practitioners to improve the quality of teacher-made tests. Moreover, an understanding of sources of errors in test scores help to minimise them in constructing, designing and administering of tests, thereby ensuring test validity and reliability.
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Power-Up: A Collaborative After-School Program to Prevent Obesity in African American Children - Choudhry, Shahid; McClinton-Powell, Lori; Solomon, Marla C.; Davis, Dawnavan S.; Lipton, Rebecca B.; Darukhanavala, Amy; Steenes, Althera; Selvaraj, Kavitha; Gielissen, Katherine; Love, Lorne; Salahuddin, Renee; Embil, Frank K.; et al. (Progress in Community Health Partnerships, 2011)
Objective: To assess the feasibility of Power-Up, an after-school program to decrease obesity risk among African American children, using community-based participatory research (CBPR) principles.
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Power-Up: A Collaborative After-School Program to Prevent Obesity in African American Children - Choudhry, Shahid; McClinton-Powell, Lori; Solomon, Marla C.; Davis, Dawnavan S.; Lipton, Rebecca B.; Darukhanavala, Amy; Steenes, Althera; Selvaraj, Kavitha; Gielissen, Katherine; Love, Lorne; Salahuddin, Renee; Embil, Frank K.; et al. (Progress in Community Health Partnerships, 2011)
Power-Up:A Collaborative After-School Program to Prevent Obesity in African American Children Shahid Choudhry, MPH, Lori McClinton-Powell, BS, Marla Solomon, RD, CDE, Dawnavan Davis, PhD, Rebecca Lipton, PhD, Amy Darukhanavala, MD, Althera Steenes, Kavitha Selvaraj, BS, Katherine Gielissen, BS, Lorne Love, Renee Salahuddin, MA, Frank K. Embil, MA, Dezheng Huo, PhD, Marshall H. Chin, MD, MPH, Michael T. Quinn, PhD, and Deborah L. Burnet, MD, MA1 What Is the Purpose of the Study? • To assess whether a program promoting healthy nutrition and physical activity can be successfully implemented in the after-school setting, and to begin assessing its promise as a means to prevent childhood obesity. What Is the Problem? • Childhood obesity has risen significantly in recent decades, increasing the health risks for youth and young adults. • Schools represent a key venue in which to address obesity, but academic pressures limit curricular changes and other activities during school hours. • After-school programs are expanding nationwide, and represent a potential opportunity for promoting healthy nutrition and physical activity. What Are the Findings? • The Power-Up After-School program to prevent obesity was successfully integrated into the after-school setting at one Chicago public school using a collaborative, community-based participatory approach. • Participating children lowered their degree of obesity on average. • Girls decreased their prevalence of overweight/obesity more than boys. • The heaviest children remained obese. Who Should Care Most? • School leaders. • Public health leaders and community health care providers. • Elected officials. • Families of schoolchildren. Recommendations for Action • Work to incorporate opportunities for healthy nutrition and physical activity into after-school programs. • Children who are already obese may need more intensive treatment. • Larger scale studies are needed to better understand the value of this type of program in preventing childhood obesity. [End Page 357] Shahid Choudhry University of Chicago Department of Medicine Lori McClinton-Powell Woodlawn Community School Marla Solomon University of Chicago Department of Medicine Dawnavan Davis University of Chicago Department of Medicine Rebecca Lipton University of Chicago Department of Pediatrics Amy Darukhanavala University of Chicago Department of Pediatrics Althera Steenes University of Chicago Department of Medicine Kavitha Selvaraj University of Chicago Pritzker School of Medicine Katherine Gielissen University of Chicago Pritzker School of Medicine Lorne Love Woodlawn Community School Renee Salahuddin Woodlawn Community School Frank K. Embil Woodlawn Community School Dezheng Huo University of Chicago Department of Health Studies Marshall H. Chin University of Chicago Department of Medicine Michael T. Quinn University of Chicago Department of Medicine Deborah L. Burnet Woodlawn Community School Copyright © 2011 The Johns Hopkins University Press
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Climate Change Literacy among Postgraduate Students of Addis Ababa University, Ethiopia - Dalelo, Aklilu (DOAJ (DOAJ: Directory of Open Access Journals), 2011)
The primary objective of environmental education is believed to be developing environmental literacy. The environmentally literate person is described as a person who possesses the values, attitudes and skills that enable knowledge to be converted into action. This study was aimed at assessing the level of climate change literacy among graduate students in four programmes at Addis Ababa University, Ethiopia. To this end, a questionnaire was developed and administered to a total of 91 students. An attempt was made to include all the major conceptual and geographical aspects of climate change literacy. Results indicate that the students who participated in the study demonstrated a ‘just above average’ performance on the whole, but clearly poor performance in some of the key areas related to the science behind climate change, past trends in rainfall and temperature and the impact of climate change on Africa. It is particularly worrisome that many of the students had inadequate or no information about the projected or actual impacts of climate change on poor countries, including those in Africa. Students’ awareness about some of the key measures proposed at the global level is also inadequate. It is therefore strongly recommended that follow-up studies be conducted to see the effects of such factors on programme syllabi, teaching approaches used, key sources of information, etc., and on students’ climate change literacy.
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Engaging African American male students in predominately white community colleges : the impact of teaching excellence - Darville, Christopher John (2011)
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Flow-By-Flow Mapping on Fogo, Cape Verde Islands, Reveals Long Term Variations in Eruption Distributions and Volcanic Edifice Structure at a Shield-Stage Oceanic Island Volcano - Day, Simon (AGU Fall Meeting Abstracts, 2011)
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Associations between depression, distress tolerance, delay discounting, and alcohol-related problems in European American and African American college students. - Dennhardt, Ashley A.; Murphy, James G. (Psychology of Addictive Behaviors, 2011)
Although levels of heavy drinking and alcohol-related problems are high in college students, there is significant variability in the number and type of problems experienced, even among students who drink heavily. African American students drink less and experience fewer alcohol-related problems than European American students, but are still at risk, and little research has investigated the potentially unique patterns and predictors of problems among these students. Depression, distress tolerance, and delay discounting have been implicated in adult substance abuse and may be important predictors of alcohol problem severity among college students. We examined the relationship between these variables and alcohol-related problems among African American and European American students (N = 206; 53% female; 68% European American; 28% African American) who reported recent heavy drinking. In regression models that controlled for drinking level, depression, distress tolerance, and delay discounting were associated with alcohol problems among African American students, but only depression was associated with alcohol problems among European American students. These results suggest that negative affect is a key risk factor for alcohol problems among college student drinkers. For African American students, the inability to tolerate negative emotions and to organize their behavior around future outcomes may also be especially relevant risk factors.
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The highest red flood of the Niger River ever recorded at Niamey: climate change or land use change? - Descroix, Luc; Genthon, Pierre; Amogu, Okechukwu; Rajot, Jean Louis; Sighomnou, D. (AGUFM, 2011)
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The state and status of Physical Education in selected primary schools in four South African provinces : a survey : physical education - Deventer, J.K. Van (2011)
With the termination of the apartheid education system, Physical Education (PE) a stand-alone school subject was reduced to a learning outcome of Life Orientation (LO). The process had a political, as well as an educational undercurrent. Early childhood is a very important phase for motor development. Notwithstanding contemporary societal factors that impede on the development of fundamental motor skills, the South African educational system is another major factor that impedes on the development of these skills. Curriculum reform in South Africa (SA) is not a new phenomenon. With the latest curriculum reform efforts, it is again an issue of PE not being granted the status of a stand-alone subject. The main goal of the current study was to determine the perspectives of primary school LO teachers (N=146) in the Eastern Cape, Free State and North West Provinces in comparison to primary school LO teachers (N=95) in the Western Cape Province regarding the implementation of the learning outcome, Physical Development and movement in the Foundation Phase (FP) and the Intermediate Phase (IP). The combined sample of the four provinces was 241. The data indicated that 51% of the LO teachers in the FP and 49% in the IP were not qualified to present PE. The way forward would seem to be a combined effort between the Department of Basic Education and Higher Education Institutions (HEI's), as well as other stakeholders in SA.
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Shaping futures and feminisms: Qur’anic schools in West African francophone fiction - Edwin, Shirin (Gender and Education, 2011)
This article examines the representation of female education in Qur’anic schools in a selection of West African francophone novels. I argue that in being the earliest form of education for most Muslim women and also a neglected topic of scholarly interest, the Qur’anic school shapes their feminisms in more significant ways than has been acknowledged since scholarly attention to Islamic education in West Africa has mostly focused on the experience of boys in Qur’anic schools, and since theories on feminism in Islam have primarily articulated feminism as a politically oriented project. Using Islamic feminism as a disposition that is not always coterminous with activist objectives within the sociohistorical context of Islamic education in West African Muslim societies, this paper emphasizes the need to focus on forms of female literacy other than secular education.
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Sources of Information and Awareness of Government Programmes on Climate Change among Rural Households in the Niger Delta Region of Nigeria - Egbule, Chukwudumebi Leticia; Agwu, A. E. (DOAJ (DOAJ: Directory of Open Access Journals), 2011)
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Influence of Urban Changes on Informal Settlements and Adaptive Capacity to Climate Change in the Nigerian Cities - Elias, Peter; Babatola, Olatunji; Fasona, Mayowa (AGU Fall Meeting Abstracts, 2011)
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Musculoskeletal posture profile analyses of University of Kwa-Zulu Natal students in South Africa : sport science - Ellapen, T.J.; Heerden, H.J. Van (African Journal for Physical, Health Education, Recreation and Dance, 2011)
Postural deviation is more than an aesthetic problem, which progresses beyond the boundary of physical appearance. Two hundred and four University of Kwa-Zulu Natal students studying at the Westville campus participated in the study through voluntary informed consent. Subjects' underwent postural analyses, according to the Kendall et al (2005) postural analyses protocol which identified the presence of scoliosis in the frontal plane and kyphosis and lordosis in the sagittal plane. In addition subjects' body mass and stature were recorded. Descriptive statistics which included the mode, mean, frequency, percentages and inferential statistics comprising of chi-square (p ≤ 0.05) were employed in the statistical analysis. The results identified 70.44% and 73.94% incidence of scoliosis among the male and female students respectively (p < 0.05) in the frontal plane. Similarly musculoskeletal postural analyses in the sagittal plane identified 76.13% and 72.19% incidence of kyphosis and 56.57% and 39.86% incidence of lordosis among female and male students (p < 0.05).
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Mental skill levels of South African male student field hockey players in different playing positions : sport psychology - Eloff, Maryke; Monyeki, M.A.; Grobbelaar, Heinrich W. (African Journal for Physical, Health Education, Recreation and Dance, 2011)
Research from other sporting codes highlighted the importance of taking positional differences into consideration when developing mental skills training (MST) programmes, due to the different requirements of each playing position. The purpose of this study was to determine the possible positional differences in mental skill levels among 91 tertiary institution male field hockey players. The participants competed in the University Sport of South Africa (USSA) tournament and were categorised into four positional groups [i.e., goalkeepers (n = 12), forwards (n = 24), midfielders (n = 25) and backs (n = 30)]. The participants completed the Ottawa Mental Skills Assessment Tool (OMSAT-3), which measures 12 mental skill subscales. The positional results were compared by means of effect sizes (expressed as Cohen's d-value) and yielded 18 moderate and 13 large practical significant differences among the four positional groups. Collectively, these results show that the goalkeepers had the lowest scores for seven of the 12 tested mental skills, whereas the midfielders outperformed the other positional groups in six of the 12 tested mental skills. From the results, it can be concluded that positional demands and differences should be taken into consideration when developing and implementing MST programmes for field hockey players.
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Evaluation short term learning effects of the "Learning with Nature" environmental education programme in Mauritius - Engelen, I. van; Wylegalla, S. (2011)
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Determinants of HIV-VCT utilization among secondary schools teachers in Thika district, Kenya. - Eo, Marita; Mn, Keraka; Mwanzo, Isaac (PubMed, 2011)
HIV/AIDS is a global health problem whose emergence has introduced new dimensions to health care delivery worldwide including Voluntary Counselling and Testing (VCT). Despite its proven benefits, high knowledge of VCT and its availability, its uptake is varied and often poor. It is commonly argued that teachers in Sub-Saharan African (SSA) countries have relatively high HIV prevalence rates than the general population. AIDS is claiming teachers more quickly than they can be trained in many countries and is the leading cause of death among teachers in the SSA countries.To identify determinants of HIV-VCT uptake amongst secondary schools teachers.A cross-sectional survey involving 246 secondary school teachers randomly selected in Thika district, central Kenya.HIV-VCT utilization among secondary school teachers was 30.5%. The younger and less experienced teachers were more likely to utilize HIV-VCT services than the older and more experienced ones (Likelihood ratio, P = 0.004). Private school teachers were more likely to utilize HIV-VCT services than those of the public schools (OR = 2.356, 95% CI limit, 1.082-5.128). Teachers who were scared by the HIV prevalence in their area were three times less likely to utilize HIV-VCT services (OR = 0.312, 95% CI, 0.104-0.936). The teachers who had not sought HIV-VCT service were less likely to perceive HIV-VCT services as beneficial (Likelihood ratio, P=0.027). Various factors were identified as barriers to HIV-VCT uptake; most of them were post test implicated. A number of factors that made some teachers to seek HIV-VCT services were also identified; HIV/AIDS awareness campaigns and urges 'to know status' were most cited factors.Although HIV-VCT utilization among secondary school teachers was higher than that of the general public, at 30.5% was still low. Various factors were found to influence HIV-VCT uptake
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Characterization of Maize Producing Households in Drought Prone Regions of Eastern Africa - Erenstein, Olaf; Kassie, Girma T.; Langyintuo, Augustine S.; Mwangi, W. (RePEc: Research Papers in Economics, 2011)
Agriculture in eastern Africa is predominantly rainfed and maize is a major food crop,primarily produced for home consumption and the market by small-scale family farms. The study characterized farm households in the drought prone maize growing areas of eastern Africa synthesizing data from parallel household surveys in Ethiopia, Kenya, Uganda and Tanzania. The study provides a comparative analysis of the farm households’ assets, livelihood strategies and crop management practices, with an emphasis on maize and maize seed. This illustrates how farmers in a similar agro-ecological environment but with different socio-economic and institutional settings have variously adapted to living with drought and how the inherent weather risk co-determines the livelihood portfolio, agricultural intensification incentives and system development pathways. The study thereby illustrates the challenges for agricultural intensification in such drought prone environments and the scope for drought tolerant maize varieties and explores the research and development implications.
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Characterization of Maize Producing Households in Drought Prone Regions of Eastern Africa - Erenstein, Olaf; Kassie, Girma T.; Langyintuo, Augustine S.; Mwangi, W. (Gates Open Res, 2011)
Agriculture in eastern Africa is predominantly rainfed and maize is a major food crop, primarily produced for home consumption and the market by small-scale family farms. The study characterized farm households in the drought prone maize growing areas of eastern Africa synthesizing data from parallel household surveys in Ethiopia, Kenya, Uganda and Tanzania. The study provides a comparative analysis of the farm households’ assets, livelihood strategies and crop management practices, with an emphasis on maize and maize seed. This illustrates how farmers in a similar agro-ecological environment but with different socio-economic and institutional settings have variously adapted to living with drought and how the inherent weather risk co-determines the livelihood portfolio, agricultural intensification incentives and system development pathways. The study thereby illustrates the challenges for agricultural intensification in such drought prone environments and the scope for drought tolerant maize varieties and explores the research and development implications.
