The development of secondary school in Tanzania and mobility of the Maasai - Bonini, Nathalie (2011)
openalex: W3119263414 mag: 3119263414
Keywords: openalex:import

A Life of One's Own: Women's Education and Economic Empowerment in Kenya - Cannon, Aislynn (2011)
openalex: W189815981 mag: 189815981
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Ict Literacy of Nigerian Secondary Students - Eneh, Onyenekenwa Cyprian (2011)
Education is a veritable means of human capitaldevelopment. The senior secondary education equipsits beneficiaries for the job market or tertiaryeducation. For the senior secondary school leaver tofit into either market, now increasingly driven bythe ICTs, computer literacy counts.Therefore, it is right that Nigeria’s basic andsenior secondary education curricula provide forcomputer education. But, reports show that Nigeria,as one of the developing countries in the sub-SaharanAfrican region, is backward in ICTs. For the seniorsecondary school leaver, this might constitute athreat to employment and further education.The ICT literacy of Nigerian secondary students is areport on the assessment of the ICTs literacy levelsamong some randomly selected final year (seniorsecondary or SS III) students of some randomlyselected public and private Senior Secondary Schoolsin Enugu Education Zone of Enugu State of Nigeria.The selected students were practically tested in wordprocessing, ability to access the Web for browsing,and ability to manage Web contents.
openalex: W3007376879 mag: 3007376879
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Used Bookstore as a Vehicle for Improved Learning and Development: The Case of a South African Tertiary Institution - Iwu, Chux Gervase (Journal of education and vocational research, 2011)
In South Africa, the capability of tertiary institutions to provide the best possible education to its students is hindered by financial difficulties. Determining how to make a place of learning more accessible takes decent consideration for the needs and wants of students as well as management. Most South African tertiary institutions have large numbers of students who are faced with challenges of learning. A major challenge that this study highlights is that of the short supply of and access to both prescribed and recommended textbooks. Short supply refers to the library not acquiring enough support texts that go round, while access refers to the lack of funds by the student to own a prescribed or recommended text book. The study sample was derived from the business faculty of a South African university of technology. In order to get a representative sample, 300 business students were randomly chosen. Out of this number, only 157 usable questionnaires were returned. The results indicated, amongst others, that the majority of the participants come from less fortunate backgrounds and as a result sought support from several sources for their studies. This is a strong indication that given the cheaper cost of textbooks, these students will favor a secondhand book store. This study explored the possible contribution to teaching, learning and academic development by a used book store. The findings indicated that a used bookstore would provide enormous support to student learning and development. This paper’s significance stems from its originality given that it is the first time that attention is paid to this serious issue of teaching and learning challenges in this regard.
openalex: W2127395717 mag: 2127395717
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The Prevalence of Serum Immunoglobulin G Antibody to Chlamydia Trachomatis in Subfertile Women Presenting at the University of Port Harcourt Teaching Hospital, Nigeria - Jeremiah, Israel; Okike, Ola; Akani, Chris (International Journal of Biomedical Science, 2011)
Objectives: This study was undertaken to assess the prevalence of IgG antibody to Chlamydia trachomatis in subfertile patients at the University of Port Harcourt Teaching Hospital and to determine associated factors between this and infertility. Study design: This case controlled study was conducted among 100 women presenting for infertility consultation at the University of Port Harcourt Teaching Hospital. One hundred women with normal intrauterine pregnancies attending the antenatal clinic were used as controls. A questionnaire was used to obtain information on their socio-demographic data, sexual and obstetric history administered to them. 2mls of venous blood was collected, labelled and sent to the laboratory. The presence of IgG antibody to Chlamydia trachomatis was determined. Hysterosalpingography was performed on all infertile women to assess tubal patency. Data management was with SPSS 15.0 for Windows® statistical software. Results: The mean age of the subjects was 30 ± 3.1 years, median parity 0.5 and average life time sexual partner 3.7 ± 2.8. All the participants in the study were married. 62% of subjects had tertiary education. The Chlamydia trachomatis IgG antibody prevalence in the subfertile population was 74% and 51% in the control group, P<0.001. Tubal occlusion occurred in 58 (78.4%) of cases positive for chlamydia antibody. Pelvic inflammatory disease and mucopurulent discharge were the most common presentating symptoms among Chlamydia antigen positive infertile women, P<0.001. There was an association between subfertility and the number of life time sexual partners. There was an association between subfertility and non usage of condoms. Conclusion: The prevalence IgG antibody to Chlamydia trachomatis was significantly higher in women with subfertility compared to women with proven fertility. There was a strong association between Chlamydia antibody positivity and tubal occlusion. In a resource-poor country such as Nigeria, enzyme immunosorbent assay for chlamydial IgG antibodies may be substituted for HSG for the detection of tubal occlusion.
openalex: W4386925451
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How youth in Uganda experience televised HIV and AIDS education - Kakembo, Frederick (2011)
openalex: W152488160 mag: 152488160
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Implementing e-Learning at the University of Botswana: the Practitioner's Perspective - Masalela, Regina K. (Online Journal of Distance Learning Administration, 2011)
The University of Botswana (UB) is undergoing transformative changes in response to internal and external influences in higher education. These include attempts to transition towards institution-wide deployment of on-line learning strategies to enhance the educational experience. An external review consultancy commissioned in 2007, recommended that, “the university involvement in distance learning should be confined to online learning programs...” In response, UB embarked on the Masters in Project Management. Unfortunately, due to a “top-bottom” approach, the pilot failed. Additionally, there was lack of a comprehensive institutional strategy based on shared vision; the absence of situational analysis of the environment to assess the viability of the project in terms of resources; facilitator attitudes and user preparedness. LASO (the leadership, academic and student ownership and readiness) model would have been suited for this endeavour because it integrates top-bottom and bottom-up initiatives where leadership incorporates with academic.
openalex: W169411578 mag: 169411578
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A case study of pride and commitment in Afrikaans speaking South African high school teachers - Nortje, Michelle (2011)
Commitment is the passion that individuals have toward work roles or personal goals (Schreuder & Coetzee 2007). Teachers’ experience of identity plays a vital role in the ways in which they conduct their work, as well as their level of commitment (Jepson & Forrest, 2006). As a moral self-relevant self-regulatory emotion, pride can motivate individuals to obtain positive self-evaluations that facilitate the development of a congruent sense of self (Tangney 2003). Self-conscious emotions such as pride are essentially emotions of selfregulation. Thus, pride has the potential to shape an individual’s identity and to regulate their behaviour. In this study I argue that pride can enhance the strength of commitment by enhancing the development of a congruent sense of self. Tracy and Robins (2008) refer to two facets of pride namely: Authentic and hubristic pride. Authentic pride is socially desirable, achievement-orientated and related to accomplishment, confidence, productivity and self-worth. On the other hand hubristic pride is narcissistic and coupled with arrogance and conceit (Tracey & Robins 2007; Tracy, Cheng, Robins & Trzesniewski 2009). In the present study I consider the role that pride play in motivating the individual to select behaviours that will tend to lead to an increase in self-coherency and commitments. CLARIFICATION OF KEY TERMS Teachers – individuals whose job it is to teach, especially in a school environment Pride – a universal self-relevant emotion that differs from basic emotions since it is dependent on self-evaluation and has a complex structure Commitment – a comprehensive and compound construct that describes a relationship where individuals remain in relationships even when forces attempt to drive them apart Satisfaction – the subjective appraisal of the state of a relationship Quality of alternatives – aspects that can motivate individuals to abandon current relationships Investments – physical or indistinguishable resources that would be lost or reduced upon the ending of a relationship Meaning – a concept that forms relations, since it provides connections between individuals, environments, items and information Survey research – provides quantitative information used to illustrate aspects of individuals or the social world Data analysis – organization and manipulation of data through the use of statistical techniques
openalex: W350235122 mag: 350235122
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Exploring the Gender Gap in Computer Science Education in Uganda - Ochwa-Echel, James R. (International Journal of Gender, Science, and Technology, 2011)
The purpose of this study is two-fold: to investigate the nature of the gender gap in computer science education in Uganda and to understand the factors that influence gender differences in computer science education in Uganda. The findings of the study indicate that there is a gender gap in computer science education. The reasons for the gap were revealed in the interviews, surveys and focus group discussions. The study concluded that several policy measures need to be taken to address the gender gap in computer science education in Uganda.
openalex: W1489773927 mag: 1489773927
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Experiences of Non-consensual Sex among Students of The Polytechnic Ibadan, Nigeria - Olaleye, Oladipupo S. (2011)
Background: Non-Consensual Sex (NCS) encompasses a range of behaviours including unwanted sexually motivated touch, attempted rape, rape and non-contact forms of sexual abuse such as forced viewing of pornography. It is a major cause of reproductive health problems such as unwanted pregnancy, unsafe abortion and sexually transmitted infections. In Nigeria, previous studies on NCS largely focused on adolescents in the secondary schools. More studies on the experiences among students in tertiary institutions need to be carried out to highlight the burden in these young adults. This study was aimed at determining the experiences of NCS among students of The Polytechnic Ibadan. Methods: A cross-sectional survey was conducted among 594 students who were selected from the four halls of residence in the institution using a four-stage random sampling technique. Quantitative data were collected using a self-administered questionnaire, which explored respondents’ demographic characteristics, sexual behaviour, experiences of NCS during the six months preceding the study and help-seeking behaviour. Qualitative data were collected using In-Depth Interview (IDI) of fourteen consenting victims of NCS. Descriptive statistics, Chi-square and logistic regression were used to analyse the quantitative data with level of significance set at 0.05 while the qualitative data were analysed using thematic approach. Results: Mean age of respondents was 22.7 ± 2.9 years and 58.9% were females. Fifty-six percent of respondents had experienced sexual intercourse and the mean age of sexual debut was 19.6 ± 3.2 years. Thirty three percent had experienced at least a form of NCS and out of these, 61.7% were females. Forms of NCS experienced by respondents included unwanted touch of breast or back side (18.0%), forced viewing of pornography (4.5%), attempted rape (7.4%) and rape (4.0%). Rape victims consisted of 54.2% females and 45.8% males. Out of those who were sexually experienced, 9.0% reported that their first sexual intercourse was due to rape. Respondents with a history of alcohol use (OR = 1.5, 95% CI = 1.03-2.23) and those who had a friend of the opposite sex (OR = 7.5, 95% CI = 1.75-31.8) were more likely to report the experience of any form of NCS. Significantly, males who had ever drunk alcohol reported the experience of unwanted touch than those who had never (21.5% vs 9.5%). Well known friends of the victims were the major perpetrators of all forms of NCS; unwanted touch (93.0%), forced viewing of pornography (95.4%), attempted rape (92.8%) and rape (76.5%). Female rape victims reported that lecturers were the perpetrators (23.0%) and they did not seek help (82.4%). This was corroborated by the IDI results which showed that the only person who sought help among females visited a patent medicine seller. In-depth interview also revealed that most of the victims were raped at the perpetrator’s residence and the perpetrators were their acquaintances. Conclusions: Non-consensual sex remains a social problem among the target population. However, attempt to seek help was a rare practice. This underscores the need to develop health education programmes that will enable polytechnic students to prevent the phenomenon and seek help when experienced.
openalex: W2600951253 mag: 2600951253
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Impacts of Tectonic Earthquakes in the Western Rift Valley of Africa on the Volcanic Activity of Nyiragongo, Virunga Region - Wafula, D.M. (Asian Journal of Scientific Research, 2011)
openalex: W2322208318 mag: 2322208318
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‘I Did It for Him, Not for Me’: An Exploratory Study of Factors Influencing Sexual Debut among Female University Students in Durban, South Africa - Akintola, Olagoke; Ngubane, Lungile; Makhaba, Luvuyo (Journal of Health Psychology, 2011)
We used qualitative interviews to explore the influences on first sexual intercourse among 10 young women who had sexual debut within a year of enrolling in the university. University culture of sexual permissiveness and pressure from sexually experienced friends and male partners were the main factors influencing sexual debut. Ambivalence and a range of coercive behaviours characterized first sex. Participants were unprepared for sex and lacked power in deciding the timing and circumstances of first sex resulting in physical and emotional pain and regret. Interventions should address the risks of first sex among students in institutions of higher learning.
openalex: W2002349272 mag: 2002349272
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An empirical assessment of the relationship between character/ethics education and consumer behavior at the tweens segment: the case of Egypt - El‐Bassiouny, Noha; Taher, Ahmed; AbouAish, Ehab (Young Consumers: Insight and Ideas for Responsible Marketers, 2011)
Purpose The current study seeks to focus on highlighting the extent of changes in consumer behavior by character/ethics education. The research is designed as a pioneer empirical study, sampling Egypt as an example of a growing consumer market as well as an illustration of the relevance of character education programs for inducing changes in consumption patterns. The central aim of the work is to contribute to the body of knowledge of marketing science and marketing ethics with respect to strategic issues like targeting new and growing consumer segments. The practical relevance of the chosen research problem is increasing as character/ethics education (as a trend) itself is increasing, thus possibly influencing the behavior and consumption patterns of children as current and potential buyers of goods and services in the market. In addition, the research proposes character education as a potential solution to growing concerns about childhood consumerism. Design/methodology/approach The research utilized a mixed research methodology, where qualitative research was first used to develop the model, which was tested using a quantitative approach through a post‐test only control group design. Four variables were tested, namely consumption style, opinion leadership, humanitarianism, and ethnocentrism. The best‐known scales in the consumer research literature were compiled and modified to form the instrument for this research. Findings The results showed an overall significant difference between the consumer behavior of the test and control groups. Research limitations/implications The present empirical study focused on the effect of character education programs on tweens in Egypt. Future research should extend into testing other forms of character development such as social‐emotional learning, positive psychology, and Montessori education. Cross‐cultural research is also recommended in this largely under‐represented area. Practical implications Character education is a growing trend. Marketers can benefit from this research, as they are more able to assess the consumption behavior of a growing market segment. Government officials and public policy makers can also make use of the research in their decisions related to implementing character education programs. Social implications Humanitarianism was an obvious dimension of character education effects. The present research indicates that children exposed to character education are likely to exhibit ethical consumption on the consumer level as well as a greater inclination toward corporate social responsibility (CSR) on the managerial level. On the other hand, marketers can utilize the present research results to take note of their societal contributions and achieve balance in the societal marketing triad through assessing the long‐term effects of their actions on consumers, especially young consumers. Originality/value The research is ground‐breaking in its assessment of the overlaps between character education and consumer behavior. The research is important for parents, educators, marketers, and policy makers.
openalex: W2026124456 mag: 2026124456
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Collaborative Work and Interactions in a Closed Discussion Forums. Case of the Tunisian Engineering Students - Yassine, Jelmam (International journal of advanced corporate learning, 2011)
E-Learning uses unconventional and new pedagogies that emanate from its own structure. Structure where teachers and students are not grouped in a classroom and where the virtual "replace" the real. This new mode of teaching includes the need to take into account interactions between different actors in the system and provides the "chat", the "mail" and "discussion forums" as alternatives that could "replace" interactions in a classic classroom. But what is it really? And how to make these tools efficient and guarantying good leanings ?