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Financing inclusive growth in Nigeria: challenges and prospects - Esenwah, Patrick I. (Economic and Financial Review, 2011)
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Knowledge, attitude and practice of medical students towards self medication at Ain Shams University, Egypt. - Ezz, Nahla F. Abou El; Ezelarab, Hanan (PubMed, 2011)
Self medication is usually defined as intake of any type of drugs for treating oneself without professional supervision to relieve an illness or a condition. Self medication is an issue with serious global implications. In this study it was aimed to determine the knowledge, attitudes and behavior of self medication by the near coming physicians.A cross-sectional study was conducted on a sample of randomly selected medical students from Ain Shams University. Data was collected using self administered questionnaire. Verbal consent was ensured before applying the questionnaire. The Chi square was performed using SPSS 16 to identify associations and differences.The sample consisted of 300 students 67% females and 33% male students. Prevalence of self medication was 55%. Out of which 58.8%, 54.4%, 87.2%, 12%, 28% took antibiotic, vitamins, analgesics, sedatives, herbal products respectively without physician prescription. As regards the personal behavior towards following any prescription 14.4% always followed properly the prescription compared to 63.3% always discontinued the drug on feeling improvement, and 13.6% always repeated the prescription without seeking medical advice. Also 60% said that they increased the dose without medical advice. As regards the reported side effects 4.8%, 1.6%, 12% as a result of interaction between drugs, increase dose without medical advice and early stopping of treatment respectively.Self medication by medical students is an important issue to be avoided and need to be added to the curriculum of undergraduate students and raise the community awareness about these hazards and drawbacks.
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Determinants and perception of cardiovascular risk factors among secondary school teachers in Oyo state Nigeria. - Familoni, I F; Familoni, OB (PubMed, 2011)
Cardiovascular diseases (CVD) are common. They constitute an increasing cause of morbidity and mortality. Knowledge of the risk factors may lead to attitudinal change with consequent reduction in prevalence. Secondary school teachers constitute a large literate workforce that has direct influence on students and indirectly on their parents and guardians.The aim of this study is to investigate the knowledge of cardiovascular risk factors among secondary school teachers in Oyo State, Nigeria and also the determinants of such knowledge.Three hundred and fifty eight secondary school teachers from the Akinyele local government of Oyo State Nigeria completed a questionnaire seeking such information as which diseases constitute CVD and also identify risk factors for CVD. The determinants of such knowledge were investigated by the log likehood ratio using logistic regression. Two hundred and fifteen civil servants matched for age, sex and qualifications were enrolled as controls.Of the 358 teachers, 12.3% were current smokers, 32.1% drank alcohol. More of the civil servant controls patronized fast food joints. Over 80% of the teachers performed exercise regularly, majority being 'walking' (66.2%). Hypertension (84.5%) and heart attack (87.6%) were the most correctly identified CVD. The least correctly identified was peripheral vascular disease (18.6%). The longer the years of teaching, specialization in pure science and being male the more likely the knowledge of sedentary living as a risk factor. Other variables that reached statistical significance include knowledge of stress, smoking and advanced age.Generally the knowledge of the teachers is inadequate about CVD and the risk factors. Qualification in pure science and years of teaching did not radically affect this knowledge. The knowledge base of the teachers needs to be improved.
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Biomonitoring of Airborne Heavy Metals Pollution by Delonix regia (Boj. ex Hook.) Raf. in Greater Cairo, Egypt - Farahat, Emad A. (Taeckholmia, 2011)
Delonix regia leaves and bark samples were collected from ten sites along the main motorways from urban and industrial areas of the Greater Cairo (Egypt). Samples were analyzed for the following trace metals by using Inductively Coupled Plasma Mass Spectrometer: Pb, Co, Zn, Fe, Ni, Mn, Cu and Al. Concentrations of the trace metals in leaves were significantly higher (at p <0.05) than in bark and were either within or below the normal ranges. In all the polluted sites, Zn, Co and Ni were the most prevalent and enriched trace metals in the leaves. The Fe concentrations were the highest detected element in the bark in all sites. The ratios of Co, Zn, Ni and Pb concentrations in leaf to bark were high in comparison to the ratios of other metals. The spatial variability of trace metals was only significant (at p <0.05) for Co, Zn and Ni at high probability levels and hangs on the traffic and industrial burden in each site. Our results indicated that Delonix regia is an adequate biomonitor of heavy metals pollution in the Greater Cairo, Egypt.
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Infrasound and SO2 Observations of the 2011 Explosive Eruption of Nabro Volcano, Eritrea - Fee, David; Carn, S. A.; Prata, Fred (AGU Fall Meeting Abstracts, 2011)
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THE SCIENCE AND TECHNOLOGY TRAIN: A SUPPORT FOR GEOSCIENCE TRAINING, RESEARCH AND SERVICE DELIVERY IN SOUTH AFRICA - Fourie, C.J.S. (South African Journal of Geology, 2011)
Research Article| December 01, 2011 THE SCIENCE AND TECHNOLOGY TRAIN: A SUPPORT FOR GEOSCIENCE TRAINING, RESEARCH AND SERVICE DELIVERY IN SOUTH AFRICA C.J.S. FOURIE C.J.S. FOURIE Department of Environmental, Water and Earth Sciences, Tshwane University of Technology, Private Bag X680, Pretoria, 0001, South Africa., EarthTECH, AEON, Stoffel.aeon@gmail.com, e-mail: fouriecjs@tut.ac.za Search for other works by this author on: GSW Google Scholar Author and Article Information C.J.S. FOURIE Department of Environmental, Water and Earth Sciences, Tshwane University of Technology, Private Bag X680, Pretoria, 0001, South Africa., EarthTECH, AEON, Stoffel.aeon@gmail.com, e-mail: fouriecjs@tut.ac.za Publisher: Geological Society of South Africa First Online: 09 Mar 2017 Online ISSN: 1996-8590 Print ISSN: 1012-0750 © 2011 Geological Society of South Africa South African Journal of Geology (2011) 114 (3-4): 585–592. https://doi.org/10.2113/gssajg.114.3-4.585 Article history First Online: 09 Mar 2017 Cite View This Citation Add to Citation Manager Share Icon Share Facebook Twitter LinkedIn Email Permissions Search Site Citation C.J.S. FOURIE; THE SCIENCE AND TECHNOLOGY TRAIN: A SUPPORT FOR GEOSCIENCE TRAINING, RESEARCH AND SERVICE DELIVERY IN SOUTH AFRICA. South African Journal of Geology 2011;; 114 (3-4): 585–592. doi: https://doi.org/10.2113/gssajg.114.3-4.585 Download citation file: Ris (Zotero) Refmanager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All ContentBy SocietySouth African Journal of Geology Search Advanced Search Abstract Plans are well advanced for converting disused railway carriages into travelling science classrooms, laboratories, and an exhibition centre in the form of a Science and Technology (S&T) Train that will travel to the deep rural areas of South Africa. This multimillion rand educational resource will focus initially on promoting the geosciences and their applications, providing onboard expertise in teaching and in the conduct of research, supported by the necessary technical equipment and the experts on board. It is also intended to reach out to and create science awareness among the young and their parents who live on its route; for undergraduate and postgraduate training; as a source of advice on social services; as a contributor to economic development; and as an adjunct to international research programmes.The S&T Train is also to be a vehicle for training first-degree students at technical universities in particular, allowing them to obtain the experiential learning that is a prerequisite for them to graduate. Also featuring on the train’s agenda is problem-solving associated with rural daily life, such as the provision of clean drinking water, the search for sources of local building materials and assistance with appropriate placement of waste sites.Redundant rolling stock donated by Transnet Freight Rail is currently being refurbished for its new role, and the project will be managed by the Tshwane Institute for Advanced Studies at Tshwane University of Technology in Pretoria, with support from the Department of Science and Technology and other government departments. You do not have access to this content, please speak to your institutional administrator if you feel you should have access.
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Exploring equity and quality education in South Africa using multilevel models - Frempong, George; Reddy, Vijay; Kanjee, Anil (Compare: A Journal of Comparative and International Education, 2011)
Educational reform in South Africa envisions schooling where all students, irrespective of their background characteristics, have the opportunity to succeed. To achieve this vision, the South African education system needs to function in such a way that students’ success does not depend on their backgrounds; that is, if school processes and policies in South Africa were inclusive and supportive of the learning of all students then we would expect high-quality schools to compensate for socio-economic disadvantage such that the achievement gap associated with the socio-economic status (SES) would be minimised. The main objective of this paper is to explore the relationship between school quality and socio-economic disadvantage. Our analysis, employing multilevel statistical models, indicates that: 1. schools do make a difference over and above the socio-economic backgrounds of learners they enrol;2. learners are most successful in schools where they and their parents are actively engaged in the learning processes;3. schools with these characteristics tend to compensate for learners’ socio-economic disadvantage;4. learners from disadvantaged backgrounds are less successful in schools; and5. the impact of SES on learners’ achievement levels is particularly prominent in high-achieving schools. These findings call for the need to rethink the current schooling processes and policies to include structures that allow schools to provide opportunities to engage learners and their parents in the schooling processes with the objective of compensating for learners’ socio-economic disadvantage. We argue that this objective can be achieved through a capability framework where inclusion, democratic participation and child centredness serve as the major principles of the provision of quality education for all.
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A hermeneutic phenomenological study of the experiences of female African American undergraduate engineering students at a predominantly White and an historically Black institution - Frillman, Sharron A. (2011)
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Effects of land-use and climate changes on hydrological processes in the River Gucha catchment, Kenya. - Gachene, Ckk; Kariuki, Patrick Chege; Kathumo, V.M; Gicheru, PT (2011)
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African agricultural subsidy impacts food security, poverty, drought tolerance, and environmental quality - Galford, Gillian L.; Palm, Cheryl; DeFries, Ruth; Nziguheba, Generose; Droppelmann, Klaus; Nkonya, Ephraim; Michelson, Hope; Clark, C. Stuart; Kathewera, F.; Walsh, Marie E. (AGU Fall Meeting Abstracts, 2011)
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Effect of health education on oral hygiene and gingival status of persons living with HIV attending comprehensive care centres in Nairobi, Kenya - Gathece, Loice W; Wang’ombe, Joseph K; Ng’ang’a, P M; Wanzala, Peter (African Journal of AIDS Research, 2011)
The study aimed to describe the effect of an oral health education intervention on oral hygiene status and gingival inflammation among persons with HIV attending two comprehensive healthcare centres in Nairobi, Kenya. This was a quasi-experimental study of 195 participants (with 102 in the intervention group, and 93 serving as the control group) who were selected using stratified random sampling. The data were collected at baseline, at three months (review 1), and at six months (review 2) using an interviewer-administered World Health Organization clinical examination form. The prevalence of plaque among the participants in the intervention decreased from 70.6% to 18.6%, with a significant decrease in their mean plaque score, from 0.89 to 0.15. The prevalence of gingival inflammation in the intervention group decreased from 58.2% to 12.7%, with a significant decrease in the mean gingival score, from 0.66 to 0.11. No significant change in degree of oral hygiene and gingival inflammation was observed among the non-intervention group. There was a strong association between the change in the mean gingival score and the change in the mean plaque score between baseline and at six months for the intervention group. The regression analysis yielded a coefficient of determination (r2) of 0.76; therefore, 76% of the variation in change in gingival score was explained by the variables in the equation. Only the change in mean plaque score was a significant predictor of the change in gingival score.
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Perceptions of primary school pupils and teachers on adequacy of HIV/AIDS life skills education in Nairobi and Thika districts, Kenya - Githinji, Felicity W. (2011)
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The impacts of school management reforms in Madagascar: do the impacts vary by teacher type? - Glewwe, Paul; Maïga, Eugénie (Journal of Development Effectiveness, 2011)
This paper exploits a recently implemented randomised control trial in Madagascar that focused on management reforms. It investigates whether the impact of the reforms varies by the type of teacher. This is an important issue because Madagascar, like many other developing countries, has recently hired a large number of contract or temporary teachers, who have less training but may be motivated to work harder in order to have their contracts renewed. The management reforms did not have any impact on student test scores. This lack of an impact holds for all types of teachers. It may be that two years is not enough time for the programme to have had a measurable impact, but it is also possible that the programme is ineffective, at least in the context of Madagascar's educational system.
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Prevalence of body weight disorders among adolescent school girls in Tarka, Nigeria. - Goon, D.T.; Toriola, A.L.; Uever, Jonathan; Wuam, S; Toriola, Olutoyin M (PubMed, 2011)
The prevalence of overweight and obesity is increasing worldwide, both in developing and developed countries, and childhood obesity is a serious public health problem. However, there are few studies on prevalence of obesity on Nigerian adolescents in a rural community. Therefore, the aim of this cross-sectional study was to determine the prevalence of overweight and obesity among 722 secondary school female students aged 12-18 years living in Wannune, Tarka, Nigeria.Participants were selected by purposive sampling from five schools. Anthropometric measurements of height and weight were measured and body mass index (BMI) calculated. The centres for disease control and prevention (CDC) BMI cut-off points were used to generate four BMI categories as follows: BMI <5th percentile, "underweight'; BMI ≥ 5th to <85th percentile, "normal weight"; BMI ≥ 85th to <95th percentile, "at-risk-of-overweight"; and BMI ≥ 95th percentile, "overweight and obese".Findings indicated that 70.1% of the participants had a normal BMI, 7.5% were overweight/obese while 12.5% at risk of overweight and 9.9% were underweight. The levels of obesity, overweight and underweight observed in our sample is quite higher, and indicates overweight and obesity is even occurring in Nigerian adolescents in a rural settings.Given that over-nutrition and under-nutrition are noticeable among adolescents' school girls in Tarka, suggests that policy makers and health professionals should design and implement strategies to prevent body weight disorders in children.
openalex: W39841888 mag: 39841888
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Climate change, water and conflict in the Niger River Basin - Goulden, Marisa; Few, Roger; Abebe, Lydia; Brooks, Nick; Daoud, Mostafa Gomaa; Konaté, K.M.; Sarney, E.; Smith, D. J.; Umoh, B.; Vernon, Philippe; Weiner, James F.; Yamba, B. (2011)
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Bismarck in the Bush: Year 12 Write Zambia's History for Zambian Students. - Gray, Peter J. (Teaching history, 2011)
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Factors Contributing to Poor performance by Pupils in grade Twelve French examinations: A Case Study of selected Lusaka Secondary Schools, in Zambia - Habimana, Cedric (2011)
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Health Workforce Development with a Focus on CVD in Zimbabwe: CHRIS Program, a Medical Education Partnership Initiative - Hakim, James; Matenga, Jonathan; Havranek, Edward P.; Koa, David (Global heart, 2011)
Global Heart is the official and primary publication of the World Heart Federation, offering a platform for the dissemination of knowledge on research, developments, trends, solutions and public health programmes in the area of cardiovascular disease. Global Heart welcomes research results, points of view and educational material on the prevention, treatment and control of cardiovascular disease with a special focus on low and middle-income countries which are facing the brunt of epidemiological transition.Global Heart strongly encourages authors to adhere to CONSORT, STROBE, STARD, and PRISMA guidelines for reporting of clinical trials, observational studies, diagnostic test accuracy papers, and systematic reviews or meta-analyses. Authors are required for submission to download and complete the appropriate Equator Network checklist: http://www.equator-network.org/.
openalex: W2200639537 mag: 2200639537
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Photosynthetic response of Egyptian cultivar of broad bean (Vicia faba L.) to UV-B and drought, singly and in combination - Hassan, Ibrahim A.; Zeid, Hanan M. Aou; Basahi, Jalal M. (HAL (Le Centre pour la Communication Scientifique Directe), 2011)
Bean plants grown under field conditions were exposed to drought stress (DS) and supplementary ultraviolet-B radiation (sUV-B) singly and in combination (DS + sUV- B). The effects of these two stresses on net photosynthetic rate (PN), stomatal conductance (gs), quantum efficiency of photosystem II (ФPSII), variable to maximum chlorophyll (Chl) fluorescence (Fv/Fm), photochemical (qp) and non-photochemical (NPQ) Chl fluorescence, biomass and yield were investigated. PN, gs, chlorophyll (Chl) content, and NPQ were dramatically reduced due to exposure to DS by 54, 41, 29, and 12% and by 19, 19, 16 and 12% due to exposure to s UV-B, respectively. This reduction resulted in a change in assimilate allocation in favour of shoot growth leading to a decrease in root to shoot ratio and eventually to a decrease in relative growth rate (RGR) of both root and shoot. Seed yield was decreased by 27 and 23% due to DS and s UVB, respectively. Their interaction was more than additive. Qp showed no significant response to sUV-B. There was antagonistic interaction between DS and sUB-V showing that DS effectively protects against the adverse effects of sUV-B.
openalex: W595389240 mag: 595389240
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Narratives of identity in everyday spaces: An examination of African American students' science career trajectories - Haun-Frank, Julie (Science education international, 2011)
For over two decades the under-representation of African Americans in school science and the workplace has been a central concern for educators, policy makers, and researchers. Existing literature provides many accounts of the barriers to science career attainment. This study examined the science career trajectories of fourteen African American high school students who were persistent in pursuing science. Using identity and social space as theoretical tools, I examined the multiple sociocultural factors that shape students’ science career trajectories. Results indicate that everyday spaces were critical in shaping their career aspirations and who they wanted to become. Mapping students’ learning pathways was critical to understand how different spaces—school, church, neighborhood—framed their narratives and ultimately their decisions to pursue a science career.
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Coastal response to simultaneous mid-Holocene climate and sea-level changes: Lessons from ancient Egypt - Hein, Christopher J.; FitzGerald, Duncan M.; Milne, G. A.; Bard, Kathryn A.; Fattovich, Rodolfo (AGU Fall Meeting Abstracts, 2011)
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Identity and diversity: A case study of leaders in a South African primary school - Heystek, Jan; Lumby, Jacky (Education As Change, 2011)
Abstract The article explores school leaders’ perspective of their identity and how this relates to their leadership in an ethnically diverse school. This case study indicates that, in general, the leaders are only partly aware of their own identity and of the complex issues related to diversity in the school. Diversity is still predominantly conceptualised as meaning the former racial groups. Significant efforts are made by leaders to unshackle themselves from discriminatory acts or attitudes; the result is ‘colour blindness’ and attitudes which tend to neglect the significance of one's own identity and that of other individuals and groups. This limited or narrow conceptualisation of diversity and one's own identity has implications for the leadership of schools. There is still a strong emphasis on the ‘other’ or ‘anderskleuriges’, identifying ‘us’ and ‘them’, which is indicative of the persistence of unequal power relations in the school.
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Impacts of an African Green Revolution on Greenhouse Gases and Pollution Precursors: Nonlinear Trace N Gas Emission Responses to Incremental Increases in Fertilizer Inputs in a Western Kenyan Maize Field - Hickman, Jonathan; Palm, Cheryl (AGUFM, 2011)
openalex: W3003236246 mag: 3003236246
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Culturally responsive pedagogy for African American students: promising programs and practices for enhanced academic performance - Howard, Tyrone C.; Terry, Clarence L. (Teaching Education, 2011)
The academic outcomes for African American students continue to lag behind their White, Latino, and Asian American counterparts. Culturally responsive pedagogy has been purported to be an intervention that may help to reverse the persistent under performance for African American students. This article highlights findings from a three-year study of an intervention program designed to increase college going rates for African American students. The authors document the manner in which overall student outcomes, graduation rates, and college going rates increased when culturally responsive pedagogical practices were used. Finally, this work calls for academic rigor to be a more germane characteristic of the culturally responsive pedagogical framework.
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Voluntary Counselling and HIV Testing in Schools of the Mbashe District, Eastern Cape in Rural South Africa: retrospective analysis - Hughes, Harriet; Naughton, Jamie; Greenhough, Jenny; Boyles, Tom (Journal of Infection, 2011)
South Africa has the highest number of HIV infected individuals worldwide. Local Voluntary Counselling and Testing (VCT) is one component of the national strategic plan to tackle this. The Mbashe district lies in the heart of the Eastern Cape, a low resource rural community with poor infrastructure and access to health care facilities. In addition to these physical obstacles, HIV stigma is a significant barrier to attendance at clinic-based VCT. Outreach is therefore a vital component of VCT and HIV education programmes.
openalex: W2089744938 mag: 2089744938
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LATE QUATERNARY ENVIRONMENTAL CHANGES FROM AEOLIAN AND FLUVIAL GEOARCHIVES IN THE SOUTHWESTERN KALAHARI, SOUTH AFRICA: IMPLICATIONS FOR PAST AFRICAN CLIMATE DYNAMICS - Hürkamp, Kerstin; Völkel, Jörg; Heine, Klaus; Bens, Oliver; Leopold, Matthias; Winkelbauer, Jennifer (South African Journal of Geology, 2011)
Research Article| December 01, 2011 LATE QUATERNARY ENVIRONMENTAL CHANGES FROM AEOLIAN AND FLUVIAL GEOARCHIVES IN THE SOUTHWESTERN KALAHARI, SOUTH AFRICA: IMPLICATIONS FOR PAST AFRICAN CLIMATE DYNAMICS K. HÜRKAMP; K. HÜRKAMP Technische Universität München, Department of Geomorphology and Soil Science, Center of Life and Food Sciences Weihenstephan, 85350 Freising, Germany, e-mail: kerstin.huerkamp@wzw.tum.de; joerg.voelkel@wzw.tum.de Search for other works by this author on: GSW Google Scholar J. VÖLKEL; J. VÖLKEL Technische Universität München, Department of Geomorphology and Soil Science, Center of Life and Food Sciences Weihenstephan, 85350 Freising, Germany, e-mail: kerstin.huerkamp@wzw.tum.de; joerg.voelkel@wzw.tum.de Search for other works by this author on: GSW Google Scholar K. HEINE; K. HEINE University of Regensburg, 93040 Regensburg, Germany, e-mail: klaus.heine@geographie.uni-regensburg.de Search for other works by this author on: GSW Google Scholar O. BENS; O. BENS Helmholtz Centre Potsdam, GFZ German Research Centre for Geosciences, 14473 Potsdam, Germany, e-mail: oliver.bens@gfz-potsdam.de Search for other works by this author on: GSW Google Scholar M. LEOPOLD; M. LEOPOLD Technische Universität München, Department of Geomorphology and Soil Science, Center of Life and Food Sciences Weihenstephan, 85350 Freising, Germany, e-mail: matthias.leopold@wzw.tum.de; jennifer.winkelbauer@wzw.tum.de Search for other works by this author on: GSW Google Scholar J. WINKELBAUER J. WINKELBAUER Technische Universität München, Department of Geomorphology and Soil Science, Center of Life and Food Sciences Weihenstephan, 85350 Freising, Germany, e-mail: matthias.leopold@wzw.tum.de; jennifer.winkelbauer@wzw.tum.de Search for other works by this author on: GSW Google Scholar Author and Article Information K. HÜRKAMP Technische Universität München, Department of Geomorphology and Soil Science, Center of Life and Food Sciences Weihenstephan, 85350 Freising, Germany, e-mail: kerstin.huerkamp@wzw.tum.de; joerg.voelkel@wzw.tum.de J. VÖLKEL Technische Universität München, Department of Geomorphology and Soil Science, Center of Life and Food Sciences Weihenstephan, 85350 Freising, Germany, e-mail: kerstin.huerkamp@wzw.tum.de; joerg.voelkel@wzw.tum.de K. HEINE University of Regensburg, 93040 Regensburg, Germany, e-mail: klaus.heine@geographie.uni-regensburg.de O. BENS Helmholtz Centre Potsdam, GFZ German Research Centre for Geosciences, 14473 Potsdam, Germany, e-mail: oliver.bens@gfz-potsdam.de M. LEOPOLD Technische Universität München, Department of Geomorphology and Soil Science, Center of Life and Food Sciences Weihenstephan, 85350 Freising, Germany, e-mail: matthias.leopold@wzw.tum.de; jennifer.winkelbauer@wzw.tum.de J. WINKELBAUER Technische Universität München, Department of Geomorphology and Soil Science, Center of Life and Food Sciences Weihenstephan, 85350 Freising, Germany, e-mail: matthias.leopold@wzw.tum.de; jennifer.winkelbauer@wzw.tum.de Publisher: Geological Society of South Africa First Online: 09 Mar 2017 Online ISSN: 1996-8590 Print ISSN: 1012-0750 © 2011 Geological Society of South Africa South African Journal of Geology (2011) 114 (3-4): 459–474. https://doi.org/10.2113/gssajg.114.3-4.459 Article history First Online: 09 Mar 2017 Cite View This Citation Add to Citation Manager Share Icon Share Facebook Twitter LinkedIn Email Permissions Search Site Citation K. HÜRKAMP, J. VÖLKEL, K. HEINE, O. BENS, M. LEOPOLD, J. WINKELBAUER; LATE QUATERNARY ENVIRONMENTAL CHANGES FROM AEOLIAN AND FLUVIAL GEOARCHIVES IN THE SOUTHWESTERN KALAHARI, SOUTH AFRICA: IMPLICATIONS FOR PAST AFRICAN CLIMATE DYNAMICS. South African Journal of Geology 2011;; 114 (3-4): 459–474. doi: https://doi.org/10.2113/gssajg.114.3-4.459 Download citation file: Ris (Zotero) Refmanager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All ContentBy SocietySouth African Journal of Geology Search Advanced Search Abstract Precipitation in southern Africa and specifically in the southwest Kalahari – tropical summer rains in the north and the east, and extratropical winter rains in the southwest – is strongly influenced by a common climate force that also governs the seasonal shift of the Intertropical Convergence Zone (ITCZ). However, the displacement of the southern ITCZ since the Last Glacial Maximum (LGM, ca. 22 to 18 ka) is controversial. We present new field results, 14C- and optically stimulated luminescence (OSL)-data on fluvial and aeolian geoarchives in the catchment area of the lower Molopo River, southwest Kalahari, which indicate different periods of aeolian and fluvial activity in the last 40 ka.Based on our new data, we present a reconstruction of the late Quaternary climatic dynamics and a conceptual model indicating a southward shift of the ITCZ during the LGM, contemporaneously with a northward shift of the westerlies. This model implies that since 24 ka the southwest Kalahari has received summer and winter rains, which resulted in pluvial conditions that annually led to pan flooding throughout most of the year, cessation of lunette dune development due to stagnated deflation, and onset of perennial flow in a part of the lower Molopo River south of the Nossob-Molopo confluence. In addition, glacial climate circulation patterns over the southern African subcontinent can further resolve controversies about palaeoclimate reconstructions, which have important implications for modelling past and future climate scenarios. You do not have access to this content, please speak to your institutional administrator if you feel you should have access.
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Microbial pollution indicators along the Egyptian coastal waters of Suez and Aqaba Gulfs and Red Sea - Ibrahim, Hassan A.H.; Farag, Aïda M.; Beltagy, Ehab A.; El‐Shenawy, Mohamed A. (Journal of the Egyptian Public Health Association, 2011)
Background Nowadays, the Egyptian coasts of the Aqaba and Suez Gulfs, and the Red Sea proper, are under the direct effects of many recreational resorts, urban agglomeration, marine shipping, activity of the phosphate industry, fishing ports, and limited freshwater and sewage surfaces. Therefore, the water, especially those used for recreational activities, must be of a very good quality to be able to increase the national income. Objectives To investigate the conventional water-quality bacteria, total coliforms (TC), Escherichia coli (EC), and fecal streptococci (FS), in the Egyptian coastal waters of Suez and Aqaba Gulfs and the Red Sea. Materials and methods A total of 2372 surface water samples were collected from 42 sampling sites during 12 years (1998–2009) to detect and estimate TC, EC, and FS using the membrane filtration method. Results On the basis of the national and international bacterial standards, 540 samples (22.8%) out of 2372 were found to exceed the guide values (positive samples) and were not accepted for marine recreational purposes. During the course of the study, Suez Gulf showed the highest positive records of 54 and 96 for TC and EC, respectively, whereas FS recorded 94 and 88 positive samples in the Red Sea and Suez Gulf, respectively. The lowest positive records were found in 1998 and 2009, whereas the highest were in 2000 and 2002–2004. The highest polluted sampling sites were recorded in Su7 (Suez Gulf), Aq2 (Aqaba Gulf), and Re15 (Red Sea), and were generally affected by sewage disposal and/or anthropogenic influences. Conclusion and recommendations The most polluted sites were in the Suez Gulf, reaching 238 sites, followed by 194 sites in the Red Sea, whereas the Aqaba Gulf had only 108 polluted sites. Moreover, the most polluted sample locations throughout the study were Su7, Aq2, and Re15, without implementation of corrective actions from authorized organizations. The data of the current study must be taken into consideration by the government for a safer and cleaner seawater in the eastern Egyptian coasts, especially those in which critical limitations in terms of microbial pollution are found.
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Teaching and practice of legal medicine in eritrea - Iñiguez, Calixto García; Gálvez, Elisa Consuegra; Cabrera, Ileana Rodríguez; Sosa, Yasser Armando González; Chiong, Mario; Castillo, Oscar (Revista Habanera de Ciencias Médicas, 2011)
Introduction:»Orotta» school of medicine in Asmara, Republic of Eritrea is the only one in existence in this country and it was designed and founded by the Cuban Medical collaboration. Students at the school are formed by the traditional Cuban program vinculating them to practical work with Cuban doctors of the integral health program (IHP) that fulfill internationalist mission inserted to the different care centers along the country. Legal medicine is included in this program and it is taught during a complete semester. At the arrival of the Cuban Legal Medicine professor medicolegal performances started in this country. Objectives: Explain about the medicolegal performances made by Cuban specialists for the first time in Eritrea. Method: Details of Pre and Postgrades teaching activities and the main experiences of medicolegal assistance work made in Eritrea are reported through a descriptive and tranversal study in the period of July 2008 to September 2011. Results: Medicolegal performances were sistematically increasing and gained organization in a year of work in spite of the abscence of experience of both, health personnel and population. Necropsies are already accepted and dentified as necessary by Eritrean population. Conclusion: It was proved how important is the team work of the Cuban Medical brigade and the need of working at the scene of facts. The importance of the Cuban help through the Integral Health Program to countries in development was also confirmed.