The empirical research that we will present and which affected 52 students called to set up a working group drawn from a discussion forum that we followed. The results shows that interactions between learners are responsible for sharing , collaboration and co-construction of knowledge.
openalex: W2065848733 mag: 2065848733
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What's in the lunchbox? Dietary behaviour of learners from disadvantaged schools in the Western Cape, South Africa - Abrahams, Zulfa; Villiers, Anniza de; Steyn, Nelia P.; Fourie, Jean; Dalais, Lucinda; Hill, Jillian; Draper, Catherine E.; Lambert, Estelle V. (Public Health Nutrition, 2011)
To identify and describe factors associated with food shop (known as tuck shop in South Africa) and lunchbox behaviours of primary-school learners in South Africa.Analysis of data collected in 2008 from a cross-sectional survey.Sixteen primary schools in the Western Cape, South Africa.A total of 717 grade 4 learners aged 10-12 years.A 24 h recall established that 69 % of learners carried a lunchbox to school and 49 % had consumed at least one item purchased from the school food shop/vendor. Most lunchboxes contained white bread with processed meat, whereas the most frequent food shop/vendor purchase comprised chips/crisps. Learners who carried a lunchbox to school had significantly lower BMI percentiles (P = 0·002) and BMI-for-age (P = 0·034), compared with their counterparts. Moreover, they were younger, had higher standard-of-living and dietary diversity scores, consumed more meals per day, had greater self-efficacy and came from predominantly urban schools, compared with those who did not carry a lunchbox to school. Learners who ate food shop/vendor purchases had a lower standard-of-living score and higher dietary diversity and meal scores. Only 2 % of learners were underweight, whereas 19 % were stunted and 21 % were overweight/obese (BMI ≥ 25 kg/m2).Children who carried a lunchbox to school appeared to have greater dietary diversity, consumed more regular meals, had a higher standard of living and greater nutritional self-efficacy compared with those who did not carry a lunchbox to school.
openalex: W2110505262 mag: 2110505262
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Educating through sport? Examining HIV/AIDS education and sport-for-development through the perspectives of Zambian young people - Jeanes, Ruth (Sport, Education and Society, 2011)
The sport-for-development movement has grown exponentially in the last decade generating increasing academic attention. However, existing research has rarely sought the views of young people despite them being both the main target audience of initiatives and frequently the deliverers. This paper seeks to address young people's absence within research and advocate the importance of engaging them in sport-for-development debates to enhance understanding of current delivery and to improve policy and practice in the future. The paper examines Zambian young people's views of HIV/AIDS peer-led education delivered through sport considering particularly whether young people believe such interventions can encourage empowerment and subsequent behaviour change. The paper outlines the importance of improving understanding of how young people can begin to translate knowledge into agency. The paper concludes with the suggestion that change is more likely if peer-led education through sport programmes are combined with multi-layered interventions directed at all levels of communities.
openalex: W2082597638 mag: 2082597638
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Educating for peace in South Africa: the design, development and evaluation of a pre-school peace education programme - Maxwell, Anne-Marie (2011)
openalex: W2241498136 mag: 2241498136
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The Prevalence and Antibiogram of Esherichia Coli from Clinical Specimens of Superficial Wounds, High Vagina and Antral Washouts in University of Benin Teaching Hospital, Benin City, Edo State - Mordi, RM; Hugbo, H; Ibadin, MO (Nigerian Hospital Practice, 2011)
This study seeks to determine the prevalence of recovery of Escherichia coli from clinical specimens of superficial wounds, high vagina and antral washouts. This study which was prospective and cross-sectional involved six hundred and sixty eight (668) participants who were patients seen at the various facilities in the hospital. Males were two hundred and forty (35.9%) Females were two hundred and twenty eight (34.3%) while children were two hundred (29.9%). Specimens of wounds, aspirates and high vagina were cultured on chocolate, blood and McConkey and Eosin methylene blue agars. Specimens on blood agar were incubated both aerobically and anaerobically for 24hrs. Isolates were identified by their colonial morphology and biochemical reactions and tested for sensitivity. Escherichia coli isolates demonstrated strong resistance to some of the antibiotics while they showed moderate sensitivity to ceftazidime, ofloxacin, clarithomycin and amoxicillin clavulanate. The increasing resistance of Escherichia coli to the commonly used antibiotics in the community is a cause of concern, and measures were suggested for effective resistance control.Key words: Escherichia coli , Aspirates and swabs, resistance.
openalex: W1989191430 mag: 1989191430
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Performance Appraisal as a tool for improving productivity of staff of Ghana Education Service: A case study of selected public Senior High Schools in the Kumasi Metropolis - Senyah, Doris Rosella (2011)
openalex: W1483615132 mag: 1483615132
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East African food security as influenced by future climate change and land use change at local to regional scales - Moore, Nathan; Alagarswamy, G.; Pijanowski, Bryan C.; Thornton, Philip K.; Lofgren, Brent M.; Olson, J.; Andresen, Jeffrey A.; Yanda, Pius Z.; Qi, Jiaguo (Climatic Change, 2011)
Climate change impacts food production systems, particularly in locations with large, vulnerable populations. Elevated greenhouse gases (GHG), as well as land cover/land use change (LCLUC), can influence regional climate dynamics. Biophysical factors such as topography, soil type, and seasonal rainfall can strongly affect crop yields. We used a regional climate model derived from the Regional Atmospheric Modeling System (RAMS) to compare the effects of projected future GHG and future LCLUC on spatial variability of crop yields in East Africa. Crop yields were estimated with a process-based simulation model. The results suggest that: (1) GHG-influenced and LCLUC-influenced yield changes are highly heterogeneous across this region; (2) LCLUC effects are significant drivers of yield change; and (3) high spatial variability in yield is indicated for several key agricultural sub-regions of East Africa. Food production risk when considered at the household scale is largely dependent on the occurrence of extremes, so mean yield in some cases may be an incomplete predictor of risk. The broad range of projected crop yields reflects enormous variability in key parameters that underlie regional food security; hence, donor institutions' strategies and investments might benefit from considering the spatial distribution around mean impacts for a given region. Ultimately, global assessments of food security risk would benefit from including regional and local assessments of climate impacts on food production. This may be less of a consideration in other regions. This study supports the concept that LCLUC is a first-order factor in assessing food production risk.
openalex: W2078872751 mag: 2078872751
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The objectives of teaching literature in Zambian secondary schools and the extent of their attainment through the set book syllabus - Mwape, Freddie Lulamuna (2011)
openalex: W2566438840 mag: 2566438840
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Nurseries and Pre-Schools'Curriculum Approprateness in Zambia-A case of selected Schools of Chongwe and Lusaka Districts/Elina,Nalwimba - Nalwimba, Elina (2011)
The purpose of this study was to investigate the kinds of curricula being followed by nurseries and pre- schools in Zambia; and to establish the appropriateness of such curricula. The survey design was used, coupled with quantitative and qualitative methods. A sample total number of 250 respondents was selected from 80 nurseries and pre-schools in Chongwe and Lusaka Districts. Data was collected using questionnaires and semi- structured interviews. Quantitative data collected was analysed using the statistical package for social science (spss) while data from interviews was coded and grouped into similar things using the constant comparative method. Tables were used in presentation of data. The findings of the study revealed that nurseries/ pre-schools used various kinds of curricula. The study also revealed that the curricula were got from different places. The study revealed that it was as a result of getting various curricula from different places that had led the ECE fraternity to experiencing lack of standards needed to suit different levels of children. The results revealed that the Zambian government had failed the ECE fraternity in terms of failure to provide the ECE sector with the common and age appropriate curriculum. One of the other findings of this study was that most of the teachers, headteachers and Ministry of Education (MOE) officials (respondents) complained that the curricula in use were not appropriate. It was revealed that lack of the nurseries/ pre- schools' appropriateness of the curricula, to a greater extent, was influenced by lack of nurseries/ pre-schools' common and appropriate curriculum. In view of the research findings, it was recommended that there be an urgent need for the Curriculum Development Centre (MOE) to come up with a common, national and age appropriate nurseries/ pre- schools' curriculum for Zambia. Further, recommended that there was need for a clear policy on ECE.
openalex: W2760031761 mag: 2760031761
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Pandemic influenza A(H1N1)2009 in Morocco: experience of the Mohammed V Military Teaching Hospital, Rabat, 12 June to 24 December 2009 - Amine, Idriss Lahlou; Bajjou, Tahar; Rhaffouli, Hicham El; Laraqui, Abdelilah; Hilali, Farida; Menouar, K; Ennibi, Khalid; Boudlal, M; Bouaïti, E.; Sbai, Karim Idrissi; Rbai, M; Hachim, Mahmood Y.; et al. (Eurosurveillance, 2011)
On 12 June 2009, Morocco was the first country in North Africa to report a laboratory-confirmed case of influenza A(H1N1)2009 virus infection. This study describes the epidemiological and clinical characteristics of 240 laboratory-confirmed cases among 594 outpatients with influenza-like illness at the Mohammed V Military Teaching Hospital, Rabat, from 12 June to 24 December 2009. Real-time reverse transcription-PCR was used to confirm the infection. The epidemic peaked in weeks 47 to 49 (16 November to 6 December 2009). The mean age of cases was 23 years (standard deviation: 14 years). Cough was the most common symptom in 200 cases (83%), followed by fever (≥38 °C) in 195 (81%). Diarrhoea or vomiting was reported in 12 (5%) patients. None of the cases developed any complications and no deaths occurred during the study period.
openalex: W2410246120 mag: 2410246120
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The Tadjena Earthquake (Mw = 5.0) of December 16, 2006 in the Cheliff Region (Northern Algeria): Waveform Modelling, Regional Stresses, and Relation with the Boukadir Fault - Beldjoudi, Hamoud; Delouis, Bertrand; Heddar, A.; Nouar, O.; Yelles‐Chaouche, Abdelkrim (Pure and Applied Geophysics, 2011)
openalex: W2086521094 mag: 2086521094
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Indigenous knowledge of HIV/AIDS among High School students in Namibia - Chinsembu, Kazhila C.; Shimwooshili-Shaimemanya, Cornelia N.; Kasanda, Choshi D.; Zealand, Donovan (Journal of Ethnobiology and Ethnomedicine, 2011)
The use of Indigenous Knowledge (IK) can help students to form schemas for interpreting local phenomena through the prism of what they already know. The formation of schemas related to HIV/AIDS risk perception and prevention is important for individuals to form local meanings of the HIV/AIDS epidemic. The objective of this study was to explore the indigenous names and symptoms of HIV/AIDS among High School students in NamibiaFocus group discussions were used to collect qualitative data on indigenous names and symptoms of HIV/AIDS from students in 18 secondary schools located in six education regions. Data were grouped into themes.People living with HIV/AIDS were called names meaning prostitute: ihule, butuku bwa sihule, and shikumbu. Names such askibutu bwa masapo (bone disease), katjumba (a young child), kakithi (disease), and shinangele (very thin person) were used to describe AIDS. Derogatory names like mbwa (dog), esingahogo (pretender), ekifi (disease), and shinyakwi noyana (useless person) were also used. Other terms connoted death (zeguru, heaven; omudimba, corpse), fear (simbandembande, fish eagle; katanga kamufifi, (hot ball), and subtle meaning using slang words such as 4 × 4, oondanda ne (four letters), desert soul, and mapilelo (an AIDS service organization). Typical (body wasting) and non-typical (big head, red eyes) symptoms of HIV were also revealed.The study determined students' IK of the names and symptoms of HIV/AIDS. Programmes to prevent/manage adolescent HIV infection and stigma may be strengthened if they take students' indigenous understandings of the disease on board.