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Knowledge of breast cancer and practice of breast self examination among female senior secondary school students in Abuja, Nigeria. - Isara, AR; Ojedokun, CI (PubMed, 2011)
Breast cancer is a public health problem that is increasing throughout the world especially in developing countries. The study was aimed at assessing the knowledge of breast cancer and practice of breast self examination (BSE) among female senior secondary school students in the municipal council area of Abuja, Nigeria.This descriptive cross sectional study was carried out among female senior secondary school students from selected schools in the municipal area council of Abuja. The tool for data collection was a structured self administered questionnaire. Data were analysed using SPSS version 16.0.Two hundred and eighty-seven students participated in the study. Their mean age was 16.5 +/- 1.4 years. A greater proportion of respondents 163 (56.8%) had poor knowledge of breast cancer while 217 (75.6%) had poor knowledge of BSE. Only 114 (39.7%) of the respondents knew that being a female was a risk factor for breast cancer and the least known risk factors were obesity and aging. The major source of information for breast cancer and BSE among the respondents was the mass media. Only 29 (10.1%) of respondents had practiced BSE. Knowledge of BSE was significantly associated with BSE practice.This study revealed that female secondary school students have poor knowledge of breast cancer. A good proportion of them knew that BSE could be used as a screening method for breast cancer but only few had practiced BSE. There is need for adequate health education on breast cancer and BSE among adolescent females in Nigeria.
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Schooling Early Childhood Education (ECE) for All in Madagascar - Jeanne, Rasoandriaka Marie; Kim, Dong-sik (학습과학연구, 2011)
Early childhood education is the formal teaching and care of young children by people other than their family or in settings outside of the home. Early childhood sees the greatest growth and development, because the brain develops most rapidly during early childhood. Therefore, this study introduced effectiveness of Early Childhood Education and a current situation and educational policy in Madagascar. The strategy of this study aims to delivery of the commitments which are made by the international community to Madagascar institutions and make initiatives for children in the early years. In the end of this study, we summarized a brief history of political issues which is interdependently contributed with educational system to affect education as well and then analyzed the information relating to the research for the confirmation. Finally we presented our findings.
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Schooling Early Childhood Education (ECE) for All in Madagascar: “Educational Policy and System relating ECE” - Jeanne, Rasoandriaka Marie; Kim, Dong-sik (2011)
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The attitude of preschool teachers towards inclusion of children with visual impairment: a case study for Thika minicipality, Kenya - Kahuthia, Beth Mbura (2011)
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THE IMPACT OF UNREGULATED PRIVATIZATION OF EDUCATION IN NIGERIA: AN APPRAISAL OF THE LEAD CITY UNIVERSITY- NATIONAL UNIVERSITIES COMMISSION DISPUTE - Kalama, John; Etebu, Charity; Martha, Charles A.; John, Sophia M. (Mediterranean journal of social sciences, 2011)
The proliferation of private institutions (Nursery, primary, secondary schools and tertiary institutions) throughout the country coupled with frequent closure of schools prompted this research. The findings in this study show that the privatization of education that took place between 1980 and 1990 through the granting of private licenses to individuals was done indiscriminately without proper supervision and monitoring. Further investigations show that the beneficiaries of the privatization exercise are either serving or retired senior public office holders. Thus, making it difficult to ensure compliance (standards). The study also reveal that while monitoring, regulation and control of tertiary institutions in the country is effective through the National Universities Commission (NUC), regulation and control is completely absent at the nursery, primary, and secondary school levels. However, the systems political theory was applied while explaining and analyzing the subject-matter. In terms of methodology and scope, descriptive analysis and secondary sources of data (textbooks, published articles and journals) were relied upon. Nevertheless, cases of unrest and other forms of crisis facing the education sector in Nigeria can be minimized and curtailed if the government (local, state and federal) through its regulatory agencies (ministries, departments, boards and commissions) conducts regular and periodic evaluation and supervision of existing private schools and institutions throughout the country. This will no doubt ensure compliance, prosecution and revocation of existing licenses of schools and institutions that fail to meet approved standards.
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Integration of Natural Resource Management in the Primary Education Curriculum in Kenya - Kanyi, Michael G.; Vandenbosch, Tom; Ngesa, Fredrick; Kibett, Joash K.; Muthaa, George M. (DOAJ (DOAJ: Directory of Open Access Journals), 2011)
The Farmers of the Future (FoF) initiative implemented a programme of integrating natural resources management in the basic education curriculum. The purpose of the study was to document activities and determine the effects of FoF programme on primary school learners’ perceptions towards natural resources management by comparing learners involved in the FoF programme and those not involved. Further, comparison of perceptions by gender among learners involved in the FoF was done. The study employed an ex-post-facto design. The location of the study was the western region of Kenya. The sample was composed of 120 learners and 6 teachers, making a total of 126 respondents. This was in accordance with recommendations by Kathuri and Pals (1993). The data were collected using questionnaires and analysed using t-test at alpha=0.05. The instruments were validated by two experts in the Department of Agricultural Education and Extension at Egerton University and one expert from ICRAF. Reliability was tested through pilot testing and indicated a reliability coefficient of 0.72 The findings indicated that the FoF programme had a significant influence on learners’ positive perceptions towards natural resources management thus the programme forms an integral part in sustainable agriculture.
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Monitoring transmitted waves across a fault with a high potential for mining induced earthquakes -the Ezulwini gold mine in South Africa - Kawakata, Hironori; Yoshimitsu, N.; Nakatani, Masao; Philipp, Joachim; Doi, Issei; Naoi, Makoto; Ward, Tony; Visser, V.; Morema, Gilbert; Khambule, Sifiso; Masakale, Thabang; Milev, A.; et al. (AGU Fall Meeting Abstracts, 2011)
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Demand, Supply and Utilization of Secondary School Teachers in Kabba/Bunu District of Kogi State, Nigeria - Kayode, Jimoh David (Mediterranean journal of social sciences, 2011)
This study examined the demand, supply and utilization of secondary school teachers in Kabba/Bunu LocalGovernment Area, Kogi State. Ten secondary schools were selected from the Local Government (comprising of three schools inurban areas and seven schools in rural areas), using stratified random sampling techniques. Nine teachers were randomlyselected from teachers in senior classes in urban schools and six teachers in rural schools. Relevant data were collectedthrough the use of highly structural and validated questionnaires, titled “Demand, Supply and Utilization of Secondary SchoolTeachers (DSUSST)” and “Utilization of secondary school teachers (USST)”. The research instrument was administered toselected secondary school principals and subject teachers respectively. The data were analyzed using simple percentage,mean, ratio, Pearson product moment correlation statistics and multiple regression analysis at 0.05 levels of significance. Theresult of the study revealed that there are inadequate basic science and English Language teachers in both rural and urbanschools; there are no incentives for teachers in rural schools and 81 percent of the teachers are qualified. Based on the findings,it is recommended that supply of teachers should be carefully planned and properly executed while meaningful incentives likeleave bonus, free medical treatment for teachers and their families, 15% basic salary as incentives for teachers in difficultterrains should be given to the teachers especially teachers in rural areas.
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The Status of Literacy Education for the San of Botswana - Ketsitlile, Lone Elizabeth (AlterNative: An International Journal of Indigenous Peoples, 2011)
The San are Southern Africa's first indigenous peoples. They can be found in South Africa, Botswana, Zimbabwe and Namibia. The San peoples in Botswana still face discrimination especially in the education sector as their indigenous literacy and way of life are largely ignored. Their languages are not part of the school curriculum in Botswana; English (the official language) and Setswana (the national language) are taught in schools. In theory, this should not be the case. It greatly disadvantages San children as they underperform and drop out of school. Hence, very few have made it to the University of Botswana and the colleges of education. In order for Botswana to reach its aim of an educated and informed nation by 2016, San peoples need to be catered for in the country's education system.
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Arc-scale observations of volcanic SO2: a case study from Papua New Guinea - Kilbride, Brendan McCormick; Edmonds, Marie; Mather, Tamsin A.; Carn, S. A. (AGU Fall Meeting Abstracts, 2011)
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Adults who learn: sharing literacy project experience from South-western Nigeria - Kolawole, Oluwatoyin Dare (International Journal of Lifelong Education, 2011)
The paper reports the outcome of a funded non-formal, functional adult literacy project embarked upon in the university-based Ìsoyà rural development programme area in south-western Nigeria from 2005–2007. It specifically presents the approaches used in legitimising the literacy project amongst community people; and reports the positive impact of the project on community empowerment. A case study design was used to carry out the study amongst adult literacy class participants. It was found that the average income of learners per month in Nigerian Naira (NGN) at the commencement of the adult class increased from NGN 39,083.33 (∼US$ 253.71) to NGN 54,409.09 (∼US$ 353.19) after the first phase of the project. Also, participant learners realised that they had acquired basic reading and writing skills and have, thus, acquired self-esteem in addition to experiencing some socio-economic progress as well as the ability to better understand their ecological environment. Well over 88.0% of the adult learners perceived that they became more politically conscious as a result of the adult class they attended.
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Atmospheric circulation patterns during late Pleistocene climate changes at Lake Malawi, Africa - Konecky, Bronwen; Russell, James M.; Johnson, Thomas C.; Brown, Erik T.; Berke, Melissa A.; Werne, Josef P.; Huang, Yongsong (Earth and Planetary Science Letters, 2011)
The climate of tropical Africa transitioned from an interval of pronounced, orbitally-paced megadroughts to more humid and stable conditions approximately 70,000 years ago (Scholz et al., 2007). The regional atmospheric circulation patterns that accompanied these climatic changes, however, are unclear due to a paucity of continental paleoclimate records from tropical Africa extending into the last interglacial. We present a new 140-kyr record of the deuterium/hydrogen isotopic ratio of terrestrial leaf waxes (δDwax) from drill cores from Lake Malawi, southeast Africa, that spans this important climatic transition. δDwax shifts from highly variable and relatively D-depleted to more stable and D-enriched around 56 ka, contemporary with the onset of more humid conditions in the region. Moisture source and transport history dominate the δDwax signal at Lake Malawi, with local rainfall amount playing a secondary role for much of the paleorecord. Analysis of modern moisture sources for Lake Malawi suggests that D-depletion of waxes during the megadroughts may have been caused by an enhanced contribution of the drier, D-depleted air mass currently located in central southern Africa to the Lake Malawi catchment. This D-depleted air mass is associated with the descending limb of the Hadley cell, which implies significant changes in the Hadley circulation during the megadroughts and related changes in the position of the Intertropical Convergence Zone over Africa. These findings demonstrate the ability of δDwax to serve as an atmospheric tracer when used in conjunction with additional proxy records for moisture balance, and elucidate potential mechanisms for pronounced hydrological change in southeast Africa during the late Pleistocene.
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Finger-pointing in mathematics education : causes of dropouts in high school mathematics in Masvingo urban, Zimbabwe - Kufakunesu, Moses; Chinyoka, Kudzai; Ganga, Emily (Journal of Emerging Trends in Educational Research and Policy Studies, 2011)
The main thrust of this article was to explore the causes of dropouts in high school Mathematics in Masvingo urban secondary schools. The researchers got primed to delve into such a research study after realising that a significant proportion of high school pupils were dropping Mathematics when paradoxically a pass in high school Mathematics is mostly a precondition for admission into many tertiary institutions in Zimbabwe. The phenomenological research design was used with individual interviews and focus group discussions as data collection instruments. The researchers used a random sample of 35 respondents comprising 10 Mathematics teachers and 25 high school Mathematics dropouts. The teachers mostly laid the blame on the pupils' lack of career foresight and frivolous attitudes coupled with lack of parental guidance. The pupils pointed fingers at the teachers and the nature of Mathematics as a subject. The major reason for dropping high school Mathematics from the pupils' viewpoint was the general belief that Mathematics is an exceptionally difficult and tedious subject. The researchers recommended that teachers have to intensify their efforts in giving high school pupils academic guidance regarding the importance of Mathematics as an academic discipline especially for tertiary training.
openalex: W24066795 mag: 24066795
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3D-Reconstruction of recent volcanic activity from ROV-video, Charles Darwin Seamounts, Cape Verdes - Kwasnitschka, Tom; Hansteen, Thor; Kutterolf, Steffen; Freundt, Armin; Devey, Colin W. (2011)
OS11C-06 As well as providing well-localized samples, Remotely Operated Vehicles (ROVs) produce huge quantities of visual data whose potential for geological data mining has seldom if ever been fully realized. We present a new workflow to derive essential results of field geology such as quantitative stratigraphy and tectonic surveying from ROV-based photo and video material. We demonstrate the procedure on the Charles Darwin Seamounts, a field of small hot spot volcanoes recently identified at a depth of ca. 3500m southwest of the island of Santo Antao in the Cape Verdes. The Charles Darwin Seamounts feature a wide spectrum of volcanic edifices with forms suggestive of scoria cones, lava domes, tuff rings and maar-type depressions, all of comparable dimensions. These forms, coupled with the highly fragmented volcaniclastic samples recovered by dredging, motivated surveying parts of some edifices down to centimeter scale. ROV-based surveys yielded volcaniclastic samples of key structures linked by extensive coverage of stereoscopic photographs and high-resolution video. Based upon the latter, we present our workflow to derive three-dimensional models of outcrops from a single-camera video sequence, allowing quantitative measurements of fault orientation, bedding structure, grain size distribution and photo mosaicking within a geo-referenced framework. With this information we can identify episodes of repetitive eruptive activity at individual volcanic centers and see changes in eruptive style over time, which, despite their proximity to each other, is highly variable.
openalex: W29576309 mag: 29576309
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Education: The Missing Link for Rural Girls' and Women's Wellbeing in South Sudan - Lacko, Wani Tombe (The Ahfad journal, 2011)
openalex: W2900228876 mag: 2900228876
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Knowledge about hiv/aids and tuberculosis co-infections among students of tertiary institutions in Ilorin, Nigeria - ‘Lanre, Olaitan Olukunmi; Felicia, W.; Pharm, B.; .H, Mohamed Sithik (Egyptian Academic Journal of Biological Sciences. G, Microbiology, 2011)
This study investigated knowledge about HIV/AIDS and tuberculosis coinfections among students of tertiary Institutions in Ilorin, Nigeria. A multistage sampling technique was adopted to select 405 students from the three selected tertiary Institutions (i.e. University of Ilorin, Kwara State Polytechnic and Kwara State College of Education, Ilorin). A cross-sectional survey research design was carried out, using a structured questionnaire, which was tested for reliability at 0.89r. The data gathered were analysed by descriptive statistics of frequency count and percentage to analyse the bio-data and research questions, while inferential statistics of Analysis of Variance (ANOVA) was employed to analyse the hypotheses at 0.05 alpha level. Findings revealed that, significant differences existed between the students of tertiary Institutions in Ilorin in their knowledge about reciprocal interaction and ease of detection of HIV/AIDS and tuberculosis co-infections. Whereas, not significant difference in their knowledge about HIV/AIDS and tuberculosis co-infections being treatable. It was recommended that the school management should incorporate health information, education and communication in the curriculum regardless of the course the students is studying, they should also make available the health education and information leaflets to the students.
openalex: W2182953230 mag: 2182953230
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Effects of climate variability on the land cover change and groundwater flow in the Lake Chad Basin - Lee, J.; Babamaaji, Rakiya; O’Dor, R. K.; Park, C. (AGU Fall Meeting Abstracts, 2011)
openalex: W3080805946 mag: 3080805946
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Music education in Malawi: the need for a philosophy - Ligoya, Alinane Mildred (Journal of Musical Arts in Africa, 2011)
Abstract Music education in primary schools in Malawi is faced with challenges related to its marginalisation, inappropriate policy and implementation, teacher training and motivation. There are curriculum-related problems and a shortage of qualified teachers. In this article a philosophical solution is proposed, as the field of philosophy is best suited to reaching the core of the issues involved. The formulation of a philosophy requires multifaceted research and careful reflection. Based on the premise that context should be considered in the formulation of an appropriate philosophy, a research-based, culturally embedded, ethnographic approach is proposed to elucidate the context, aid in the formulation of a philosophy, and inform policy, curriculum, method and content.
openalex: W2090080550 mag: 2090080550
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Weaving Success: Voices of Change in African Higher Education - Lindow, Megan (2011)
The purpose of this book is to contribute to the dialogue about African higher education by sharing stories about some of the individuals whose visions and actions have, collectively and in diverse ways, spurred transformation at universities in Africa. This book will focus on nine different countries where universities received support in the first decade of the 21st century from the Partnership for Higher Education in Africa (henceforth referred to as the Partnership): Egypt, Ghana, Kenya, Madagascar, Mozambique, Nigeria, South Africa, Tanzania, and Uganda.
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Sources of Stress among Gender and Classification for African American College Students - Lindsey, Robert; Reed, Saeedah; Lyons, Robert; Hendricks, Denisha; Mead, Antonia S.; Butler, Karen (College student journal, 2011)
The purpose of this study was to examine sources of stress among African American college students at a private historically black college and university (HBCU). convenient sample (N = 95) of students from classes in the Department of Health and Human Performance at a private southeastern historically black college and university were used for this study. Data was collected using the Inventory of College Students' Recent Life Experiences Survey. Independent t-test and analysis of variance were used to test for differences at the .05 level. Significant differences were found between gender and classification and their sources of stress. The top five reported sources of stress were 1) decisions about your education; 2) Peers respect what you have to say; 3) many things to do at once; 4) A lot of responsibilities; and 5) burdens. Females scored higher than males for the following questions: Too many things to do at once, Separation from people you care about, Financial burdens, and Important decisions about your education. Freshmen and juniors scored higher than sophomores in regards to having difficulty with transportation. Implications and suggestions for further research for sources of stress among African American college students are discussed. Introduction It is well documented that African American students are more likely to drop out of college than their nonminority counterparts (Nettles, Thoeny, & Gosman, 1986; Wilson, 1994). According to Cross (1993), historically black colleges tend to have a highly disappointing student graduation rates. It has been suggested that minority students, in general, are more likely to express apprehension about the academic rigors of college compared with their minority counterparts (Eimers & Pike, 1997). Moreover, minority students tend to encounter common experiences that are different from those of nonminority status (Nora & Cabrera, 1996). Experiences such as financial problems, academic integration, and parental encouragement may interfere with the attainment of the desired goal of a college degree. growing body of research focusing on stress and its implications on the health of individuals has emerged over the last few decades (Edwards, Hershberger, Russell & Markert, 2001). These research studies show that a strong relationship exists between stress and cognitive abilities and a weakened immune system (Cohen & Herbert, 1996). College is a transitional period when young people undergo new experiences, meet new people, as well as face the opportunities that may compound the stress in their lives. Hudd, Dumlao, Erdmann-Sager, Murray, Phan, Soukas et al. (2000) argue that adolescents and college students face a variety of negative health outcomes including smoking, drinking, experimenting with illegal drugs, suicide ideation, and unhealthy lifestyle habits such as poor diet and lack of sleep. This increase in exposure to perceived stress levels has lead to an extension of therapeutic culture not only in the general public, but in college and university campuses nationwide. Rimer (2004) discusses the importance of addressing stress among college students and examines the strategies taken by colleges and universities to address stress in a holistic manner. For the college student, stress can take on many forms in his or her daily life. The pressures of maintaining a balance between interpersonal relationships, academic demands, one's own expectations and maintaining personal relationships can be an extremely daunting task. few examples of the myriad of difficulties that college students face are: academic load, being away from home, family obligations, work, maintaining personal relationships, time management, financial obligations, and becoming acclimated to a new environment (Negga, Applewhite, & Livingston, 2007). Negga et al. (2007) compared sources of stress for students attending predominately white institutions to those who attended historically black colleges and universities. …
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Revisiting the value of rubrics for student engagement in assessment and feedback in the South African university classroom - Lombard, B.J.J. (The Journal for Transdisciplinary Research in Southern Africa, 2011)
The so-called ‘massification’ of higher education challenges all spheres in institutions serving this education sector. The university classroom and its pivotal areas of teaching, learning and assessment is no exception. While the literature suggests that assessment has a strong influence on learning, it is also maintained that feedback related to assessment is a key determinant of learning attainment. However, conditions in higher education environments are not always conducive to feedback and therefore it remains a complex matter. By acknowledging these complexities and in pursuit of improving student performance by also enhancing their quality of learning, this paper explores the value of rubrics for promoting student engagement in the assessment and feedback processes by means of a conceptual analysis. The theoretical discourse is concluded by suggesting some areas in which applied research could be undertaken in order to establish the tangible value of rubrics for promoting student engagement in the assessment and feedback processes in the South African university classroom.
openalex: W2102953029 mag: 2102953029
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Child Labor in the Gold Coast: The Economics of Work, Education, and the Family in Late-Colonial African Childhoods, c. 1940-57 - Lord, Jack (Journal of the History of Childhood and Youth, 2011)
Historical knowledge of childhood in the Gold Coast (modern Ghana) is sparse and too often disconnected from a global historiography that has convincingly demonstrated the "child" to be a social construct. In contemporary discourse the "African child" is most commonly portrayed as either aspiring scholar or helpless victim—images that are echoed in the fleeting appearances of children in Africanist historiography. This essay, by contrast, explores the economic aspects of childhood in the colonial periphery and paints a more complex picture of the "African child." Children in the twentieth-century Gold Coast were vital economic actors and agents: at once producers, consumers, and accumulators of wealth. They remained so despite the political and commercial upheavals of the colonial period. Exploring the economic use and the social purpose of child labor illuminates both the material experience of children and their place in the household and wider society—and it sheds light, too, on the question of why both illiteracy and child labor are stubbornly persistent in modern Ghana.
openalex: W1985036953 mag: 1985036953
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Inclusive educational practices in Uganda: evidencing practice of itinerant teachers who work with children with visual impairment in local mainstream schools - Lynch, Paul; McCall, Steve; Douglas, Graeme; McLinden, Mike; Bayo, Asher (International Journal of Inclusive Education, 2011)
This article reports on a research project investigating the role of itinerant teachers (ITs) of children with visual impairment in Uganda. The research focused on the activities of 52 ITs who recorded their work in a journal over a period of eight weeks (a new practice which was introduced to them through a workshop). Analysis of the data collected demonstrated that ITs were not able to visit all the children on their caseload as often as they had planned at the beginning of the project. Partly this was linked to a high proportion of their work being ‘community-focused’ (e.g. identifying new cases and advising the wider community about the implications of visual impairment) rather than ‘child-focused’ (linked to their caseload). In addition, they experienced other challenges, for example time-consuming travel and obtaining permission to be released from their regular teaching commitments. Whilst ITs found record keeping difficult, they felt it was a useful administrative procedure for managing caseloads and recognised the value of using the journals beyond the project. The policy and practice implications of the research for supporting children with special educational needs based around specialist teachers are considered.
openalex: W2024028017 mag: 2024028017
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Prevalence of cigarette smoking among Tunisian dental students - Maatouk, Fethi; Barkallah, Mouna; May, Wahiba (Preventive Medicine, 2011)
openalex: W2063963804 mag: 2063963804
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The Social and Emotional Challenges of Female Postgraduate Students in South Africa - Magano, Meahabo Dinah (Journal of Social Sciences, 2011)
The study focused on the challenges to female black postgraduate students in South Africa during their period of study. The purpose was to explore the social and emotional challenges to female black postgraduate students and to come up with guidelines on assisting them in coping with their studies at postgraduate level. The qualitative design type was used and the theoretical framework that guided the study was that of Urie Bronfenbrenner’s ecosystemic theory. Three female black postgraduate students were purposely sampled from three universities in South Africa. Data was collected through interviews and analysis indicated that all three participants experienced serious challenges, socially and emotionally, including trauma. The power relations between supervisor and students prevented some of the participants from sharing their social challenges with their supervisors. Support was lacking from home, work and society.
openalex: W2242671271 mag: 2242671271
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Education policy to prospects of a developmental state in South Africa - Mahada, Livhuwani Paul (2011)
openalex: W2152326073 mag: 2152326073
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Secondary school art teachers' and administrators' viewpoits on the role of art education ; a study of Central and Nairobi Provinces, Kenya - Maingi, Donald Kuira (2011)
openalex: W1513208602 mag: 1513208602
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Study on the feasibility of provision of distance learning programmes in surgery to Malawi - Mains, Edward A.A.; Blackmur, James P.; Dewhurst, David; Ward, Ross; Garden, O. James; Wigmore, Stephen J. (The Surgeon, 2011)
Medical educational opportunities and resources are considerably limited in the developing world. The expansion of computing and Internet access means that there exists a potential to provide education to students through distance learning programmes. This study investigated the feasibility of providing distance learning course in surgery in Malawi. The study investigated the user requirements, technical requirements and Internet connections in two teaching hospitals in Malawi. In addition the appropriateness of current course material from the Edinburgh Surgical Sciences Qualification to Malawi trainees was assessed. The study found a high degree of interest from Malawian trainees in distance learning. The provision of basic science modules such as anatomy and physiology and the ability to access journals were considered highly desirable. The current ESSQ course would require extensive re-modelling to make it suitable to an African trainee's requirements. Internet speeds remain slow and access is currently expensive. There is considerable interest in distance learning programmes in Malawi but access to them is limited partly because of slow and expensive Internet access. Understanding the needs of trainees in countries such as Malawi will allow better direction of educational aid and resources to support surgical training.
openalex: W2006047428 mag: 2006047428
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Applying global cost-benefit analysis methods to indoor air pollution mitigation interventions in Nepal, Kenya and Sudan: Insights and challenges - Malla, Min Bikram; Bruce, Nigel; Bates, Elizabeth M.; Rehfuess, Eva (Energy Policy, 2011)
Indoor air pollution from burning solid fuels for cooking is a major environmental health problem in developing countries, predominantly affecting children and women. Traditional household energy practices also contribute to substantial time loss and drudgery among households. While effective interventions exist, levels of investment to date have been very low, in part due to lack of evidence on economic viability. Between 2004 and 2007, different combinations of interventions – improved stoves, smoke hoods and a switch to liquefied petroleum gas – were implemented in poor communities in Nepal, Sudan and Kenya. The impacts were extensively evaluated and provided the basis for a household-level cost-benefit analysis, which essentially followed the methodology proposed by the World Health Organization. The results suggest that interventions are justified on economic grounds with estimated internal rates of return of 19%, 429% and 62% in Nepal, Kenya and Sudan, respectively. Time savings constituted by far the most important benefit followed by fuel cost savings; direct health improvements were a small component of the overall benefit. This paper describes the methodology applied, discusses the findings and highlights the methodological challenges that arise when a global approach is applied to a local programme.
openalex: W2092338724 mag: 2092338724
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Mother tongue-based bilingual education in Papua New Guinea - Malone, Susan; Paraide, Patricia (International review of education, 2011)
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Galantamine counteracts development of learning impairment in guinea pigs exposed to the organophosphorus poison soman: Clinical significance - Mamczarz, Jacek; Kulkarni, Girish S.; Pereira, Edna F. R.; Albuquerque, Edson X. (NeuroToxicology, 2011)
Galantamine, a drug used to treat Alzheimer's disease, protects guinea pigs against the acute toxicity and lethality of organophosphorus (OP) compounds, including soman. Here, we tested the hypothesis that a single exposure of guinea pigs to 1xLD50 soman triggers cognitive impairments that can be counteracted by galantamine. Thus, animals were injected intramuscularly with saline (0.5 ml/kg) or galantamine (8 mg/kg) and 30 min later injected subcutaneously with soman (26.3 μg/kg) or saline. Cognitive performance was analyzed in the Morris water maze (MWM) four days or three months after the soman challenge. Fifty percent of the saline-injected animals that were challenged with soman survived with mild-to-moderate signs of acute toxicity that subsided within a few hours. These animals showed no learning impairment and no memory retention deficit, when training in the MWM started four days post-soman challenge. In contrast, animals presented significant learning impairment when testing started three months post-challenge. Though the magnitude of the impairment correlated with the severity of the acute toxicity, animals that presented no or only mild signs of toxicity were also learning impaired. All guinea pigs that were treated with galantamine survived the soman challenge with no signs of acute toxicity and learned the MWM task as control animals, regardless of when testing began. Galantamine also prevented memory extinction in both saline- and soman-challenged animals. In conclusion, learning impairment develops months after a single exposure to 1xLD50 soman, and galantamine prevents both the acute toxicity and the delayed cognitive deficits triggered by this OP poison.