openalex: W2104919146 mag: 2104919146
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Addressing the challenges of practicing breast cytology in a tertiary teaching hospital in Kenya - Kumar, Naresh; Sayed, Sahr; Moloo, Zahir; Chauhan, Rakhee; Wasike, Ronald (The Annals of African Surgery, 2011)
Objectives To assess diagnostic accuracy of breast cytology through histological correlation and identify reasons for diagnostic pitfalls. Methods A total of 2700 cases were reported in cytology during the study period of 14 months, of which 1100 (40%) were from breast lesions. Only 96 (9%) cases had histological follow up in the form of core biopsy, lumpectomy and/or mastectomy. The cases in which cytology diagnosis did not match with histology diagnosis were reviewed by two pathologists and reasons for the diagnostic pitfalls in cytology were recorded. Sensitivity, specificity, positive predictive value (PPV) and negative predictive value (NPV) of cytology were calculated. Results Seventy cases (73%) had no cytohistologic discrepancy, three cases were reported as unsatisfactory while 23(24%) showed discrepancy with histology. Interpretation errors occurred in 16 cases in 3 categories (benign C2, atypical C3 and suspicious C4). There were 2 false negatives (C2) and 14 false positives (C3 and C4). Majority (58%, 8 out of 14) of the errors in the false positive groups were due to the poor quality of smears received from our satellite centres. Misclassification of subtypes within benign and malignant categories occurred in 2 cases each due to overlapping features. Sampling errors occurred in three cases due to inherent nature of the lesion. Sensitivity of our FNA was 91%, Specificity was 79%, Positive predictive value (PPV) 59% and negative predictive value (NPV) was 96%. Conclusions There was no major discrepancy to influence the management or prognosis significantly. Minor discrepancies resulted due to sampling and interpretation errors. Poor quality smear emerged as a major cause of interpretation errors. This calls for corrective measures to be applied for both sample providers and pathologists.
openalex: W2054717423 mag: 2054717423
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Assessing home economics coursework in senior secondary schools in Botswana - Leepile, Gosetsemang (2011)
openalex: W1598719350 mag: 1598719350
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Teacher Demotivation in Zambia: The Case of Basic School Teachers in Mufulira District - Mwanza, Teddy Banda (2011)
Over the recent years, there have been concerns among Zambians with regard to the quality of education in the country with a general feeling that it is declining. One of the factors believed to contribute to the declining of education was the low levels of motivation among teachers. This study therefore, investigated factors that affected the motivation of teachers in Mufulira District in Zambia by way of establishing: (i) the extent of the problem of poor teacher motivation (ii) the main reasons for poor motivation and (iii) the effects of poor motivation on teachers' commitment to work. The study used a survey design involving questionnaires and interview techniques to obtain information. A sample of 172 respondents was selected using random and purposive sampling. As the survey combined quantitative and qualitative methods, the quantitative data collected were analysed using Statistical Package for Social Sciences (SPSS) while data from interviews were analysed by coding and grouping similar themes together into groups using constant comparative techniques. Tables and graphs were used in the examination and presentation of data after the data were analysed. The findings of the study revealed that: • The extent of teachers' demotivation was large. • Absenteeism, indulgence in secondary employment, transmission of negative ideas about teaching and misconduct were the consequences of demotivation among teachers. • Poor salaries and conditions of service, delays in putting teachers on the pay role,rarity of promotion prospects, low prestige of basic school teaching and poor relations with supervisors were some of the causes of teacher demotivation. • The majority of teachers were willing to remain permanently in teaching due to the job's security. Following the findings of the study, the following recommendations were made in order to ensure that teachers were adequately motivated: • Teachers' salaries and conditions of service should be significantly improved as a way of motivating teachers. • Promotions should strictly be made on merit. • Hardship and other allowances should be regularly paid and increased. • Teachers appointed as head teachers and deputy-head teachers should be trained in human relation.
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Academic achievement, attitudes towards education and the home-background : their relationship to absenteeism in selected school of the Lusaka Region, Zambia - Mwape, Getrude kasuba (2011)
Pupil absenteeism from school has been, and continues to be, a major disciplinary problem amongst pupils in Zambian schools. It was thought that absenteeism from school could toe seen as t/he consequence of an interaction amongst factors lying in the school, the individual and the home. The main purpose of the study was to identify some factors that may be related to pupil absenteeism from school. The factors that were investigated were academic achievement, attitudes towards education and home-background (i.e. marital status of parents; relationship of pupil to whoever he lived with; area of residence; occupation of parent(s)/guardian(s) and family size of whoever the pupil lived with). The sample consisted of forty—four absentees and forty-four non—absentees doing Grade Nine in 1987 in five Lusaka secondary schools. The results showed that significantly more absentees than non-absentees were low academic achievers. There were no significant differences between absentees and non-absentees as far as the overall scores on the Attitudes — towards - Education questionnaire, which was used to measure the pupils' attitudes towards education, were concerned. The results for the home-background showed that, except for mother's/female guardian's occupation, there were no significant differences between the absentees and non-absentees on the factors used to measure it. The findings supported the evidence in the literature on academic achievement but contradicted that on attitudes towards education, and the bulk of that on the home-background. Although there were no significant differences between the two groups of pupils oh the overall scores of the Attitudes — towards - Education questionnaire and on almost all of the factors used to measure the home-background, this does not mean that the findings contradicted Galloway's (1985) thesis. This is because there might be many other factors in the home and the individual that could influence pupil absenteeism from school. Finally, on the basis of the findings, some suggestions for further study were given and a few recommendations made.
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Use of the process skills approach by ZATEC student teachers : the case of selected Basic Schools of Kitwe District in Zambia - Mweshi, Emmanuel (2011)
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The Role of professional Associations in continuing professional development of teachers: The case of the home economics association of Zambia - Ndopu, Nambula Georgina (2011)
The study was designed to investigate and assess the role professional associations play in the Continuing Professional Development of teachers, taking the Home Economics Association of Zambia (HEAZ) as a case study. The study's objectives were to examine the extent to which HEAZ contributed to the Continuing Professional Development of its members; to find out the mechanism HEAZ had put in place to monitor and evaluate the Continuing Professional Development activities of its members; to establish what links there were between HEAZ and the Ministry of Education in the promotion of career development and upward mobility of Home Economics teachers; and to evaluate the role that HEAZ played in the design and development of Home Economics curriculum. The population of the study comprised 500 respondents who included teachers in selected Basic and High schools, the Provincial Education Standards Officer, the Senior Education Standards Officer and HEAZ officials in Lusaka province. The sample consisted of 100 respondents comprising teachers, Head Teachers and Home Economics officials in the schools under study.The study employed the quantitative and qualitative methods to collect data.Respondents were subjected to questionnaires and 30 minutes long semistructured interviews.Quantitative data were analyzed using the Statistical Package of Social Science (SPSS) to generate tables of frequencies and percentages. Data were analyzed qualitatively to come up with the most significant categories of themes. In 2007 Home Economics was among the subjects that were taught in Zambia's Basic Schools, High Schools and Colleges. It was a practical subject like Industrial Arts and Art and Design. In Zambia, Home Economics was pioneered by the missionaries. HEAZ faced a lot of challenges, ranging from inadequate funds to implement Home Economics activities; inadequate research; Home Economics not being taught in most Basic Schools; misplacement of qualified Home Economics teaching staff to other academic subjects by some Head Teachers; poor infrastructure; to closure of Home Economics Departments in some schools.The findings of the study were intended to assist policy makers in the Ministry of Education and other stakeholders to make decisions that were to promote and improve HEAZ as a professional association. The findings further sought to highlight the gaps and weaknesses that existed in the HEAZ Continuing Professional Development programmes and activities in order to improve and make them more effective and relevant to the needs of its members and,ultimately, raise the status of Home Economics.The biggest role that Professional Associations had played in the Continuing Professional Development of teachers in Zambia, in this case, the Home Economics Association of Zambia (HEAZ) as shown in this study was that it had helped teachers of Home Economics in various ways, among them, the sharing of information and knowledge and updating their teaching methods.The study showed that the majority of the respondents had not…
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Educators' perceptions and understanding of South African law regarding sexual relationships with learners - Ntobong, Mary Morongwa (2011)
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Evaluating Low Back Pain Patients for Prolapsed Interverbral Disc in a Kenyan Teaching Hospital - Ogeng’o, Julius A; Ongeti, KW (The Annals of African Surgery, 2011)
Background Accurate evaluation of low back pain is essential for its rational management. The extent of use of clinical and imaging findings in identification of prolapsed intervertebral disk varies between centers. In Kenya, the diagnostic procedure is obscure. Objective To assess the evaluation of low back pain patients for prolapsed intervertebral disk at Kenyatta National Hospital, a teaching and referral hospital in Kenya. Study Design A retrospective chart study Patients and Methods Historical, physical and imaging findings of patients who presented with low back pain and subsequently diagnosed with prolapsed inter-vertebral disk between Jan 1997 and December 2007 were evaluated. Results Of the six hundred and three patients (267 males, 336 females) who were evaluated, risk factors were recorded in 39.5% patients, 35.3% patients had sciatica while straight leg raising test was performed in 52.2% patients. Investigations performed in these patients included plain roentograms (38.5%), CT scan (9.1%) and MRI (44.1%). Conclusion The evaluation of low back pain for prolapsed inter-vertebral disk was incomplete. History of sciatica, SLRT, crossed SLRT and MRI use are recommended for routine evaluation of low back pain for PID.
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Research Guides: Expeditionary Warfare School (EWS): Operation Eastern Exit (Somalia) - Rexon, Deb (2011)
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Anopheles gambiae distribution and insecticide resistance in the cities of Douala and Yaoundé (Cameroon): influence of urban agriculture and pollution - Antonio-Nkondjio, Christophe; Téné-Fossog, Billy; Ndo, Cyrille; Djantio, Benjamin Menze; Togouet, Serge Zebaze; Awono-Ambene, Parfait; Costantini, Carlo; Wondji, Charles S.; Ranson, Hilary (Malaria Journal, 2011)
Urban malaria is becoming a major health priority across Africa. A study was undertaken to assess the importance of urban pollution and agriculture practice on the distribution and susceptibility to insecticide of malaria vectors in the two main cities in Cameroon.Anopheline larval breeding sites were surveyed and water samples analysed monthly from October 2009 to December 2010. Parameters analysed included turbidity, pH, temperature, conductivity, sulfates, phosphates, nitrates, nitrites, ammonia, aluminium, alkalinity, iron, potassium, manganese, magnesium, magnesium hardness and total hardness. Characteristics of water bodies in urban areas were compared to rural areas and between urban sites. The level of susceptibility of Anopheles gambiae to 4% DDT, 0.75% permethrin, 0.05% deltamethrin, 0.1% bendiocarb and 5% malathion were compared between mosquitoes collected from polluted, non polluted and cultivated areas.A total of 1,546 breeding sites, 690 in Yaoundé and 856 in Douala, were sampled in the course of the study. Almost all measured parameters had a concentration of 2- to 100-fold higher in urban compare to rural breeding sites. No resistance to malathion was detected, but bendiocarb resistance was present in Yaounde. Very low mortality rates were observed following DDT or permethrin exposure, associated with high kdr frequencies. Mosquitoes collected in cultivated areas, exhibited the highest resistant levels. There was little difference in insecticide resistance or kdr allele frequency in mosquitoes collected from polluted versus non-polluted sites.The data confirm high selection pressure on mosquitoes originating from urban areas and suggest urban agriculture rather than pollution as the major factor driving resistance to insecticide.
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Djibouti - Primary Education Support Program-EFA-FTI Catalytic Fund Additional Financing : P117424 - Implementation Status Results Report : Sequence 01 - Djemmal, Christina W. (2011)
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What is wrong with the implementation of auto pollution policy in Zimbabwe? A system dynamics perspective. - Madoma, Patience Linda (2011)
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Status of environmental education in waste management for the Zambian hospitality industry : The case of Lusaka Urban - Moonga, Mirriam Sampa (2011)
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A Needs Assessment of Inservice Teacher Education For Zambian Junior Secondary History Teachers related to Effective Implementation of The 1977 Educational Reforms - Mundia, Lawrence (2011)
The study theorised that teacher education consisted of preservice and inservice aspects. Deficiencies and emerging changes in teaching might be addressed through inservice teacher education. Research on teacher education repurcusions of the 1977 Educational Reforms might contribute towards policy development on inservice teacher education, help formulate relevant inservice programmes and facilitate implementation of the desired innovations.All Zambian junior history teachers in government and aided secondary schools constituted the population for the study., The sample was 100, drawn randomly from 50 schools in five provinces.Data were collected on a five-part questionnaire whose alpha reliability averaged .77 for all the Likert-type scales. Two null hypotheses were tested for significance at .01 level by Kendall's Coefficient of Concordance (W) to achieve the objective and fulfil the purpose of the study. Inservice teacher education policy, goals and objectives were found not specifically stated. Diplomate teacher/outnumbered the graduates considerably. All the Kendall Coefficients of concordance were significant. The need for inservice teacher education was always present but higher with the Educational Reforms. Teachers had vested interests in the organisation of their inservice programmes.From the findings, it was concluded that all categories of junior secondary school history teachers needed inservice teacher education for effective implementation of the 1977 Educational Reforms. However, it was recommended that the policy, goals and objectives of secondary school inservice teacher education should be established prior to the provision of inservice programmes. Inservice teacher education needs should be catered for per teacher category according to preferences, intensity and priority. At least five conclusions were derived and 13 recommendations were formulated for further thought and appropriate action.
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Environmental, Knowledge, attitudes and practices of high school teachers in Zambia: A case study of selected schools of Lusaka city - Mweembe, Oakinah Mutinta (2011)
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The appropriation of education policy on information and communication technology in South African schools - Vandeyar, Thirusellvan (2011)
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EDUCATION-MALARIA CONTROL NEXUS: THE CASE OF GHANA - Adjei, David Sefa (2011)
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Effect of Depth on Microbial Pollution of Shallow Wells in Makurdi Metropoilis, Benue State, Nigeria - Isikwue, M. O.; Iorver, D.; Onoja, S. B. (Zenodo (CERN European Organization for Nuclear Research), 2011)
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Effect of Depth on Microbial Pollution of Shallow Wells in Makurdi Metropoilis, Benue State, Nigeria - Isikwue, M. O.; Iorver, D.; Onoja, S. B. (Zenodo (CERN European Organization for Nuclear Research), 2011)
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SCHOOL EFFECTIVENESS AND SCHOOL IMPROVEMENT: THE CONTEXT OF KENYA - Kindiki, Nyaga Jonah (2011)
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The Nature and Prevalence of Violent Behaviour in High Schools: A Case of Selected High Schools in Masaiti and Ndola Districts in the Copperbelt Province of Zambia - Mungala, Azan (2011)
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Special Needs Education in Uganda - Okech, John Baptist (2011)
If you support persons with special needs and disabilities in this world get this book to enlighten you to become a champion in that discipline. Rise up to build a better world where people with special needs can live meaningful life. The study sample (N=100), comprised: parents, teachers and education managers. A survey method, involving various instruments, such as: questionnaires, interview and observation guides, as well as analysis of documents were used to collect data. The major findings reveal that little was still done on the implementation of education for children with mental retardation in Uganda. Most education managers were still rigid. Inadequate resources still existed. It is hereby recommended that government should provide adequate and timely resources, if the implementation of the goal is to succeed in Uganda. Despite fact that the study was conducted in 1999, the problems identified at that time, still persist till the time of going to press in 2011. The findings contained in the book, therefore, are still very much up to date and helpful to guide education policy makers and implementers in the implementation of education for children with mental retardation.
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Culture, Power, and Education: The Philosophies and Pedagogy of African Centered Educators - Shockley, Kmt G.; Cleveland, Darrell (The International Journal of Critical Pedagogy, 2011)
The low academic performance of African American children has become a staple of the American educational system. At this point, conversations about Black children and failure are merely good ‘coffee talk’ for many. Afrocentric (Africentric / African centered) education is the only culturally centered comprehensive approach to addressing problems of miseducation, but there are complications: often African centered efforts are given short shrift in school systems, ignored in educational research, and most interestingly those asked to discuss or lead Afrocentric efforts are often opponents of the theories. While all of the aforementioned complications still exist, a band of African centered teachers continue to make a difference for students. This article focuses on the philosophies and pedagogies of three African centered teachers who are well-known for their impact on African American students. Descriptive vignettes are used to provide thick, rich descriptions of these African centered teachers.
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Toxoplasma antibodies amongst HIV/AIDS patients attending the University Teaching Hospital Yaounde in Cameroon - Assob, Jcn; Njunda, AL; Nsagha, DS; Kamga, H. L. F.; Weledji, PE; Che, VB (African Journal of Clinical and Experimental Microbiology, 2011)
Toxoplasmosis is caused by an obligatory intracellular protozoon.It causes a wide range of diseases with toxoplasma encephalitis commonly encountered in HIV/AIDS patients.This work was carried out to determine the seroprevalence of toxoplasma antibodies (IgM and IgG) in HIV/AIDS patients attending the Yaoundé University Teaching Hospital (UTH) in Cameroon.Sera were collected from 133 HIV/AIDS patients at the out-patient department and the ELISA technique was employed serologically to determine toxoplasma antibodies.Of the 133 patients 83 (62.4%) were females and 59 (37.6%) were males; ninety three (69.9%)were positive for toxoplasma antibodies.Fourteen (10.8%) of the 93 of seropositive patients presented with both IgG and IgM-antibodies in their sera while fifty six (42.1%) and 8 (6.0%) were only sero-positive for toxoplasma IgG or IgM-antibody respectively This rate of infection was not dependent on the patient's sex or age (X 2 =11.49,P>0.05).The data provides enough evidence to conclude that 64.7% of the positive cases were due to reactivated infection.
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Impact of the free Basic Education Policy on Enrolment and Completion Rates of Pupils from Low-Income Households in Selected Basic Schools of Lusaka, Zambia - Mulenga, Anne Mambwe (2011)
This study set out to examine the impact of the Free Basic Education Policy (FBEP) on the enrolment and completion rates of pupils from low-income households in selected Basic Schools of Lusaka, Zambia. The study used a survey research design. The study sample comprised 100 Grade 7 pupils, 5 head teachers and 40 parents. Purposive Sampling was used to select 40 parents/guardians, 5 basic schools in Lusaka from where 100 pupils were selected through Simple Random Sampling. Data were collected using questionnaires, semi-structured interviews and documentary analysis.Quantitative data were analyzed using the Statistical Package for Social Sciences (SPSS) while qualitative data were categorized and analyzed into themes and sub-themes.The findings of the study revealed that: • There was remarkable awareness about the FBEP among pupils and parents/guardians from low-income households. • Families from low-income households were of the view that the impact of the FBEP on enhancing access to education among the poor members of society was insignificant because education was not really free due to the existence of education costs which were still too high for them. • Most of the government basic schools still demanded that a pupil be in full uniform(including school shoes) when enrolling into Grade 1 as well as in the course of basic education. • Some schools continued to administer modest user fees in form of project or maintenance fees. • Learning materials like exercise books provided to the pupils by the government were quite insufficient; hence households still had to meet some costs. • There was some increase in pupil enrolment and a reasonable increase in completion rates among children from low-income households; however, there were still a significant proportion of children who were unable to complete basic education. Following the findings of the study the recommendations therefore, are as follows: a) The Ministry of Education needs to clarify and monitor the implementation of the FBEP guideline concerning school uniform so that no eligible child should be barred from school for not having a school uniform. b) The government should consider providing enough exercise books for every pupil so that parents would not have to face the costs of buying books. c) In order to promote enrolment and completion rates of children from low-income households, the Ministry of Education should increase the number of bursaries to the children.
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Factors affecting Teacher Motivation in Zambia: The Case of Selected High Schools of Lusaka Province - Mutono, Violet (2011)
Teachers' motivation in Zambia had received little attention and was slowly declining. In view of the government's great need to realize Education for All [EFA] and the Millennium Development Goals [MDGs], well motivated teachers would play a vital role in the viability of these education reforms which were set out in order to attain locally and internationally agreed developmental targets to improve and expand education. Development lagely depend on well qualified and motivated human resources who above all,manipulate other resources to realize the set goals for success. In this new paradigm of constant innovation, an educated society is greatly needed, and this calls for a growing responsibility to improve education and hear the plight of teachers who are a pivolt in the realisation of all education reforms.This research was basically a survey supported by both qualitative and quantitative data. With the 82 respondents comprised in this study, the researcher explored teachers' own perspectives on the critical factors affecting their motivation and then identified changes required in national and international policy practice and process in order to enhance teachers' motivation. A number of techniques, including interviews, questionnaires and focus group discussions were used to elicit the views of the teachers and other education stakeholders.Qualitative data obtained from interviews and Focus Group Discussions were analyzed by coding and grouping similar themes using constant comparative techniques. Quantitative data from the quetionnaires were analyzed using simple frequency distribution tables and percentages arrived at using the Statistical Package for Social Sciences [SPSS]. The figures were extracts from various institutions and articles, while the plates were photographs taken by the reseacher based on the observation guide. In conclusion most teachers were found with what amounted to teacher de-motivation. The major causes basically centered on their conditions of service especially remuneration, accommodation, lack of promotion opportunities and inadequate teaching and learning resources. In view of these research findings, it was recommended that national and international policy-makers develop a deeper understanding of teachers' plight, the attitudes to their own profession and factors that affected their motivation. More so, a new approach to education reform is called for; one which puts teachers' plight at the heart of decision-making.
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The effects of education boards on the operations of basic schools in Zambia : A case of selected District education boards in the Copperbelt Province - Mvula, Kadange Van-Wyk (2011)
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From Charity to Governance: Islamic NGOs and Education in Somalia - Saggiomo, Valeria (The Open Area Studies Journal, 2011)
Bentham Science - STM publisher of online and print journals, and related print/online book series. Bentham Science answers the information needs of scientists in the fields of pharmaceutical, biomedical, medical, engineering, technology, computer and social sciences.
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ICT access and enhancing quality and equity in Nigerian higher education - Ateequ, SI (Journal of Research in National Development, 2011)
This paper aims to discuss access to, and use of Information and Communication Technologies (ICT) in teaching and learning in higher education institutions in Nigeria. It discusses how some factors hinder or encourage the use of computers for teaching and learning by academicstaff and students in institutions in Nigeria. The paper tries to show that there is relationship between access and use of ICT in teaching and learning in the country. Access and use of ICT has the potential to enrich understanding of the changing nature of teaching and learning in an increasingly technology-mediated environment. The paper sets out to explain the need for moreinformed understanding of access to ICT for teaching and learning in Nigeria’s higher education context.
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Re-thinking the Missing Mission of Higher Education: An Anatomy of the Research Challenge of African Universities - Atuahene, Francis (Journal of Asian and African Studies, 2011)
Research capacities in African universities are less developed due to many challenges — poor research infrastructure, limited Information and Communication Technologies (ICTs), the lack of leadership mandate and support, the lack of congenial political and academic environment in some countries, shortage and lack of faculty to pursue academic research due to heavy teaching loads, inadequate financial support, etc. This paper discusses the challenges facing higher education research in Africa. Using research reports, policy papers, and data in the Science Citation Index Expanded (SCI-EXPANDED), the Arts & Humanities Citation Index (A&HCI) and the Social Sciences Citation Index (SSCI) from Thompson’s Web of Science, this paper discusses the state of academic research in Africa. The author argues that for the continent of Africa to experience socioeconomic development, universities and research institutes need robust research agendas that will unleash to their economies the knowledge, ideas, innovation, and technologies for economic growth.
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Learning drivers: rural electrification regime building in Kenya and Tanzania - Byrne, Robert (2011)
Rural electrification has been a long-standing objective in many developing countries. For decades, the assumption and practice has been to build centralised generating capacity and transmit the electricity over national grids. More recently, interest has grown in using PV (photovoltaic) technology as a solution to the problem of rural electrification. A private household market for PV has been developing in Kenya since 1984 and now has more than 200,000 systems installed, sold through this private market. Consequently, it is widely hailed as a success story among developing countries. Until recently, Tanzania had almost no household PV market, despite interest from a number of actors, including some of those who have been involved in enabling the rapid growth of the market in Kenya. However, sales of PV began to grow quite rapidly from the early 2000s and the trend appears to be gaining pace, with an estimated 285 kWp sold in 2007, having risen by 57% in one year. At the time of the research, there were two large donor-funded PV projects underway in the country. The research attempts to explain the dynamics of the two PV niches over the past 25 years using strategic niche management as its theoretical framework. It finds that the Kenyan niche has benefited more from donor support than is usually acknowledged. The thesis also makes theoretical and methodological contributions. It offers a way to connect first and second-order learning to expectations and visions concepts; dimensions expectations and visions; and presents a tool for systematic investigation of socio-technical trajectory developments. The thesis also suggests a number of ways in which the strategic niche management framework could be enhanced. These include stronger theorising about learning, and the incorporation of power, politics and risk into the theory.
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Etiological spectrum, injury characteristics and treatment outcome of maxillofacial injuries in a Tanzanian teaching hospital - Chalya, Phillipo L; Mchembe, Mabula D; Mabula, Joseph B; Kanumba, Emmanuel S.; Gilyoma, Japhet M (Journal of trauma management & outcomes, 2011)
Maxillofacial injuries pose a therapeutic challenges to trauma, maxillofacial and plastic surgeons practicing in developing countries. This study was carried out to determine the etiology, injury characteristics and management outcome of maxillofacial injuries at our teaching hospital. A prospective hospital based study of maxillofacial injury patients was carried out at Bugando Medical Centre from November 2008 to October 2009. Data was collected using a structured questionnaire and analyzed using SPPS computer software version 11.5. A total of 154 patients were studied. Males outnumbered females by a ratio of 2.7:1. Their mean age was 28.32 ± 16.48 years and the modal age group was 21-30 years. Most injuries were caused by road traffic crushes (57.1%), followed by assault and falls in 16.2% and 14.3% respectively. Soft tissue injuries and mandibular fractures were the most common type of injuries. Head/neck (53.1%) and limb injuries (28.1%) were the most prevalent associated injuries. Surgical debridement (95.1%) was the most common surgical procedures. Closed reduction of maxillofacial fractures was employed in 81.5% of patients. Open reduction and internal fixation was performed in 6.8% of cases. Complications occurred in 24% of patients, mainly due to infection and malocclusion. The mean duration of hospital stay was 18.12 ± 12.24 days. Mortality rate was 11.7%. Road traffic crashes remain the major etiological factor of maxillofacial injuries in our setting. Measures on prevention of road traffic crashes should be strongly emphasized in order to reduce the occurrence of these injuries.