openalex: W1987317535 mag: 1987317535
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Impacts of mine dump pollution on plant species diversity, composition and structure of a semiarid savanna in Namibia - Mapaure, Isaac; Chimwamurombe, Percy; Mapani, Benjamin; Kamona, Fred (African journal of range & forage science, 2011)
Abstract Effects of mine dump pollution on semiarid savanna vegetation were investigated in Kombat, Namibia. Vegetation structure, species richness, composition and diversity were compared between polluted and control sites. Concentrations of arsenic, chromium, copper, lead and zinc in soils were significantly higher closer to a 99-year-old mine dump than in a control site and exceeded internationally recommended guidelines by as high as 11 times. Mine dump pollution has significantly reduced woody plant densities, species richness and diversity in the affected area due to disappearance of pollution-sensitive species and preponderance of tolerant ones. Species composition and structure of vegetation close to the mine dump significantly changed, possibly due to negative impacts of heavy metals on recruitment as pollution-sensitive species died off, whereas tolerant species invaded the vacated ecological niches. Ordination analyses confirmed a strong pollution gradient, with measured heavy metals accounting for 57.3% of the observed variation in species data, suggesting that other factors are also important determinants in the area. It is recommended that the mine dump and its surrounds should be rehabilitated and regular monitoring should be carried out to remedy the situation and arrest further pollution of the surrounding environment. Keywords: heavy metalsKombatordinationvegetation
openalex: W2008226620 mag: 2008226620
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Maintaining Discipline: How Do Learners View the Way Teachers Operate in South African Schools? - Maphosa, Cosmas; Mammen, Kuttickattu John (Journal of Social Sciences, 2011)
The study is part of a larger study on the management of learner indiscipline in schools. The study sought to establish learners’ views on the most frequent disciplinary measures instituted against them for minor and major forms of indiscipline committed in South African schools. The study followed a descriptive survey design and made use of a combination of quantitative and qualitative approaches. The study used 280 learners selected from 15 independent schools in Mthatha district in the Eastern Cape Province of South Africa. Data were collected from selected students thorough a semi-structured questionnaire and interviews. The SPSS statistical package version 17 was used to analyze the quantitative data. Qualitative data were analysed through content analysis as emerging key issues led to themes that guided analysis. The study found that from the learners’ point of view, teachers mostly employed punitive disciplinary measures when dealing with student indiscipline in schools and measures such as verbal reprimands, talking to students, kneeling on the floor, corporal punishment and sending learners out of class for minor forms of indiscipline whereas talking to learners, guidance and counseling, suspension and detention were frequently used to deal with major forms of indiscipline. The study also found that teachers still viewed disciplining learners as synonymous to punishing them. The study recommends the establishment of staff development workshops to equip teachers with skills to embrace supportive, proactive and cooperative disciplinary measures when dealing with learner indiscipline.
openalex: W2183279942 mag: 2183279942
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'Going under the Traditional Knife': Linking African Traditional Education and the Ethic of Identity through Shangani Culture, Zimbabwe - Maposa, Richard S. (Journal of Emerging Trends in Educational Research and Policy Studies, 2011)
The paradigm of African traditional education, especially in the backdrop of some cultural practices, continues to attract interest in the contemporary discourses in African Studies. On one hand, the colonial quest was to exterminate African traditions which were perceived as 'primitive'. On the other, a fresh quest on the 'resurrection' of traditional African heritage continues to gather momentum. This study observes that the colonial quest was superficial because it was based, not on objective reality but rather on human prejudice. Despite the hard socio-economic challenges in Africa, largely as a result of the impact of globalisation, the study posits that the African traditional scheme of education endures on because it embodies the liveliness of a particular African existentiality. In this regard, the study tests the thesis by investigating the rite of circumcision (hoko) among the Shangani people in Zimbabwe. This ritual forms one of the key moments in the rhythmic life of the people and constitutes a vibrant mark of continuity in African traditional education and cultural identity. Accordingly, the main aim of the study is to expose and discover the vitality of the circumcision rite as part of the education in traditional Shangani society.
openalex: W2407025955 mag: 2407025955
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Predicting Science Teachers’ Intention to Teach about HIV/AIDS in Botswana - Marandu, Edward E.; Shine, Sabbas J.; Joseph, Haika (Journal of Social Sciences, 2011)
AbstractThis study investigates, using the Theory of Planned Behaviour, factors that determine teachers’ intention to teach about HIV/AIDS in secondary schools in Botswana. The data used were obtained from a survey of 144 science teachers. The findings produce several interesting revelations. The findings are somewhat contrary to empirical findings in advanced countries where attitude generally plays a larger role in explaining behaviour. In this study, it appears that subjective control performs best in predicting intention, followed by subjective norm. Attitude was the poorest predictor. These findings can be explained in two ways. First, the relatively undeveloped economic environment in Botswana might impose behavioural constraints on teachers. Second, because of the extended family culture in Botswana, behavioural intention may be generally determined not only by personal attitudes, but more so by the attitudes of important others (for example, family, friends and community). It follows that a study of behavioural intentions in Botswana-type societies which places greater emphasis on measuring attitudinal factors may be misleading because of under specification of the causal environmental (perceived control, perceived norms) factors.Key Words: HIV/AIDSTeachersTheory of Planned BehaviourBotswana
openalex: W2768141104 mag: 2768141104
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An interactive, multivariate projection model for the alignment of teacher demand and supply for schools in the Gauteng Province of South Africa: A disaggregated approach - Marchant, G.H.; Lautenbach, Geoffrey (Education As Change, 2011)
Abstract This article reports on the conceptualisation of a multivariate interactive computerised teacher demand and supply decision support model of projection for the Further Education and Training (FET) band of public schools for the Gauteng Province of South Africa. This model was conceptualised with a view to enabling policy makers to make projections that estimate aggregate or disaggregate teacher supply and demand. A reductionist methodological approach was used in this inquiry, with the intention of reducing the ideas surrounding teacher supply and demand into a discrete set of variables reflected in a multivariate model. It also reflects a deterministic philosophy of cause and effect, as variables are manipulated within the model. Knowledge is developed in this inquiry through the development of multiple numeric measures of the objective reality of teacher supply and demand. The main contribution of this inquiry is the computerised disaggregated teacher supply and demand projection model – the model not only contributes to the knowledge base of educational planning and forecasting, but also provides a clearer picture of the complex variables involved in teacher supply and demand.
openalex: W1979666354 mag: 1979666354
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Resiliency, Control, Enjoyment and Physical Activity in African American High School Students - Martin, Jeffrey J.; McCaughtry, Nate; Shen, Bo; Fahlman, Mariane M.; Garn, Alex C.; Ferry, Matt (Sport Science Review, 2011)
Resiliency, Control, Enjoyment and Physical Activity in African American High School Students The purpose of this study was to explain physical activity (PA) using Block and Block's (2006a) ego-resiliency and ego-control theory along with measures of self-control and PA enjoyment. One-hundred and seventy-seven African American high school students from a large Midwest inner city participated. In general, cluster analyses provided support for the importance of ego-resiliency and PA enjoyment as there were strongly affiliated with differential amounts of PA. Ego-control and self-control were also important in cluster formation but related to PA in somewhat unexpected ways.
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ITIKI: bridge between African indigenous knowledge and modern science of drought prediction - Masinde, Muthoni (Knowledge Management for Development Journal, 2011)
Droughts are the most common type of natural disaster in Africa and the problem is compounded by their complexity. The agriculture sector still forms the backbone of most economies in Africa, with 70% of output being derived from rain-fed small-scale farming; this sector is the first casualty of droughts. Accurate, timely and relevant drought predication information enables a community to anticipate and prepare for droughts and hence minimize the negative impacts. Current weather forecasts are still alien to African farmers, most of whom live in rural areas and struggle with illiteracy and poor communications infrastructure. However, these farmers hold indigenous knowledge not only on how to predict droughts, but also on unique coping strategies. Adoption of wireless sensor networks and mobile phones to provide a bridge between scientific and indigenous knowledge of weather forecasting methods is one way of ensuring that the content of forecasts and the dissemination formats meet local needs. A framework for achieving this integration is presented in this paper. A system prototype to implement this framework is also presented.
openalex: W2161594724 mag: 2161594724
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CHALLENGES AND OPPORTUNITIES IN POSTHARVEST HORTICULTURE RESEARCH AND TRAINING IN DEVELOPING COUNTRIES: "THE CASE OF KENYA" - Mathooko, Francis M.; Mutui, Theophilus M. (Acta horticulturae, 2011)
openalex: W2591139189 mag: 2591139189
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Cattle, Livelihoods, and Coping with Food Insecurity in the Context of Drought and HIV/AIDS in Rural Zimbabwe - Mazzeo, John (Human organization, 2011)
This article offers a case study from rural Zimbabwe in which a combination of recurring droughts, a severe HIV/AIDS epidemic, and a national economic crisis have contributed to widespread food insecurity. The article examines household level coping responses to the food security crisis affecting southeastern Zimbabwe, a semi-arid region, during a 2004-2005 agricultural season drought. Specifically, this study seeks to understand how the convergence of these events contributed to the decision by rural households to sell cattle in response to immediate food shortages. It argues that the sale of cattle, important for maize cultivation and soil fertility, threatens the sustainability of this agriculturally- oriented livelihood system and reduces a household's adaptive capacity to recover from future crises. Furthermore, the presence of HIV/AIDS exacerbates these problems, causing AIDS-affected households to experience greater food insecurity and to resort to cattle sales more frequently. This research has the potential to inform development programs aimed at strengthening livelihoods and mitigating the impact of crisis events by understanding the ways in which rural, HIV/AIDS affected populations are impacted by and respond to drought.
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Some partners are more equal than others: EFA and Civil Society in Papua New Guinea and Vanuatu education policy processes - McCormick, Alexandra (The International Education Journal: Comparative Perspectives, 2011)
This article considers a parallel marginalisation of Education for All (EFA) as a holistic approach to education, and the civil society actors and coalitions who address sidelined Dakar goals of early childhood care and education, adult literacy, quality and non-formal education. I argue that in spite of over two decades of EFA rhetoric prizing national ownership and broad participation, education policy processes in Vanuatu and Papua New Guinea, including attempted sector-wide approaches, have incorporated only dominant financial donors and narrowed conceptions of state leadership. One corollary has been a focus on the Millennium Development primary education and gender goals. The 2009 inauguration of the Civil Society Education Fund, through the EFA Fast Track Initiative, offers potential for reversing the situation. I present evidence from critical discourse analysis (CDA) of EFA policy documentation and processes, including fieldwork and interviews with key policy actors, conducted from 2007-2009. I consider how language and intertextuality instantiate elements of dominant global discourses in national education policies, and demonstrate pervasive inequalities in policy participation.
openalex: W1514195934 mag: 1514195934
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Pride and Shame in Ghana: Collective Memory and Nationalism among Elite Students - McDonnell, Erin Metz; Fine, Gary Alan (African Studies Review, 2011)
Abstract: Based on an original dataset of university students, this article investigates Ghanaian collective memories of past events that are sources of national pride or shame. On average, young elite Ghanaians express more pride than shame in their national history, and they report shame mostly over actions that caused some physical, material, or symbolic harm. Such actions include not only historic events and the actions of national leaders, but also mundane social practices of average Ghanaians. Respondents also report more “active” than "receptive" shame; that is, they are more ashamed of events or practices that caused harm to others and less ashamed about events in which they were the “victims.” We advance the idea of a standard of “reasonableness” that Ghanaians apply in their evaluation of events, behaviors, or circumstances: they apply contemporary standards of morality to past events, but they temper their judgment based on considerations of whether past actions were “reasonable” given the power and material imbalances at that time. Ghanaian students identify strongly with both national and pan-African identities, and they frequently evoke their international image to judge a national event as either honorable or shameful. Ethnicity can be one factor in an individual's judgment of precolonial events, whereas political party affiliation is the stronger predictor of attitudes toward postindependence events.
openalex: W2040405417 mag: 2040405417
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Lost in translation: Partnerships for authentic education in Papua New Guinea - McLaughlin, Julie (The International Education Journal: Comparative Perspectives, 2011)
Pacific Island countries are recipients of considerable education reform projects, many of which are sponsored by various global donor agencies. These agencies have become partners for development in the region. Research cautions that development projects may have detrimental influences as their designs and delivery often ignore the economic, cultural and social contexts of recipient countries. This paper explores issues impacting on the capacity of educators to lead educational change in Papua New Guinea. While initiatives in capacity building are offered, contradictions within the reform processes identify serious questions about policy development, ownership and capacity building. These contradictions relate to the sustainability of such programmes, collaboration and partnerships between the National Department of Education, universities, donor agencies and scholars who advocate for authentic education for Papua New Guinea.
openalex: W1867781506 mag: 1867781506
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Validating modeled soil moisture with in-situ data for agricultural drought monitoring in West Africa - McNally, Amy; Yatheendradas, Soni; Jayanthi, Harikishan; Funk, Christopher C.; Peters‐Lidard, Christa D. (AGU Fall Meeting Abstracts, 2011)
openalex: W3008357493 mag: 3008357493
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: Constructions of “otherness” and the role of education: The case of Ethiopia - Mengstie, Sisay (DOAJ (DOAJ: Directory of Open Access Journals), 2011)
openalex: W4364370051
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Climate Change Impacts on Crop Production in Nigeria - Mereu, Valentina; Gallo, Andrés A.; Carboni, Gianluca; Spano, Donatella (AGU Fall Meeting Abstracts, 2011)
openalex: W3003992742 mag: 3003992742
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Exploring understandings of inclusion in schools in Zambia and Tanzania using reflective writing and photography - Miles, Susie (International Journal of Inclusive Education, 2011)
In this article I explore insights gained from participating in an exploratory, small-scale study led by the Enabling Education Network (EENET) in 17 schools in northern Zambia and five schools in Tanzania. Facilitating South-based research, while based in a Northern university, raises complex ethical issues about voice and control which are discussed in the article. The main aim of the study was to explore understandings of inclusive education at school and community level in northern Zambia and Tanzania in the light of government efforts to promote Education for All. Reflective writing, photo elicitation and participatory photography were some of the methods used to generate locally relevant knowledge about marginalisation from the educational process, although the focus here is primarily on the issue of disability as a cause of educational exclusion.
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Potential Impacts of Climate Change on Modern Recharge in the Eastern Desert and Sinai Peninsula of Egypt - Milewski, A.; Sultan, M.; Becker, Doris; Soliman, Farouk; Yan, Eugene; Becker, Rosana Aguilera; Chouinard, K. (AGUFM, 2011)
openalex: W3035882063 mag: 3035882063
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The opportunities and challenges of promoting inclusive financial services through mobile money : the case of MTN mobile money in Uganda - Mitchell, Corin Sebastian (2011)
openalex: W788853491 mag: 788853491
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Learning System and a Comparative Study on Learning Style of Students in Africa(Nigeria) and those in Asia (JAPAN) - Mohammed, Hassan (2011)
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Integrated environmental teaching in South Africa : an impossible dream? - Mokhele, Matseliso L. (Perspectives in Education, 2011)
To its credit, the new National Curriculum Statement (NCS) for GET (General Education and Training) recently revised into a new Curriculum and Assessment Policy Statement (CAPS)1 in RSA has put a premium on the inclusion of environmental learning as an integrated component of all subject areas in the primary school phase of learning. This is in line with international recommendations and provisions, particularly those originating from the Johannesburg World Summit for Sustainable Development (WSSD) held in 2002. While the NCS is mandatory for all government schools in the country, many schools have all but ignored the environmental learning mandate in the curriculum. In this paper, I shall examine two case studies of schools in South Africa that have taken the curriculum mandate of integration seriously by specifically designing programmes for environmental learning. Using a qualitative research approach, I shall explore what was involved in the two programmes for integrating environmental learning, and how these programmes were implemented in each of the two schools. I shall then discuss my key finding, this being: while their efforts were admirable, both schools worked differently to achieve the target of an integrated environmental teaching/learning programme in the various school subjects. The paper concludes with a discussion on what integrated environmental teaching in South African schools actually involves and why implementing such a programme is near impossible, given the conditions currently prevailing in South African schools.
openalex: W1604989710 mag: 1604989710
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Projected Land Cover Change Effects on East African Rainfall Under Climate Change - Moore, Nathan; Andresen, Jeff; Pijanowski, Bryan C.; Lofgren, Brent M. (AGU Fall Meeting Abstracts, 2011)
openalex: W3170378031 mag: 3170378031
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Child Participation in School Governance: The Case of Prefects at a Primary School in Lesotho. - Morojele, Pholoho; Muthukrishna, Nithi (Perspectives in Education, 2011)
This paper draws on literature that has theorised child participation within the sociology of childhood framework to examine how children participate in governance within school spaces. Four children aged between 13 and 17 (in grades six and seven) who serve as prefects at a primary school in Lesotho were participants in this study. Data was collected through a focus group interview and individual semi-structured interviews. The findings of the study indicate that authentic participation of children is limited in the school context. One of the key barriers to participation seems to be a hierarchical and authoritarian school management style. The ethos of control, discipline and authority stifles the process of child participation at the school. The main role of the prefects appears to be ‘policing’ and ‘reporting’ to the school hierarchy. Children’s pursuit of authentic participation denotes that they construct themselves as active social agents, deserving meaningful participation in school governance. The conclusion points to the need to raise critical consciousness for teachers and school management to interrogate their own ideologies about children and childhood, and to challenge the authoritarian hierarchy of school management which impedes children’s meaningful participation.