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Gender disparity and parental influence on secondary school achievement in Nasarawa state, Nigeria - Fatokun, K. V. F.; Idagboyi, IA (Journal of Research in National Development, 2011)
This study focuses on gender inequalities and the influence of parents on their girl-child performance in science in Nasarawa State. 100 students, 60 science teachers and 140 parents participated in the study. Questionnaire, oral interview and short objective test were used to generate data for this study. Results show that the causes of backwardness of girl-child in science education are poverty, ignorance, and illiteracy of their parents, cultural and religious factors were also detected. It was also discovered that parents tend to encourage their boys to choose science subject at their senior level while the girls are advised to choose commercial or Art subjects. It was also evident that boys perform better than girls in science. The negative effect of gender disparity was observed and methods such as collaborative strategies which can increase gender-friendly environment for learning science were suggested.
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Status of human development for STM education in Nigerian Secondary schools: The Yobe state experience - Ovie, RA (Journal of Research in National Development, 2011)
This study sought to x-ray the status of human resource development for STM education in Nigerian secondary schools, as it affects Yobe State. Survey research was adopted in the study. Proportionate and simple random sampling were used to obtain samples of science ,technology and mathematics teachers (84) and science laboratory assistants (30) that were used for the study. The instrument for data collection was Questionnaires, and data collected was analyzed using percentages. Result of data analysis showed, among others, that the STM teachers and laboratory assistants were not sufficiently exposed to in-service training opportunities to enablethem improve on their on-the job performance. It was recommended, among others, that the state government should embark on a sustainable program of capacity building for the serving STM educators and the laboratory assistants.
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Acceptability and preliminary outcomes of a peer-led depression prevention intervention for African American adolescents and young adults in employment training programs - Tandon, S. Darius; Mendelson, Tamar; Mance, GiShawn (Journal of Community Psychology, 2011)
This study examines the acceptability and preliminary outcomes from an open trial of a depression prevention intervention for low-income African American adolescents and young adults in employment training programs. The sample (N=42) consisted of predominately African American adolescents and young adults (mean age=19.1) exhibiting subclinical depressive symptoms. A 9-week intervention incorporating cognitive-behavioral therapy and a focus on coping with stressful and traumatic events was delivered by young adult employment training program graduates. Data on attendance, participant ratings of intervention sessions, and fidelity of implementation indicated good intervention acceptability. Statistically significant differences were found when comparing changes in high- and low-intervention dosage participants' depressive symptoms and active coping strategies from pre- to post-intervention, although there were no significant differences for the other three coping domains. These findings suggest that depression prevention interventions in employment training programs should be further examined using more rigorous research designs. © 2011 Wiley Periodicals, Inc.
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Predicting Impacts of Climate Change on Maize Productivity in Egypt (egyptian journal of agronomy, 2011)
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The quest for citizenship: African American and Native American education in Kansas, 1880-1935 (Choice Reviews Online, 2011)
In The Quest for Citizenship, Kim Cary Warren examines the formation of African American and Native American citizenship, belonging, and identity in the United States by comparing educational experiences in Kansas between 1880 and 1935. Warren focuses her study on Kansas, thought by many to be the quintessential free state, not only because it was home to sizable populations of Indian groups and former slaves, but also because of its unique history of conflict over freedom during the antebellum period. After the Civil War, white reformers opened segregated schools, ultimately reinforcing the very racial hierarchies that they claimed to challenge. To resist the effects of these reformers' actions, African Americans developed strategies that emphasized inclusion and integration, while autonomy and bicultural identities provided the focal point for Native Americans' understanding of what it meant to be an American. Warren argues that these approaches to defining American citizenship served as ideological precursors to the Indian rights and civil rights movements. This comparative history of two nonwhite races provides a revealing analysis of the intersection of education, social control, and resistance, and the formation and meaning of identity for minority groups in America.
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The Path to HRD: An Investigation of Training andDevelopment Practices in the Libyan ManufacturingSector in 21st Century - Abdulrahim, Abdulslam (2011)
The main purpose of this study is to understand the nature and maturity level of HRD activities in Libyan manufacturing companies, and to investigate how far Libya has moved along a continuum comprising traditional T&D to HRD practices. It aims to assess whether the concept of HRD can be applied to activities of these companies. This study aims in particular to deduce empirical evidence through descriptive accounts of HRD and to compare them with standard HRD models. A descriptive methodology has been adopted in this research, and multi-methods (qualitative and quantitative) are used to gather and analyse multi-sources of data that comprise observation, semi-structured interviews, questionnaires, literature, and official documents. Triangulation analysis has been employed, which is appropriate for multi-source data. The findings include: The majority of the investigated companies do not have a formal HRD system. HRD programs are still carried out on a piecemeal basis rather than through a systematic long-term policy. Findings which were common among the majority of the approached companies were: an absence of a systematic organisational training needs analysis; the use of traditional training methods; and a lack of effective procedures for T&D evaluation. All of this shows that Libya has made little progress along the continuum from T&D to HRD, and that this progress is mostly confined to large manufacturing companies. Findings revealed that in order to move to the practice of HRD in the manufacturing sector, Libya is faced with the challenge of enhancing employees' learning and development in the workplace and coping with the demand for knowledge-workers. These challenges and the various deficiencies in the HRD system are observed to have resulted from the lack of professional and intellectual HRD expertise. This has implications for the continuous development of human resources, as well as for the development of knowledge-workers. From this study, models of HRD have been constructed to simplify the complex and multiple realities associated with developing employees in organisations and to provide a framework against which a clearer understanding of the nature of HRD can be conceptualised and theorised. Therefore, this study contributes to research by mapping the extent of HRD development in the manufacturing companies in Libya and forms a basis upon which future research studies may be developed. From the conclusions of the study, various implications were generated for other researchers, management practitioners and policy makers.
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Africa unknown: Addressing the effects of an alienating education amongst learners in South Africa - Adams, Rachel Nyaradzo (International Journal of African Renaissance Studies, 2011)
Abstract The article argues for the Africanisation of the South African education system, most critically at high school and tertiary levels. Using both experiential and theoretical reasoning, it seeks to present a compelling argument for the value of teaching our children, using methodologies, examples and stories they can relate to. It argues that this relatability is what will best develop the cognition of learners and better equip them to turn knowledge into action. The South African education system has often been seen as lacking a critical thinking and problem-solving element, and the article argues that this limitation is embedded in the abstractness of our curricula. The article presents a short case study highlighting just how little about Africa some of our best learners know. It ends by offering practical suggestions about how the education system could incorporate critical African knowledge in its learning models.
openalex: W2011844496 mag: 2011844496
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Psycho-Cultural Variables Predicting Attitude of Students' Towards HIV Counselling and Testing in Selected Tertiary Institutions in Lagos State, Nigeria - Adekeye, Olujide A; Ebiai, Augustine; Adeusi, Sussan O (Journal of Research in National Development, 2011)
The aim of the present study was to assess attitude of young people (n=287, mean=20.5 years) towards testing for HIV/AIDS. The participants completed a standard socio-demographic questionnaire, indicating sexual behaviour, cultural beliefs and practices, attitude to HCT, and knowledge of HIV/AIDS. Descriptive and inferential statistics at 0.05 alpha level were used to analyze the data. The study indicates that most participants have poor knowledge of HCT centres in their communities, but had a fairly high knowledge level of HIV. The findings of this study include that there is a significant difference in the disposition to HCT between respondents who have experienced sexual intercourse and those who have not (t = 3.866, df = 285: p<0.05) and between male and female respondents (t = 4.775, df = 285; p< 0.05). The study also shows that knowledge of HIV/AIDS was the strongest predictor of attitude of young people towards HCT ( = 0.547; t = 3.458 p<0.05), closely followed by cultural practices ( = 0.324; t = 2.740 p<0.05) while sexual behaviour was not a strong predictor ( = 0.041; t = 0.543 p>0.05). The present study challenged the adequacy of reproductive health knowledge available to Nigerian students and based on the findings in this study, it was recommended that young people should be sufficiently enlightened and counselled on the imperative of HIV counselling and testing. Keywords: HIV counselling and testing (HCT), young people, attitude, knowledge of HIV/AIDS
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Competency level of Nigerian Primary 4 pupils in life skills achievement test - Adewale, J. G. (Education 3-13, 2011)
One of the goals of education in Nigeria is to develop in children the ability to adapt to their changing environment. This goal could be achieved through competency in life skills. Therefore, this study examines the competency level of Nigerian Primary 4 pupils in the life skills achievement test. The test was administered on a sample of 22,638 pupils. The results show that the competency level of the majority of the pupils in life skills is below the national benchmark (50%). Boys are more competent than girls. Pupils in urban areas are more competent than the pupils in rural.
openalex: W1966535639 mag: 1966535639
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A retrospective histopathological review of oral squamous cell carcinoma in a Nigerian teaching hospital. - Adeyemi, B F; Kolude, Bamidele; Akang, Edidiong Nnamso (PubMed, 2011)
This study was undertaken to describe the demographic pattern of oral squamous cell carcinoma (OSCC) in Ibadan, Nigeria and compare our findings with that of other countries. It involved a retrospective review of OSCC diagnosed at the University College Hospital Ibadan, Nigeria between 1990 and 2008. A review of studies from other countries was done with respect to the three most frequently affected sites by OSCC, as well as mean ages and gender ratios. OSCC comprised 181 (43.7%) of the 414 malignant neoplasms diagnosed in the oral cavity within the study period. The most frequently affected sites were the maxillary gingiva (24.9%) and mandibular gingiva (21.5%). There was a slight male preponderance; with a male to female ratio of 1.2:1. The peak age was in the eighth decade of life. About 17.7% of cases were diagnosed in patients below the age of 40 years and 1.1% of cases occurred in children. Worldwide, the tongue is the most frequently affected site by squamous cell carcinoma followed by the floor of the mouth. Males are also more frequently affected. In conclusion, OSCC remains an important cause of morbidity and mortality among middle aged individuals in our environment and worldwide, but sometimes affecting younger individuals.
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The role of the classroom teacher in the educational achievement of security the field Tafldrash in Hasakah province - Syria - adnoof, hanan (Al-Anbar University Journal For Humanities, 2011)
Class renowned psychologist Maslow Maslo include humanitarian needs in his theory of the "stimulus humanitarian" devised in 1943, he felt that when people are making their basic needs are seeking to meet the needs of higher levels, and the development needs of the most important at the base of the pyramid فاحتل Security handed hierarchy second only to basic needs, and by the sense of belonging and respect, understanding and self-realization. But science is evolving فتکامل ideas of modern neuroscience, evolutionary biology, and evolutionary psychology called to modify this theory by psychologist Douglas Kenrick, which was published in the Journal of perspectives on psychological science in the May 5, 2010 "to rebuild the theory of Maslow on the basis of an evolutionary" In spite of the it retained the security rank, change is not affects this theory only, but became a feature of the current era, Vhajat basic human changed from food and drink, housing, health care and education and the desired security varied forms depending on the multiplicity of these needs of food and water security and the physical, emotional, psychological and educational. The educational system high-impact and vulnerability to global variables surrounding, including that the teacher one of the key elements of the educational system, the roles performed by the means and methods used will be affected accordingly, he is responsible for preparing the learner to take advantage of positive these variables effectively and at the same time is responsible for fortifying the minds of his disciples and protection of these variables are negative and this is what we pass him the term educational security
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Problems of Teaching and Learning of Geometry in Secondary Schools in Rivers State, Nigeria - Adolphus, Telima (International Journal of Emerging Sciences, 2011)
It has been observed that students shy away from the study of mathematics even though it is the bed rock of science and technology. This shows the negative attitude and poor performance of students in mathematics. It is this backdrop that prompted the research into the problem of teaching and learning of geometry in secondary schools. The study is aimed at identifying the problems and proffering solution to them. Consequently, two research questions were raised. (1) What factors are responsible for the difficulty in the teaching and learning of geometry in secondary schools? (2) What strategies could be adopted to enhance better teaching and learning of geometry in secondary schools? Some factors were investigated which revolve around physical facilities, quality and quantity of teaching staff, attitude of students, parents and government Data were collected by means of two different questionnaires administered to three hundred (300) students and thirty (30) teachers drawn from ten (10) secondary schools in Rivers State. The four points Likert rating scale was used in administering it and it was analyzed using simple mean. Some of the findings that emerged are: (1) the foundation of most mathematics teachers in geometry is poor. (2) The students have poor foundation in mathematics. (3) The teaching and learning environment is not conducive. Based on the findings, it was recommended that (a) The State government should as a matter of urgency send mathematics teachers for training and seminars for effective teaching and learning. (b) The government should endeavor to provide the necessary infrastructures and facilities that will motivate teaching and learning of mathematics.