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?Understanding the terrain: The climate change, assets and food security nexus in Southern African cities? - Moser, Caroline; Frayne, Bruce; Ziervogel, Gina (2011)
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An evaluation of a refresher training intervention for HIV lay counsellors in Chongwe District, Zambia - Msisuka, Charles; Nozaki, Ikuma; Kakimoto, Kazuhiro; Seko, Motoko; Ulaya, Mercy M S (SAHARA-J, 2011)
To address a severe shortage of human resources for health, the Zambian Ministry of Health has begun to make use of lay counsellors for HIV counselling and testing. However, their skills and knowledge rarely have been reviewed or refreshed. We conducted a two-day refresher workshop for lay counsellors to review their performance and refresh their skills and knowledge. The objective of this study was to evaluate the refresher training intervention for HIV lay counsellors in the rural district of Chongwe in Zambia. The two-day refreshertraining workshop was held in November 2009. Twenty-five lay counsellors were selected by District Health Office and participated in the workshop. The workshop included: the opening, a pre-training exercise, lectures on quality assurance with regard to testing and safety precautions, lectures on counselling, filling the gap/Q&A session, and a post-training exercise. In both the pre- and post-training exercise, participants answered 25 true/false questions and tested 10 blood panel samples to demonstrate their knowledge and skill on HIV counselling and testing. The average overall knowledge test score increased from 79% to 95% (p<0.001). At the baseline, knowledge test scores in topic of standard precaution and post-exposure prophylaxis were relatively low (58%) but rose to 95% after the training (p<0.001). The per cent agreement of HIV testing by lay counsellors with reference laboratory was 99.2%. Participants' knowledge was improved during the workshop and skill at HIV testing was found to remain at a high level of accuracy. Relatively weak knowledge of standard precautions and post-exposure prophylaxis suggests that lay counsellors are at risk of nosocomial infections, particularly in the absence of refresher training interventions. We conclude that the refresher training was effective for improving the knowledge and skills of lay counsellors and provided an opportunity to monitor their performance.
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Instructional technology in the facilitation of learning by visually impaired learners in upper primary classes in Kenya - Mugo, Bernard Chomba (2011)
openalex: W2587424232 mag: 2587424232
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The Level of Family Involvement in the Nursing Care of Hospitalized Geriatric Patients in Two Teaching Hospitals in South Western Nigeria - Mukoro, Ufuomaoghene J. (Studies on home and community science, 2011)
AbstractThe medical care of the elderly has not been given the necessary attention by the health care drive of the Nigerian government. To encourage government and her health facilities to focus on the care of the elderly, this paper evaluates the extent to which nursing care can be used to meet the needs of hospitalized geriatic patients and the extent to which family members are involved in this care. The Obafemi Awolowo University Teaching Hospitals Complex, Ile-Ife and the Wesley Guild Hospitals Ilesha were used as case studies. In all, 85 elderly patients in the adult wards were administered with questionnaires and interviewed to elicit the needed information. Data generated was analyzed using descriptive and inferential statistics. The paper observed that majority of the hospitalized elderly perceived the following as their nursing care needs: selfcare, mobility, elimination, care of pressure areas and measurement of vital signs. Levels of family involvement in their care was also observed to be statistically significant in following aspects, bathing [2 = 5.403, df= 1 p= 0.02], dressing [χ2 = 5.914, df= 1 p= 0.015], changing of position in bed [χ2 = 3.931, df= 1 p= 0.000] and movement on the ward [χ2 = 5.4903, df= 1 p= 0.015]. Arising from these findings, the paper concluded that the level of family involvement in the nursing care of their hospitalized elderly persons was relatively high and by implication these hospitalized elderly patients were receiving more of unskilled and non-professional nursing care, with the probably outcome of prolonged hospitalization and its adverse psychosocio-economic effects.Key Words: FamilyInvolvementNursing CareHospitalizationGeriatric Patients
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Effects of the 'New 'Zambian High School Geography curriculum on Learners - Mulemi, Bernadette (2011)
The need for relevance in school curriculum in Zambia started way back after independence in 1964. This drive for relevance was in response of citizens to determine their own affairs through education, which aspects may have been excluded from formal education by successive colonial rulers. The geography school curriculum has not been spared in such a desire for relevance. Since independence, Zambia has had two high school geography curriculums. The first one was the senior secondary school geography curriculum that was in existence from 1964 to 2004 when the ‘New’ curriculum was put in place. Following the continued need for a curriculum that would be responsive to the needs of local society, the ‘New’ High School Geography Curriculum was initiated in 2004 and was still in force up to the time of this study in the year 2011. The purpose of this study was to evaluate effects of such a ‘New’ geography curriculum on High School (HS)/General Certificate of Education (GCE) learners. The study was conducted in two of the four districts of Lusaka province, these being Kafue and Lusaka districts. Basically, 10 schools were involved. The study was guided by the following Objectives ; i) To identify positive effects of the ‘New’ Geography Curriculum in Zambia on HS/GCE learners. ii)To find out negative effects of the ‘New’ Geography Curriculum in Zambia on HS/GCE learners. iii)To propose improvements to the ‘New’ High School Geography Curriculum in Zambia. To achieve these objectives, the study sought to investigate views of policy makers and parents about the Geography curriculum. The study further sought to investigate views and experiences of teachers and HS/GCE Geography learners. In order to achieve the objectives of the study and respond to the research questions, the study employed a survey research approach within a quantitative and qualitative design. The study purposefully sampled 26 teachers, 19 were class teachers and 7 were heads of Geography departments in the sampled schools. The teachers were drawn from 7 high schools. Furthermore, 246 HS/GCE learners were chosen as respondents using a stratified random sampling method. In addition 2 Geography subject specialists were purposefully chosen from CDC and ECZ, one from each respective institution. The study also used the stratified random sampling technique to pick 24 parents who participated in the study. The total study sample was 298. Data was collected using two types of instruments namely, questionnaires and interview guide. Four separate questionnaires were used and one interview guide. The questionnaires were used to obtain data from the ECZ official, CDC official, teachers and HS/GCE learners. The interview guide was used to obtain data from parents. The study found that the implementation of the ‘New’ Zambian High School Geography Curriculum generated both positive and negative effects to both teachers and HS/GCE learners. It was established that among the positive effects was the emphasis of the curriculum on local and regional issues. This was in…
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Exploring Community Radio Programming Practices to Inform Environmental Education at Livingstone Museum in Zambia - Muloongo, HA (DOAJ (DOAJ: Directory of Open Access Journals), 2011)
This paper reports on a study (Muloongo, 2010) that investigated how participatory radio programming might be used to inform and extend museum-based community engagement in environment and sustainability concerns. Preliminary research on museum education practices established that these are primarily expert-led and centred on exhibitions and outreach, with limited participation by the community. The study was initiated after a brief experience of working on community radio that revealed a contrasting approach, including the community in discussing locally relevant content that was followed by the addition of the knowledge of a mediating expert. A collective case study (multi-site) design was used to probe educational programming practices used in community radio. The paper explores how community radio station programming engages listeners in community generated education programmes that are produced through collaborative work with radio listener clubs. Research on three cases of community radio programming concludes that community radio provides opportunities for community-led social learning which the Livingstone Museum could make use of to extend and localise its engagement with the community in environmental learning.
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Excessive daytime sleepiness, nocturnal sleep duration and psychopathology among Nigerian university students - Mume, Celestine Okorome; Olawale, Kamildeen Oladimeji; Osundina, Adeagbo F. (South African journal of psychiatry, 2011)
Background and objectives. Short nocturnal sleep duration resulting in sleep debt may be a cause of excessive daytime sleepiness (EDS). Severity of depression (psychopathology) has been found to be directly related to EDS. There is an association between sleep duration and mental health, so there may therefore be an interrelationship between sleep duration, EDS and psychopathology. The objectives of this study were to determine the prevalence rates of EDS and general psychopathology among university students in Nigeria; determine the range of and mean sleep duration in the students; and determine the extent to which sleep duration and EDS predict general psychopathology in the same group of subjects. Materials and methods. Eight hundred and forty-five students at Obafemi Awolowo University, Ile-Ife, Nigeria, were recruited for the study. The subjects were required to provide information on their age, gender and the total amount of sleep per night they usually had. General psychopathology was assessed using the English language version of the 30-item General Health Questionnaire (GHQ-30). They were also evaluated for EDS using the English language version of the Epworth Sleepiness Scale (ESS). Results. Six hundred and thirty-four subjects (75.03% of the participants) provided complete data. The prevalence of EDS was 11.2% and the rate of general psychopathology in the subjects 13.1%. The range of sleep duration was 2 - 9 hours with a mean of 5.1 hours (standard deviation 1.3). On a regression model with the GHQ score as the dependent variable and sleep duration and ESS as the independent variables, the correlation coefficient between EDS, sleep duration and psychopathology (R) was 0.47. Conclusion. EDS and psychopathology are common in the student population studied. Nocturnal sleep duration for an average student is far less than that for an average adult. Nocturnal sleep duration and EDS acted as moderate predictors of general psychopathology among Nigerian university students.
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Impact of Drought on the Spatial Pattern of Transmission of Schistosoma haematobium in Coastal Kenya - Mutuku, Francis; King, Charles H.; Bustinduy, Amaya L.; Mungai, Peter; Muchiri, Eric M.; Kitron, Uriel (American Journal of Tropical Medicine and Hygiene, 2011)
We analyzed temporal changes in spatial patterns of active Schistosoma haematobium infection in different age groups and associated them with ponds infested with Bulinus snails. A major drought between 2001 and 2009 resulted in drying of ponds that were known sources of infection, and we detected very few or no snails in ponds that were infested in the past. The household-level spatial pattern of infection for children of various age groups in 2009 was contrasted with historical data from 2000. The significant local clustering of high- and low-infection levels among school-aged children that occurred in 2000 was absent in 2009. We attribute the disappearance of significant clustering around historical transmission hot spots to a decade-long drought in our study area. The implications of extreme weather and climate conditions on risk and transmission of S. haematobium and their relevance to control strategies are discussed.
openalex: W2101889550 mag: 2101889550
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Teachers' understandings of girls' inclusion in a Tanzanian secondary school - Mwingira, Margaret Philip (2011)
This study addresses the issue of girls‘ inclusion in a secondary school in Tanzania. Many girls in developing countries, particularly in Sub-Saharan Africa, do not have the opportunity to attend secondary school although education is a basic human right. Gender discrimination is one of the major barriers to girls‘ attainment of higher education in Tanzania. The purpose of this study is to explore teachers‘ understandings of girls‘ inclusion at a Tanzanian secondary school. Data for this research was collected through individual and focus group interviews and observation in order to process meaning and understanding from participants. Although teachers were the primary focus of this study, girls and parents were also interviewed as key informants. Content analysis was the dominant method used to analyze the data. Findings from the study indicate that teachers in this context are representative of the prevailing structures of the social-cultural life where they impact girls‘ development in education. In addition, the socialization of girls contributes to the way girls perceive themselves, a situation they reflect from the existing social values. The study concludes by recommending that secondary school teachers and administrators, parents, community and religious leaders, and the government revisit socio-political structures that perpetuate gender stereotypes and discrimination against girls in secondary schools in Tanzania. Stellenbosch University http://scholar.sun.ac.za
openalex: W2146200122 mag: 2146200122
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Climate Change Governance in the South African Mining Sector - Mzenda, Venantio; Jongh, Derick de (The Journal of Corporate Citizenship, 2011)
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Brain drain at African higher education institutions - Nabawanuka, Jaynefrances Walusimbi (2011)
openalex: W2256270934 mag: 2256270934
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Peace education in the context of post-conflict formal schooling : the effectiveness of the revitalising education participation and learning in conflict affected areas-peace education programme in Northern Uganda - Najjuma, Rovincer (2011)
This qualitative, multiple methods case study concerns the effectiveness of Revitalising Education Participation and Learning in Conflict affected Areas-Peace Education Programme (REPLICA-PEP). There is currently limited evidence regarding the effectiveness of peace education programmes in the context of post-conflict formal schooling. This study therefore set out to explore the effectiveness of REPLICA-PEP and to gain insight into the reality of the current practice of peace education in schools in a post-conflict context in Northern Uganda. The school is one of the places where children learn values, attitudes and behaviour, schooling is often criticised for using symbolic violence to maintain and reinforce different forms of violence including physical violence. This study explores theoretical and practical aspects of peace education and key issues relevant to the effectiveness of peace education programmes, including the role and influence of formal schooling in a post-conflict context. A combination of qualitative methods (interviews, observation and documentary analysis) were employed to examine REPLICA-PEP effectiveness and its impact on pupils’ knowledge, attitudes, skills and behaviour. The results show that, although some traces of impact were found in pupils’ awareness of: the dangers of using violence; non-violent conflict resolution alternatives; and attitude change to non-violent conflict resolution, pupils did not develop empathy, self-control, competences and skills for non-violent conflict resolution. Interrogation of qualitative data about the REPLICA-PEP implementation process and activities in the schools have led to the generation of theoretically-informed and empirically-grounded recommendations which integrate and accommodate the nature of formal schooling in a post-conflict context and programme design features for improving the effectiveness of peace education programmes. It has also laid the ground for future research on what is possible in terms of strategies to facilitate and promote pupil peace building activities in post-conflict formal schooling contexts such as peace-related pupil voice, documentation and action.
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What is talked about when parents discuss sex with children: family based sex education in Windhoek, Namibia. - Nambambi, Ndishishi M.; Mufune, Pempelani (PubMed, 2011)
Among limits to school based sex education in Namibia are teachers that sexually harass children, unqualified Sexual and Reproductive Health (SRH) teachers and lack of teaching materials. Moreover out of school youths cannot access school based SRH education. Given these shortcomings, and in the context of HIV/AIDS, promoting parental-child communication about sex is an important measure to prevent HIV infections in Namibia. Parents are important because they support the emotional and physical development of children and greater parent-adolescent communication delays sexual initiation and reduces the number of sexual partners. The rationale for the paper is that there is need to know more about what parents and children discuss if the development of more effective communication about sexual issues between parents and their children as a tool for fighting HIV/AIDS is to be accomplished. Using qualitative data from Windhoek this study explored parents' communication with their children about sex. Findings indicate such discussions are traditionally seen as a taboo but nowadays they do take place (especially with mothers) around menstruation, pregnancy and HIV/AIDS. There is resistance to more specific discussions around sexual intercourse and relationships. We conclude that there is a need for parents to be taught how to educate their children on sex.
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Learner pregnancy – perceptions on its prevalence and the Child Support Grant (CSG) being the possible cause in South African secondary schools - Naong, Matsidiso Nehemia (Journal of Youth Studies, 2011)
Learner pregnancy has recently become a thorn in the flesh for most schools in South Africa, and documentary evidence shows that its prevalence is greater amongst Black public schools than White schools. Within its discourse, more often than not, the Child Support Grant (CSG) has featured prominently in the perceived increase in the pregnancy rate among learners. It is therefore essential for research to find an answer to the question: Are girl learners falling pregnant and having children in order to receive a CSG? A sample of 302 secondary school principals and 225 Grade 12 learners was used in this study. The study found that peer pressure, poverty and substance abuse are perceived as the primary causes of learner pregnancy. The study also reveals that the majority of school principals (62%) bemoan a lack of support and cooperation from both authorities and parents in dealing with this challenge. The majority of Grade 12 learners (92%) identified, among others, a lack of family support/love, substance abuse and promiscuity as the three key issues that require urgent attention. It is clear from the findings of this study that learner pregnancy is not linked to the CSG.
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Smallholder Irrigation and Crop Diversification under Climate Change in sub-Saharan Africa: Evidence and Potential for Simultaneous Food Security, Adaptation, and Mitigation - Naylor, Renata; Burney, Jennifer; Postel, Sandra (AGUFM, 2011)
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The Sahel Region of West Africa: Examples of Climate Analyses Motivated By Drought Management Needs - Ndiaye, O.; Ward, Murray; Siebert, Asher (AGUFM, 2011)
openalex: W3012574363 mag: 3012574363
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Regional and Continental Scale Droughts in Africa during the Past 200 Years - Nicholson, Sharon E. (AGUFM, 2011)
openalex: W3027272786 mag: 3027272786
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A first-language-first multilingual model to meet the quality imperative in formal basic education in three ‘francophone’ West African countries - Nikièma, Norbert (International Review of Education, 2011)
openalex: W2001368160 mag: 2001368160
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Imperial Education and the Crisis of Political Leadership in Postcolonial Kenya - Njagi, Mwangi Daniel (2011)
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Supporting Learning in the Digital Age: E-Learning Strategies for NOUN (National Open University of Nigeria). - Nkechinyere, Amadi Martha (US-China education review, 2011)
E-learning has long been celebrated as the solution to access in education. There seems to be a belief worldwide that by including e-learning technologies in learning packages, learners' success and economies of scale will be ensured in ODL (open and distance learning). New innovations like the internet and mobile technologies provide a great opportunity for mass delivery of education information, especially in Africa where governments and institutions are struggling to equip the people with much needed skills for development. Literature suggests that ODL and e-learning delivery are synonymous. In this context, it seems as if the vision of distance education as a means to provide education to whom have been denied that it is being undermined by the overriding enthusiasm with technology. The idea is that if a student is computer literate, he/she will be able to access the world of information that the internet and other electronic media can deliver and thus become educated. It is the writer's contention that blending of e-learning strategies is essential in the delivery and supporting of learning in the digital age and can go a long way in supplementing and enhancing the teachers' work.
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Teaching Staff Strength (TSS) and Workload In Public Senior Secondary Schools In Ogba/Egbema/Ndoni Local Government Area of Rivers State, Nigeria - Nkweke, G. O; Dollah, S. A (Mediterranean journal of social sciences, 2011)
The attainment of effective education by the educatee is hinged on the balancing of the workload and the teaching staffstrength (TSS) in schools. The interplay was the rallying point of this study which tried to ascertain the level of workload andteaching staff strength (TSS) in public senior secondary schools. Six (6) research questions were posed as guide with thequestionnaire as a base instrument for data collection from the principals of the 18 public senior secondary schools in Onelga.Analysis of data on teacher-students ratio reveal that 11 schools representing 61% have a ratio above 1:40 and 7 schoolsrepresenting 39% have a ratio below 1:40 as enshrined in the FRN (2004). The class size indicates that 7 schools havemoderate class sizes whereas 11 schools have excess class sizes. Consequently the workload data analysis reveals that all theschools exceeded the 15 weekly periods per teaching staff with 17% having 18-23 while 83% having 24-30 per teacher perweek. Female teachers occupied 21% and male teachers occupied 79% of the total population of 152. The implication is thatexcess workload will affect the output been churned into the tertiary institutions. Recommendation were made among others toimprove the condition of service and track down the rate of attrition
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The role of education in peacebuilding: a synthesis report of findings from Lebanon, Nepal and Sierra Leone - Novelli, Mario; Smith, Alan (2011)
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Factors Influencing the Adoption of Mobile Telephony by Students at the University of Ibadan, Nigeria - Nwagwu, Williams E.; Odetumibi, Sunday (DOAJ (DOAJ: Directory of Open Access Journals), 2011)
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An advocacy project for multicultural education: The case of the Shiyeyi language in Botswana - Nyati-Saleshando, Lydia (International Review of Education, 2011)
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Learning English Language by Radio in Primary Schools in Kenya - Odera, Florence Y. (US-China education review, 2011)
Radio is one of the most affordable educational technologies available for the use in education and development in developing countries. This article explores the use of school radio broadcast to assist teachers and pupils to learn and improve English language both written and spoken in Kenyan primary schools. English language occupies a central place in formal education in Kenya. It is one of the compulsory subjects in both primary (aged six to 13 years) and secondary education (aged 14 to 18 years). It is also a medium of instruction in upper primary from standard four to university education in Kenya. However, teaching and learning English remains one of the most difficult and taxing assignment to primary schoolteachers, because when children join class one they go to the classroom with pre-set language skills. They have developed skills in their vernacular which is the language of instruction in most of rural schools or Kiswahili in urban schools. Sometimes, they mix vernacular, Kiswahili and English and come up with another language called ”Sheng”. This makes it very difficult for them to learn English language. Research from developed and developing countries indicates that the use of school radio programmes assist pupils and teachers to learn foreign language like English faster and help them to improve pronunciation of difficult words. School radio broadcast was introduced in Kenya in 1961. One of the reasons was to help improve the standard of spoken and written English language and set the standard for the spoken English in the country. Radio was chosen, because it is affordable and simple to maintain. Despite of the existence of the program in Kenya for many years, there has been an out cry over falling standard in English language evidenced by poor performance in national examinations. The purpose of this study was to find out if teachers in primary schools use broadcasts to schools radio programmes to assist them in teaching and learning the language. The study was based on a descriptive survey. The area of study was Kisumu district and saturated sampling technique was used to select a sample of participants. Data were collected by use of questionnaire for pupils and teachers, while semi-structured interview was used to collect information from head teachers. The main findings indicated that most teachers were not listening to the school radio broadcasts. Very few of them used radio lessons citing various problems, such as lack of resources, broadcast time tables and teachers guide notes, negative attitudes and large number of pupils in the class. Those, who listened to English radio lessons, valued them very much and noted how it has helped to improve the pupils spoken English and performance in Kenya certificate of primary education examination. In view of the findings, the paper recommends that head teachers should provide teachers with radio sets and support materials, encourage and assist them to use English radio lessons.
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Women and higher education leadership in Kenya: a critical analysis - Odhiambo, George (Journal of Higher Education Policy and Management, 2011)
This paper undertakes a critique of the gendered nature of leadership in modern universities in Kenya. The paper argues that the inclusive nature of African feminism makes it easier for both men and women to join in this discussion since African feminism demands a more holistic perspective that does not pit men against women but encourages them to work together to address gender inequalities. The review shows that there is a need to develop policies and strategies both at national and local level geared towards increasing women's participation in decision making and leadership in higher education in Kenya. The paper provides an opportunity for reflection on problems related to the participation of academic women in leadership in higher education in Kenya and comparable systems through the changing times and settings.
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Universal Basic Education and Human Resource Development and Utilization in Technical Education in Nigeria - Odu, Kennedy Oji (International journal of educational sciences, 2011)
The Universal Basic Education (UBE) was launched by President Obasanjo in Nigeria in 1999 in response to the global trend to provide education for all by the year 2002. Technical education is an integral part of the scope to be covered by the program precisely in Junior Secondary School where the pre-vocational subjects such as introductory technology are offered. Unfortunately, there are critical problems confronting the teaching and learning of this subject, chief among them is dearth in human resources development and utilization. The groups of teachers that are to teach the introductory technology in the UBE are NCE technical teachers (FRN 2004) but only few of them are on ground. The lacuna here is how will Nigeria recruit and utilize the group of teachers for effective implementation of the UBE? Other problems confronting the program are inadequate tools, machines and training materials, insufficient funding and dearth in furniture. A number of strategies were recommended such as training and retraining of NCE technical teachers, giving special salary package to the teachers, scholarship award to deserving students to pursue NCE technical and B.Sc. technical education programs in tertiary institutions, both locally and abroad.
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Management of employee workplace learning: a means of sustainable development in small manufacturing enterprises in Nigeria - Ogolo, J. I. (Ecology and the Environment, 2011)
The paper has as its main objective to contribute to an understanding of effects of management in employee workplace learning for sustainable development in small manufacturing enterprises in South East Nigeria.The research design was a survey method while the sampling procedure used for the study was a combination of systematic and judgmental sampling.Using the Taro Yameni formula the sample of 375 was obtained from a population of 6,000 small manufacturing enterprises, in five states in South East Nigeria.The data used for the study were gathered from both primary and secondary sources.A questionnaire was developed to capture the employees' perception of human resources management practice policies with regard to the suitability of their development.The questionnaire comprised of questions in line with the objectives.Some managers were also interviewed to corroborate and strengthen results obtained from the questionnaire.Using the statistical package for social sciences (SPSS), a range of statistical methods was employed to analyze the survey data.Correlation analysis was used to analyze associative relationship between the measures of work environment characteristics, as provided by the human resource department and source of learning on the one hand, and the measure of satisfaction with reference to outcome of workplace learning experiences on the other.The results relating to sources of learning suggested that managers were an important part of the employees' learning network and did make useful contributions through developmental interventions such as delegation and coaching.However, workmates were perceived by employees to be more useful sources of work related learning than the managers.Finally, specific managerial actions and behaviors that had the potential to increase Sustainability Today 113
openalex: W2252285357 mag: 2252285357
Keywords: openalex:import

Stress and Retirees of Higher Education Institutions(HEIs) in Nigeria - Oguzor, Nkasiobi Silas; Adebola, Helen Ebunoluwa; Opara, Jacinta A. (2011)
This study examines a study of stress on retirees. The study also identifies the cause of stress and strategies forreducing stress on retirees at the Federal University Pensioner Association(FUPA), University of Ibadan Chapter. The populationof the study comprised 4000 male and female retirees of (FUPA). The sample of the study was 400 selected from the Universityof Ibadan Chapter using simple random sampling technique. A questionnaire was used for data collection. Data collected wereanalyzed applying frequency counts and mean statistic. Findings revealed that standing for a long time can cause stress forretirees. The finding of the study also revealed that non payment of gratuity and pension can cause stress for retirees. Thefindings of the study further showed eight strategies for reducing stress. Based on the findings recommendations were made.
openalex: W3044661224 mag: 3044661224
Keywords: openalex:import

Outcome of Singleton Term Breech Deliveries at a University Teaching Hospital in Eastern Nigeria - Ojiyi, Emeka E (2011)
openalex: W2183010796 mag: 2183010796
Keywords: openalex:import

Pregnancy Outcome in Grandmultiparae at a University Teaching Hospital in Southeastern Nigeria - Ojiyi, Emeka E; Dike, Ephraim I; Anolue, Fredrick C.; Okeudo, C; Uzoma, Onyeka I; Uzoma, Maria J; Agu, Pius O; Anozie, Uche M (2011)
openalex: W2188597728 mag: 2188597728
Keywords: openalex:import

Climate Change Adaptation Preparedness in Developing Countries: A Study of 21 Countries and Knowledge, Attitudes, and Practices Studies in Akwa Ibom and Lagos States in Nigeria - Ojomo, Edema (2011)
openalex: W2344052430 mag: 2344052430
Keywords: openalex:import

Effect of peer education intervention on secondary school adolescents' reproductive health knowledge in Saki, Nigeria. - Okanlawon, FA; Asuzu, MC (PubMed, 2011)
Adolescents' reproductive health needs and problems have become contemporary concerns globally. Of great concern is the high rate of sexually transmitted infections including HIV/AIDS arguably influenced by lack of reproductive health knowledge.The study aimed at examining the effect of peer education on school adolescents' reproductive health knowledge in Saki, Southwestern, Nigeria, in a nurse-led concurrently controlled community interventional study.The study employed pre - and post - intervention (quasi - experimental) design. The experimental group was exposed to the peer education programme for six months. Pre and post differential data in the experimental and control groups were compared and analysed using analysis of covariance.The intervention had significant effect on adolescents in the experimental group compared with the control group in the area of knowledge of reproductive health issues (F1,519) = 37.117, (p < .05).The intervention significantly improved the adolescents' reproductive health knowledge. It is recommended that community health nurses as well as other community workers should embrace peer education approach as a strategy to empower adolescents with reproductive health knowledge.
openalex: W1628779752 mag: 1628779752
Keywords: openalex:import

Comparison of the spatial and temporal variability of drought indices in Somalia and Lake Chad Basin - Okonkwo, Churchill (African Journal of Environmental Science and Technology, 2011)
The science and dynamics underlying drought is complex, yet understandable if approached carefully using scientific method. In this paper, scientific perspective was applied to explain and compare drought indices in Somalia and Lake Chad Basin (LCB). Geographic information system (GIS) was used to analyze similarities and differences of locational attributes of temporal and spatial drought data in both regions. There was a similarity in the thirty-year annual precipitation, aridity index and spatial distribution of surface water bodies. Net primary production (NPP) was around -10 g carbon per square meter per year (gcm -2 yr -1 ) in south of Somalia and -20 gcm -2 yr -1 in the north in 2007. In 2009, the NPP dropped sharply to near -80 gcm -2 yr -1 everywhere in the Somalia. In contrast, NPP has been increasing gradually in LCB from -10 gcm -2 yr -1 in 2007 to near 100 gcm -2 yr -1 in 2010. Standard precipitation index (SPI) analysis indicates increase in SPI value from 0 (near normal) in 2009 to around 1.3 (moderately wet) in 2010 in LCB. In Somalia however, there was a corresponding decrease from 0 to -2 (extremely dry). Continued decrease in precipitation southwards in Somalia appears to have triggered the present drought. The threat of drought in LCB has not been given adequate coverage partly because the Sahel region today may have been receiving just enough precipitation. The lessons from the current drought in Horn of Africa are however, a reminder of the potential threat facing over 30 million inhabitants of LCB. Keywords : Somalia, Lake Chad Basin, drought, standard precipitation index, aridity, water resources.
openalex: W2054234051 mag: 2054234051
Keywords: openalex:import