openalex: W1556988199 mag: 1556988199
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Medical Education: Meeting the Challenge of Implementing Primary Health Care in Sub-Saharan Africa - Ahmed, Mushtaq; Vellani, Camer W.; Awiti, Alex (Infectious Disease Clinics of North America, 2011)
Medical education in sub-Saharan Africa must be defined by its health needs and the health care services required. The sociodemographic milieu that determines the disease pattern makes a compelling case for primary health care in the context of community participation and multisector community development as the driver of a plan for medical education, in tandem with clinicians' role in continuity of care. Such ideas have been derived from the experience of planning for undergraduate medical education at the Aga Khan University Medical College, Nairobi, whose curriculum incorporates broad-based general education and liberal arts principles.
openalex: W2031094178 mag: 2031094178
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Gender Budgeting in the Education Sector: Implications for the Girl Child Education in Nigeria - Aina, Olabisi I.; Olayode, Kehinde (Nigerian journal of sociology and anthropology, 2011)
More than any other time in the Nigerian history, women education is now considered a priority because it has become a major factor in the development equation, and in particular, a key to gender equity, justice and poverty reduction; improved skills and technological knowledge acquisition; improved nutrition; reproductive health; and general socio-economic development of a nation. Yet, the challenges of gender issues in education still remain mostly unabated. The cultural barriers which the girl child faces concerning her roles at home and in the society still inhibit her ability to go to school. Gender stereotypes still exist in learning materials and too often, teachers’ different expectations of boys and girls result in negative biases against girls’ education. Despite government policy interventions and programs, empirical evidences continue show gender disparity in enrolment, attrition, and retention at all levels – primary, secondary, and tertiary. Although the current National Gender Policy addresses gender imbalance in the education sector, the extent to which the country is able to achieve gender parity in the sector depends on how skillful are policy makers in the use gender mainstreaming (GM) tools and strategies, one of such is being able to adopt ‘a gender budgeting’ framework in the sector. This paper addresses the technical knowledge in gender mainstreaming and gender budgeting in the education sector, and the extent to which budgets in the sector now address identified gender gaps in the sector. This paper argues that beyond government rhetoric in policy documents, evidence of political will and government commitment to the girl child education are dependent on the extent to which the sector has become sensitive to gender issues, including adoption of a gender sensitive budgeting framework. Using ‘organizational capacity assessment tool (OCAT), the paper assesses the current technical capacity in gender mainstreaming and gender budgeting in the sector, while also using budgeting figures to establish the extent to which the sector allocates money to gender issues in the sector. Empirical findings show that the skills and capacities for gender mainstreaming and gender budgeting in the public sector (especially the education sector) are still very low, while government spending in the education sector is still skewed in favor of men. One clear way of supporting the ‘girl child’ education is to make the education sector responsive to ‘gender budgeting’ in line with democratic ethos.
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Impact of Personal Factors on Environmental Education in Tertiary Institutions in Ekiti State, Nigeria - Akomolafe, Comfort Olufunke (International Journal for Cross-Disciplinary Subjects in Education, 2011)
This study examined the personal factors of individual students that could enhance environmental education in tertiary institutions.A total of 539 students of tertiary institutions were sampled, using multi-stage, simple random and purposive sampling techniques.The research was a descriptive design.Data were gathered using self-constructed questionnaire.Six research hypotheses were generated, t-test analysis was used to test hypotheses one and two, Analysis of variance(ANOVA) was used to test hypotheses three to five, while Pearson Product moment correlation method was use to test hypothesis six.The hypotheses were tested and the results were found to be significant at 0.05 level.The study revealed that gender of students and parents' level of education, were not important factors in students' environmental awareness knowledge.Gender of students and parents' level of education were not important factors in their environmental attitude.The study further revealed that type of institution has no influence on students' environmental awareness knowledge, and also on their environmental attitude.However a significant relationship was established between students' environmental awareness knowledge and environmental attitude.Based on these findings, it was recommended that environmental education should be intensified in tertiary institutions and that its content should reflect the immediate needs of the students.
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Students’ participation in university governance and organizational effectiveness in Ekiti and Ondo states, Nigeria - Akomolafe, Comfort Olufunke; Ibijola, Elizabeth Yinka (American journal of social and management sciences, 2011)
This study investigated students' participation in university governance and the organizational effectiveness in Ekiti and Ondo State of Nigeria.The variables concerned were, level of students' participation in university governance, level of organizational effectiveness and the relationship between students' participation in university governance and organizational effectiveness.A descriptive research of survey design was adopted for the study.The population for the study consisted of the staff and students of the University of Ado-Ekiti and Adekunle Ajasin University, Akungba Akoko.Five hundred (500) students and two hundred (200) members of staff were selected through stratified and simple random techniques.Data were collected with an instrument titled "Questionnaire on Students' Participation in University Governance and Organizational Effectiveness (SPUGOE).The instrument was validated with a reliability coefficient of 0.93 and subsequently administered on the subjects.Simple percentage was employed to analyse the data and answer the research questions while the hypothesis raised was tested using Pearson product moment correlation technique.The result was held significant at 0.05 level.The findings of the study revealed a moderate level of students' participation in university governance and a moderate level of organizational effectiveness.A significant relationship between students' participation in university governance and organizational effectiveness in the university system was established.Therefore students' participation in university governance is an important factor in organizational effectiveness in the university system.Based on the findings of this study, conclusions were drawn.It was recommended that students should be well represented on all university statutory committees including senate and council committees to enhance level of organisational effectiveness in the system.It was also recommended that the number of students representatives on all statutory committees be increased.
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The Use of Computers and Internet as Supplementary Source of Educational Material: A Case Study of the Senior High Schools in the Tema Metropolis in Ghana - Amenyedzi, Frank W. K.; Lartey, Mary N.; Dzomeku, B. M. (Contemporary educational technology (Online), 2011)
This study was conducted to assess the computer and Internet usage as supplementary educational material to enhance quality education; help improve educational management and planning; how students use the computers and internet to facilitate their learning; how teachers in the Tema Senior High Schools use the computers and Internet to teach and guide students. Stratified sampling method was used to select students and teachers. The results showed that a significantly high percentage of respondent teachers (92%) were computer literate and 78% of respondent students also had basic knowledge in computer. However, less than 15% of these teachers used the internet as an innovative way of improving teaching and learning. Over 30% of the teachers used the computer mainly for research work. Less than 40% of student respondents used the computer and the Internet facility for entertainment, whereas less than 25% used it for research and learning. Less than 40% of respondent students used the Internet for e-mail and browsing. It was revealed that Internet and computers have helped students to achieve new things such as finishing assignments, solving problems, learning history of other countries, improving typing skills, and chatting with friends. There is no clear interaction between teachers and students through the use of Internet facilities. The Internet was not used for guidance. Despite the limited use of computers by teachers in their teaching, many agree that the computer has changed the way students learn. One fourth of teachers have received some form of training in the use of computers, with quite minimal training in the pedagogical integration of ICT. It appears that integration of ICT in Ghanaian school systems is a major step in promoting innovation.
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The differences in locus of control and self-concept between gifted and normal pupils in basic schools in Gezira State- Sudan - Ano, Fatima Ahmad; Shnan, Ahmed Ahmed Mohammd (DOAJ (DOAJ: Directory of Open Access Journals), 2011)
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Medical students' evaluation of physiology learning environments in two Nigerian medical schools - Anyaehie, UB; Nwobodo, Ed; Oze, Gabriel; Nwagha, UI; Orizu, I; Okeke, TC; Anyanwu, Godson Emeka (Advances in Physiology Education, 2011)
The expansion of biomedical knowledge and the pursuit of more meaningful learning have led to world-wide evidence-based innovative changes in medical education and curricula. The recent emphasis on problem-based learning (PBL) and student-centred learning environments are, however, not being implemented in Nigerian medical schools. Traditional didactic lectures thus predominate, and learning is further constrained by funding gaps, poor infrastructure, and increasing class sizes. We reviewed medical students' perceptions of their exposed learning environment to determine preferences, shortcomings, and prescriptions for improvements. The results confirm declining interest in didactic lectures and practical sessions with preferences for peer-tutored discussion classes, which were considered more interactive and interesting. This study recommends more emphasis on student-centered learning with alternatives to passive lecture formats and repetitive cookbook practical sessions. The institutionalization of student feedback processes in Nigerian medical schools is also highly recommended.
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Improving the Quality of the Girl-Child Education in Nigeria. - Arowoshegbe, Amos O.; Anthony, Enoma (Educational research quarterly, 2011)
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PETROGRAPHY, GEOCHEMISTRY AND GEOCHRONOLOGY OF THE METAVOLCANIC ROCKS OF THE MESOPROTEROZOIC LEERKRANS FORMATION, WILGENHOUTSDRIF GROUP, SOUTH AFRICA - BACK-ARC BASIN TO THE AREACHAP VOLCANIC ARC - Bailie, Russell; Gutzmer, Jens; Rajesh, H.M. (South African Journal of Geology, 2011)
The Leerkrans Formation of the Wilgenhoutsdrif Group is a succession of highly sheared metasedimentary and metavolcanic rocks separating the western margin of the Archean Kaapvaal Craton from the polydeformed and highly metamorphosed Proterozoic Namaqua Sector of the Namaqua-Natal Province. This study presents the results of a comprehensive petrographic, geochemical and isotopic study of the metavolcanic rocks of the Leerkrans Formation. Rocks of a basaltic member, a quartz porphyry and a second stratigraphically higher basaltic unit were sampled, with those of the lower basaltic member further subdivided based on their petrographic features and geochemical characteristics. Extensive alteration (chloritisation and epidotisation) of the volcanic rocks make identification of the precursor lithology difficult. Highly chloritised and epidotised metabasalts from the Lower Basalt are typically flow-banded, massive, vesicular or amygdaloidal, and have primitive tholeiitic, MORB-like geochemical characteristics and positive epsilon Nd(t) (e Nd(t) ) values (+4.2 to +6.1), with enriched large ion lithophile element (LILE) contents relative to primitive mantle suggesting derivation from a depleted mantle source. Some of the basalts of this unit have alkaline within-plate tholeiite characteristics. The Upper Quartz Porphyry is comprised of less altered felsic volcanic rocks which have pyroclastic or tuffaceous textures. The geochemistry of these rocks, which display a tholeiitic affinity with fractioned REE patterns and LILE enrichment relative to the high field strength elements (HFSE) and primitive mantle, along with negative e Nd(t) values (−4.8) indicate that the rocks are derived from crustal melting. U-Pb single zircon SHRIMP dating of zircons from a felsic pyroclastic rock from this unit yields an age of 1289 ± 9 Ma. The Upper Basalt and Mixed Zone of the Leerkrans Formation are comprised of basaltic lavas showing similar geochemical features to the Lower Basalt. The metavolcanic rocks of the Leerkrans Formation overlap in age with the oldest units of the ~1.3 to ~1.23 Ga Areachap Group, the polydeformed and highly metamorphosed remnants of a volcanic arc that separates the western margin of the Kaapvaal Craton from the Namaqua Sector. The Leerkrans Formation likely represents the remnants of a related back-arc basin to the volcanic arc which was accreted onto the western margin of the craton. The Leerkrans Formation escaped high-grade metamorphism and polyphase deformation that affected the Areachap arc during the Namaquan Orogeny due to being thrust back onto the Kaapvaal Craton during early arc accretion.
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South African rural teachers’ reflections on their problems of practice: taking modest steps in professional development - Bansilal, Sarah; Rosenberg, Thelma (Mathematics education research journal, 2011)
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A Needs Assessment to Determine Knowledge and Ability of Egyptian Agricultural Technical School Teachers Related to Supervised Agricultural Experience - Barrick, R. Kirby; Roberts, T. Grady; Samy, Mohamed; Thoron, Andrew C.; Easterly, R. G. (Journal of Agricultural Education, 2011)
This research was conducted approximately one year after Egyptian Agricultural Technical School (ATS) instructors attended workshops on integrating placement Supervised Agricultural Experience as an instructional tool in their programs. Following a year of implementation, the purpose of this study was to determine ATS teacher knowledge and ability to apply the 23 placement SAE competencies delivered in the workshops. To some extent, ATS instructors had knowledge of and could apply all 23 placement SAE competencies. However, Mean Weighted Discrepancy Scores for knowledge and ability to apply for all 23 placement SAE competencies were positive, indicating some level of need for future workshops on all topics. Based on the rankings, it was recommended that future in–service workshops should be conducted with this group of ATS teachers that focus on: (a) explaining the process of learning by doing; (b) defining the types of experience programs for ATS students; (c) identifying the role of the community in planning and conducting internships; (d) describing the evolution of supervised experience; and (e) explaining the relationship between internship and classroom instruction.
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Examination of the Relationship Amongst Parenting Dimensions, Academic Achievement, Career Decision Making, and Commitment Anxiety among African American High School Students. - Bennett-Garraway, Jocelyn M. (2011)
openalex: W2474707559 mag: 2474707559
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Vocabulary Learning Strategies: Identification and analysis of ‘contextual guessing’ and ‘key word method’ by Algerian students of English - Benyahia, Amel (FORUM DE L' ENSEIGNANT منتدى الأستاذ, 2011)
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Climate change and aeroallergens in South Africa : review article - Berman, Dilys (Current Allergy & Clinical Immunology, 2011)
Climate change and its effects on aeroallergens and allergic disease have been extensively studied in the northern hemisphere, but there has been a dearth of similar studies in the southern hemisphere. Aeroallergens are extremely sensitive to certain weather parameters and changes may increase or decrease their levels in the atmosphere. Climate change projections include global warming, an increase in extreme weather events and greater volumes of rain. Alterations in the carbon dioxide levels, mean temperature, relative humidity and wetting of the nine distinct climate zones in South Africa will affect the vegetation distribution, causing shifts which will disturb the balance of their ecosystems. These changes will have a profound effect on aeroallergens such as pollen, fungal spores, house-dust mite and cockroach, each of which have specific climatic requirements. Changes to climatic conditions could extend the pollen season of allergenic plants and increase the concentration of allergenic pollen in the air. Increased relative humidity and temperature could increase the levels of house-dust mites and fungal spores. There is a concerted call by northern hemisphere researchers for greater emphasis on pollen and fungal spore testing in clinical practice and for the standardised collection of aerobiological data worldwide, in order to meet the anticipated changes.
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North Africa coastal cities : address natural disasters and climate change - summary of regional study - Bigio, Anthony G. (2011)
North Africa's coastal cities, long benefitting from their ready access to commerce and culture, also face distinct vulnerabilities due to their location. Natural hazards and extreme weather patterns impose risks on coastal areas that inland areas seldom encounter. North Africa's increasingly populous cities face tangible risks today, but these will be amplified as the impacts of global climate change further manifest themselves over the decades to come. The study, 'climate change adaptation and natural disasters preparedness in the coastal cities of North Africa,' analyzed the exposure of all four locations to natural disasters, such as floods and storm surges, earthquakes and tsunamis, as well as to the increasingly frequent weather extremes associated with climate change. The project, which has taken place from June 2009 to June 2011, has provided tools for evaluating the risks, costing out potential losses, and moving toward specific reforms and investments designed to adapt the cities to a changing climate and increase their resilience to natural hazards.
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Performance of South African Adolescents on Two Versions of the Rey Auditory Verbal Learning Test - Blumenau, Jeanine; Broom, Yvonne (South African Journal of Psychology, 2011)
In South Africa the multicultural and multilinguistic nature of society has impacted on the cultural appropriateness of psychological tests. In the assessment of memory and learning, tasks such as the Rey Auditory Verbal Learning Test (RAVLT) are widely used although they may not be standardised for the South African context. We investigated how South African learners performed on the RAVLT as well as on an adapted version of this test, the South African List Learning Test (SALLT). The impact of language differences on performance was also noted. Subjects were 54 first (L1) and second language (L2) English speaking secondary school learners. Results indicated that South African learners achieved a higher level of recall on the SALLT than on the Euro-American RAVLT. Findings confirmed the impact of language experience on performance and highlight the necessity for the development and standardisation of culturally relevant psychological tests in South Africa.
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Gender, climate change and REDD+ in the Congo Basin forests of Central Africa - Brown, H. Carolyn Peach (International Forestry Review, 2011)
SUMMARY The Congo Basin region of Central Africa contains the second largest contiguous tropical rainforest in the world, which is an important source of livelihood for millions of people. It is also important for climate change adaptation, as well as mitigation policies on Reducing Emissions from Deforestation and Forest Degradation (REDD+). Men and women relate to and use the forest differently and so may experience the effects of climate change and REDD+ policies differently. Investigations through semi-structured interviews and document reviews in three countries of the region revealed that women have had limited participation in discussions on issues of climate change or REDD+. There is some evidence that gender consideration will become part of future national REDD+ strategies. Strategies to foster the effective participation of all stakeholders are essential to ensure that gender dimensions are addressed in issues of climate change, forest access, forest management and distribution of carbon benefits.
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Implementation of the performance management system in senior secondary schools in Botswana: the perspective of the senior management team - Bulawa, Philip (2011)
Public sector organisations worldwide have implemented performance management systems to improve performance. They were initially designed by the private sector in western countries and then adopted by the public sector. Now, the performance management system (PMS) has become a global reform also implemented in the public sector of less developed countries such as Botswana. Success in implementing the PMS in public sector organisations has varied. This study investigates the less than satisfactory implementation of the PMS in the education sector in Botswana. While similar to performance management systems elsewhere, the PMS in Botswana differs from most in that it does not tie pay to performance. Furthermore, unlike most reforms of this magnitude in less developed countries that are funded by donor agencies, it was self funded. However, a similarity that it does share with other less developed countries is that it attempted to implement PMS models developed in western countries. The PMS was introduced in the education sector in Botswana in 1999, but eight years later, schools had not yet fully implemented it. This study sought to investigate why the PMS had not become fully established in the senior secondary schools, the relatively better funded part of the schooling system. As well, the study limited itself to the perspective of the schools' senior management teams, the on the ground implementers and managers of the PMS. The study used an adapted grounded theory approach to explore senior management's perceptions of the PMS in their schools. In total, interview data were collected from 94 senior management team members from 22 of the 27 senior secondary schools existing in Botswana in early 2008. The school heads were interviewed individually while deputy heads and heads of houses were interviewed in their respective schools as groups. The data were analysed using a repetitive process of coding to develop categories leading to theory development that explains the participants' lived experience of the implementation process. This study concludes that eight years after the introduction of the PMS, the on the ground implementers in the senior secondary schools of Botswana are caught between the government's insistence that the PMS be seen as operating effectively (principally through reporting mechanisms), and a school environment that prevents this from happening. In summary, the PMS limps along as schools go about their business seemingly unaffected by the absence of a successfully embedded PMS. Overall, the study showed that senior management did not reject the PMS reform. They saw it as a reform that could benefit their schools. The potential of the PMS to help senior management teams manage performance better was acknowledged. The use of the PMS as a tool for strategic planning and for holding people accountable for their performance through objective monitoring was identified as a strength. Value was also perceived in its requirement for teamwork amongst members of staff and in the professional development that would ensue from responding to teachers' professional needs. Senior management also recognised the significance of their role as ―overseers‖, a term acquired from their training, which involved the coordination of the school strategy plan; the cascading of the PMS to the entire staff; the internal monitoring of the implementation process; and reporting and liaison with regional office. However, the impediments they encountered constrained their capacity to effectively implement this reform. In general, the difficulties resulted from a mismatch between the PMS and the existing cultural and organisational structures within the schooling system, and the school managers' lack of capacity to effect changes either to the existing school environment or to the PMS itself. Impediments reported included PMS performance indicators that did not match what teachers valued; school staff who did not have the skills required to implement the PMS; school managers' lack of confidence to lead the PMS; resourcing constraints; increasing resistance by staff; and failure to liaise with the regional office. Two particular impediments constrained their efforts to effectively lead the implementation process. First, was the ministry's use of the cascade approach to implement the PMS. This approach followed a top-down hierarchical structure whereby the strategic plan at the ministry level was cascaded to departments, regions, and ultimately to the schools. Reporting was in the reverse order. When blockages between regional offices and schools occurred, the process faltered. As soon as this link was broken, as it did happen in some cases, implementation of the PMS did not work. Training also followed the cascade approach. The major problem with this ―train the trainer‖ approach was that the level of expertise of the trainers diminished at each level of the ―cascade‖. The quality of the information received at the vii school level was often distorted and did not accurately resemble the information delivered in the first round of training. The second major challenge was trying to implement a reform that had been transplanted into an environment that was different from where it originated. Participants believed there was a mismatch between the PMS and their particular context. Not only did it originate in industry and the corporate world, but also in foreign countries different from Botswana. Despite this, the government had made no attempt to contextualise the PMS and had implemented it as a package across the whole public sector without undertaking trials or pilots. Transplanted reforms from industry and from more developed countries have found their way into the schools of less developed countries. This study's focus on the school management's perspective of the implementation process of the PMS will inform not just policy makers in less developed countries, but also potential international foreign aid donors. To increase their chances of success, future school reforms need to better take into account the distinctive conditions at grass-root level in schools where the reforms are to be implemented.
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Does Student Engagement=Positive Outcomes for African American Women College Students? A Cursory Analysis of NSSE 2009–2010 Data - Chambers, Crystal Renée; Poock, Michael C. (2011)
Michelle, a first-generation college student from a predominantly Black urban area, was a senior health and recreation major at Midwest University. Although successful in her health and recreation coursework and an engaged campus student leader, Michelle “often talked about her time on campus as ‘painful’” (Winkle-Wagner, 2009, p. 99):You might get the one person who's like, “Well I don't like Black people,” but, then you have a bunch of other people ganging up on him saying, “That is so old, nobody does that anymore.” And I feel like I am more accepted by White people than I am [by] the Black people. Because they're like, well she doesn't dress a certain way, or … “Why are you listening to that type of music?” (Winkle-Wagner, p. 99)
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Mozambique case study report. Country ownership, stakeholder participation and the political economy of priority-setting in the Mozambique pilot program for climate resilience - Chambote, Raul; Shankland, Alex (2011)
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Taking the Temperature of Rights and Freedoms: Zimbabwean Secondary School Students’ Knowledge about the African Charter of Human and Peoples’ Rights and Their Support for Its Provisions - Chareka, Ottilia (Comparative and international education (London, Ont.), 2011)
The African Banjul Charter is a cornerstone document promoting human rights education in Africa. As Zimbabwe is one of the signatory states to the Charter, a survey was conducted with 265 Zimbabwean secondary students to assess their knowledge of and support for the provisions detailed in the Charter. Fifty-six percent of the participants knew about the Charter and 59% supported the Chart. Knowledge and support were found to be positively correlated. While gender did not influence responses, grade level was a significant predictor of knowledge and support for the Charter). La Charte de Banjul est le document de base pour la promotion de l‘éducation des Droits de l‘Homme. Comme le Zimbabwe a signé cette Charte, une enquête y a été menée auprès de 265 étudiants de l‘école secondaire afin d‘évaluer leurs connaissances et l‘acceptation de la Charte. Cinquante-six pour cent des participants connaissaient la Charte et 59% y adhéraient. Les résultats de l‘enquête montrent une corrélation positive entre connaissance et acceptation. Ils montrent également que bien que le sexe n‘influence pas les réponses, l‘année d‘étude représente un indice important quant à la connaissance et l‘acceptation de cette dernière.
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Factors Influencing the Choice of Commercial Banks by University Students in South Africa - Chigamba, Cleopas; Fatoki, Olawale (International journal of business and management (Print), 2011)
University students represent an attractive segment of customers for retail banks in many countries including South Africa.The objective of this study was to investigate the determinants of the choice of commercial banks by university students.University of Fort Hare (Alice campus) was the study area.Data was collected through self-administered questionnaire.Convenience sampling method was used.For data collection, forty questions were identified through a review of the literature.Principal component analysis reduced the forty questions to six factors namely, service, proximity, attractiveness, recommendations, marketing and price.Data was analysed using descriptive statistics, T-test and ANOVA.The Cronbach's alpha was used to test the reliability of the scales.The results showed that the six factors are important factors are important determinants of the choice of commercial banks.Recommendations included marketing strategies by commercial bank management focused on different market segments including university students.
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Can Sustainable Agriculture Practices Remedy the Negative Effects of Climate Change on Food Security in Zambia - Chilufya, Gregory C (2011)
Some climate change arises from natural factors such as changes in the sun’s intensity, the earth-sun distance and the earth’s orbit around the sun. This natural climate change is slow, small and has been always there. This is termed climate variability. However, it is the increased human activities (notably industrial, agricultural and land use) that are changing the composition of the Earth’s atmosphere at an unprecedented pace.4 The discussions in this report are limited to the agricultural and land use aspects of climate change. The State of Environment in Zambia (2000) also alludes to the fact that climate change refers to any change in classical 30-year climatology regardless of its causes. This sets the minimum timeline within which this study addresses climate change and food security in Zambia.
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Special Needs Education In-Service Teacher Trainees’ Views on Inclusive Education in Zimbabwe - Chireshe, Regis (Journal of Social Sciences, 2011)
The study investigated special needs education (SNE) in-service teacher trainees' views on inclusive education in Zimbabwe. Participants were 76 SNE in-service teacher trainees (37 male, 39 female) from Great Zimbabwe University' s Faculty of Education. A questionnaire was used for data collection. Descriptive and inferential statistics were used to analyse the data. There were no significant differences between male and female SNE in-service teacher trainees' views on inclusive education. The trainees believed that the present Zimbabwean curriculum did not meet the needs of SNE children, inclusive education affected the teaching methods used, only specialist teachers could handle included children and that regular class teachers could not easily adapt their teaching programmes to accommodate included children. The trainees also believed that Zimbabwe was not ready for inclusive education and that parents of children without disabilities resented inclusion. Recommendations on the improvement of inclusive education in Zimbabwe especially in teacher training were made.
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People with Disabilities and the Role of Social Workers in Lesotho - Chitereka, Christopher (DOAJ (DOAJ: Directory of Open Access Journals), 2011)
Some of the most vulnerable members of society the world over include the elderly, children, women and people with disabilities (PWDs). The latter group usually faces serious problems emanating from society’s negative attitudes towards PWDs. According to African Decade 1 (2005) there are more than 600 million people with disabilities worldwide and 180 million are children, 400 million live in developing countries and 80 million in Africa. This paper examines the situation of people with disabilities in Lesotho. It argues that although Lesotho is a signatory to many international conventions and treaties such as the United Nations Declaration of Human Rights; United Nations Convention on the Rights of the Child and Convention on the Elimination of Discrimination Against Women among others, it still does not have specific legislation on disability. This often results in the plight of PWDs not being adequately addressed in many spheres of their lives. The paper provides insights into the roles of social workers in dealing with PWDs in Lesotho.
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On a mission: training traditional birth attendants in Ethiopia. - Ciolino, Alice (PubMed, 2011)
Alice Ciolino, a midwife from London spent eight months in Ethiopia with Doctors of the World. Her mission was to train Traditional Birth Attendants (TBAs). Based in the Somali region of Ethiopia, access to healthcare facilities was limited; indeed Kebri Dehar had the only hospital in the region. Here Alice shares her experience of what it is like to live and work in a remote part of the world, far from the medical facilities we take for granted in the West.
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The role of nonfarm income in coping with the effects of drought in southern Mozambique - Cunguara, Benedito; Langyintuo, Augustine S.; Darnhofer, I. (Agricultural Economics, 2011)
To reduce their dependence on subsistence agriculture, farm households in rural Africa may diversify their income sources by participating in the nonfarm sector. In years of drought, nonfarm income can also be part of the coping strategies. A multivariate sample selection model was used to analyze three years of data from a nationally representative household survey in Mozambique. The analysis was guided by the following three questions. During a drought year: (1) Do households increase their participation in nonfarm activities? (2) Are poorer households as likely as others to participate in and benefit from nonfarm activities? and (3) Which factors are associated with higher nonfarm incomes? The results suggest that households are more likely to engage in at least one nonfarm income-generating activity during a drought year. Although poorer households are more likely to engage in nonfarm activities, they are less likely to participate in nonfarm activities of high return. The results suggest that policies reducing entry barriers (e.g., improved road infrastructure, micro-credit schemes, and livestock promotion programs) and increasing education levels can facilitate income diversification, thus allowing rural households to better cope with the effects of drought. When designing polices, care must be taken to avoid exacerbating income inequality by targeting measures toward poorer and female-headed households.
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Rethinking information ethics education in Ghana: Is it adequate? - Dadzie, Perpetua S. (International Information & Library Review, 2011)
This paper highlights the importance of information ethics and gives an overview of the various aspects of the subject taught at various institutions of higher learning in Ghana. The study notes that information ethics is not taught as a specific or whole subject at any level in the tertiary institutions and questions the depth of education given to students in the light of some serious information ethics violations such as plagiarism, copyright violation, cyber crime and social network abuses. Data for the study were collected mainly from the different university websites, university handbooks, course outlines as well as interviews with librarians and a few faculty members of the respective universities. The study recommends the introduction of information ethics as a university required course for all freshmen, a stand-alone course in information ethics at the Department of Information Studies, adequate sensitization programmes on academic integrity and plagiarism policies, and the enforcement of laws and polices in Ghana. These measures are meant to safeguard individual rights to ownership, privacy, confidentiality and security.
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Rethinking information ethics education in Ghana: Is it adequate? - Dadzie, Perpetua S. (International Information & Library Review, 2011)
This paper highlights the importance of information ethics and gives an overview of the various aspects of the subject taught at various institutions of higher learning in Ghana. The study notes that information ethics is not taught as a specific or whole subject at any level in the tertiary institutions and questions the depth of education given to students in the light of some serious information ethics violations such as plagiarism, copyright violation, cyber crime and social network abuses. Data for the study were collected mainly from the different university websites, university handbooks, course outlines as well as interviews with librarians and a few faculty members of the respective universities. The study recommends the introduction of information ethics as a university required course for all freshmen, a stand-alone course in information ethics at the Department of Information Studies, adequate sensitization programmes on academic integrity and plagiarism policies, and the enforcement of laws and polices in Ghana. These measures are meant to safeguard individual rights to ownership, privacy, confidentiality and security.
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Higher Education and Economic Growth in Nigeria: an Empirical Investigation - Dauda, R.O.S (2011)
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The Impact of Farmer Field Schools on Human and Social Capital: A Case Study from Ghana - David, Soniia; Asamoah, Christopher (The Journal of Agricultural Education and Extension, 2011)
Abstract Based on a case study of Ghanaian cocoa farmers who attended farmer field schools (FFS), this paper explores the impact of the FFS methodology on farmers’ technical knowledge, experimentation, knowledge diffusion, group formation and social skills as a way of assessing whether the relatively high costs associated with the method is justified. We carried out focus group discussions for exploratory purposes and a formal survey of 70 FFS graduates and 70 non-FFS farmers. The superior knowledge test scores of FFS graduates relative to non-FFS farmers demonstrates the effectiveness of the method for communicating complex knowledge and information to farmers in a way that allows them to understand it and retain it. An assessment of changes in farmers’ experimental capacity showed variable results. On the one hand, a significant proportion of FFS graduates applied some of the principles and practices learned to solve productivity problems with other crops, while others did not perceive any change in their experimentation behaviour. Significantly, an important skill farmers learned in the FFS was making observations on cocoa trees and the wider ecosystem as the basis for decision-making. The case study confirmed that FFS strengthened social cohesion among cocoa farmers and enhanced individual social skills by creating new networks for knowledge exchange and support, promoting group formation and improving farmers’ confidence and ability to work more effectively in groups. The paper concludes by recommending areas for improving FFS and highlights how strengthening human and social capital in cocoa growing communities can serve as a springboard for broader development activities.
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Integrating Local Cultural Knowledge as Formal and Informal Education for Young African Learners: A Ghanaian Case Study - Die, George J. Sefa (Comparative and international education (London, Ont.), 2011)
This paper is about schooling, education and socialization in Africa with a focus on the pedagogic and instructional relevance of local cultural resource knowledge such as the teachings of Indigenous proverbs. Using Ghanaian case material, the paper examines how Indigenous cultural knowledges inform the education and socialization of youth and suggest ways for rethinking schooling and education in African contexts. Among the teachings of Indigenous proverbs highlighted are knowings about self and community, development of self-worth and character, importance of social discipline and collective social responsibility. The discussion also addresses the challenges of integrating local cultural knowledges as part of the formal education of young learners. Cet article cherche à comprendre les processus de scolarité, d‘éducation et de socialisation en Afrique en se concentrant spécialement sur la pédagogie des connaissances culturelles locales telles que l‘enseignement des proverbes autochtones. Cet article examine comment les connaissances culturelles locales informent l‘éducation et les processus de socialisation des jeunes et suggère de ce fait une remise en question de la scolarité et de l‘éducation dans les contextes africains. Parmi les proverbes autochtones enseignés, certains font référence au développement personnel du soi et à la notion de communauté, à l‘amour propre et à la dignité, à l‘importance de la discipline sociale et à la responsabilité collective sociale. En conclusion, cet article discute également des défis auxquels il faut faire face quand il est question d‘intégrer les connaissances culturelles locales dans la formation officielle des jeunes apprenants.
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Learning lessons from a traditional midwifery workforce in Western Kenya - Dietsch, Elaine; Mulimbalimba‐Masururu, Luc (Midwifery, 2011)
to learn lessons from a traditional midwifery workforce in Western Kenya. with the assistance of an interpreter, qualitative data was collected during in-depth individual and group interviews with traditional midwives. English components of the interviews were transcribed verbatim and the data thematically analysed. a rural, economically disadvantaged area of Western Kenya. 84 participants who practise as traditional midwives. it was common for these traditional midwives to believe they had received a spiritual gift which enabled them to learn the skills required from another midwife, often but not always their mother. The participants commenced their midwifery practice by learning through an apprenticeship or mentoring model but they anticipated their learning to be lifelong. Lifelong learning occurred through experiential reflection and reciprocal learning from each other. Learning in colleges, hospitals and through seminars facilitated by non-government organisations was also desired and esteemed by the participants but considered a secondary, though more authoritative source of learning. the primary learning strategies used by the participants enabled them to have confidence in physiological birth; birthing women; and their own skills as traditional midwives. learning from women and continued professional reflection are ways of learning for midwives that may increase their confidence in women, birthing and their midwifery skills. These attributes are essential for midwives, regardless of their workforce context.
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Is adaptation to climate change gender neutral? Lessons from communities dependent on livestock and forests in northern Mali - Djoudi, Houria; Brockhaus, Maria (International Forestry Review, 2011)
SUMMARY The growing risk of vulnerability to climate change is widely discussed in the scientific and political sphere. More evidence from local case studies emerges that document this risk. Vulnerability to climate change and variability appears most likely to negatively affect poor people, particularly women. Tendencies to widen existing inequalities have been observed. In the Lake Faguibine area in Northern Mali the social, political and ecological conditions have drastically changed in the last three decades. We conducted 6 single gender participatory workshops using PRA in two communities. The workshops assessed vulnerability and adaptive strategies to climate variability and change for livestock and forest based livelihoods. Our results show divergences in the adaptive strategies of men and women. Migration represented one of the most important strategies for men. Women perceived this strategy more as a cause of vulnerability than an adaptive strategy. Traditionally male activities have been added to the workload of women (e.g. small ruminant herding). The historical axes show that development projects targeting women have not integrated climate change and variability into their planning. Most activities have been built around small scale agriculture. With the drying out of Lake Faguibine, those water dependent activities are no longer relevant. Women have developed their own adaptive strategies based on newly emerged forest resources in the former lake area (e.g. charcoal production). However, women are hindered from realizing the potential of these new activities. This is due to loss of person power in the household, unclear access to natural resources, lack of knowledge and financial resources. Lack of power to influence decision at the household and community levels as well as limited market opportunities for women are additional factors. Even though women’s vulnerability is increasing in the short term, over the long term the emerg
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Evaluation of the pollution load discharged at an upstream industry – Egypt – and methods for its reduction - El-Dars, Farida M. S. E.; Mohammed, Hussein A.; Farag, A.B. (Water Science and Technology, 2011)
Oil exploration in Egypt is a major contributor to the national Gross Domestic Product (GDP). With 50-65% of the oil resources located in the Gulf of Suez (GoS) region, the impact of such activity upon the region's water environment and its quality cannot be overlooked because of the volume of effluent generated. The objective of this study (September 2000-September 2001) was to assess the impact of a 650,000 barrels/day (bl/d) (100,000 m3/d) effluent arising from a major oil exploration site located south of GoS upon the local water environment. Another objective was to identify the pollutant contents amenable for reduction relative to the new Egyptian regulations. This was achieved by the characterization of the main contributing streams and the identification of the final effluent parameter constraints relative to the type of injection waters used. Subsequent investigations for the reduction of these contents were conducted on site and the results obtained are reviewed herewith.
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Overweight and Obesity among Adolescent School Students in Mansoura, Egypt - El‐Gilany, Abdel‐Hady; El-Masry, Ragaa (Childhood obesity, 2011)
Childhood ObesityVol. 7, No. 3 Overweight and Obesity among Adolescent School Students in Mansoura, EgyptAbdel-Hady El-Gilany and Ragaa El-MasryAbdel-Hady El-GilanySearch for more papers by this author and Ragaa El-MasrySearch for more papers by this authorPublished Online:20 Jun 2011https://doi.org/10.1089/chi.2011.0008AboutSectionsPDF/EPUB Permissions & CitationsPermissionsDownload CitationsTrack CitationsAdd to favorites Back To Publication ShareShare onFacebookTwitterLinked InRedditEmail FiguresReferencesRelatedDetailsCited byScreen time increases overweight and obesity risk among adolescents: a systematic review and dose-response meta-analysis28 June 2022 | BMC Primary Care, Vol. 23, No. 1Nutritional status and high adherence to the Mediterranean diet in Colombian school children and teenagers during the COVID-19 pandemic according to sex13 July 2021 | Journal of Nutritional Science, Vol. 10Prevalence of overweight and obesity and associated factors in school children and adolescents in a medium-sized Brazilian cityClinics, Vol. 73 Volume 7Issue 3Jun 2011 Information©2011 by Mary Ann Liebert, Inc.To cite this article:Abdel-Hady El-Gilany and Ragaa El-Masry.Overweight and Obesity among Adolescent School Students in Mansoura, Egypt.Childhood Obesity.Jun 2011.215-222.http://doi.org/10.1089/chi.2011.0008Published in Volume: 7 Issue 3: June 20, 2011PDF download
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Modernization of Education in Egypt: The Liberal Movement Towards Dewey’s Ideas - Elnagar, Abdelhady; Krugly‐Smolska, Eva (Comparative and international education, 2011)
This paper traces, from a historical perspective, the acceptance of the educational ideas of John Dewey (1859-1952) in Egypt in context of its earlier and ongoing efforts to modernize the education system. It first discusses the different political, educational, and social factors that might have facilitated the acceptance of Dewey‘s educational ideas in Egypt. Then it discusses the ways through which Dewey‘s educational ideas reached into Egypt, including establishment of European and American schools in Egypt, sending educational missions to Europe and the USA, and translation of works of western intellectuals into Arabic. It also discusses the adoption of Dewey‘s ideas by many Egyptian educationists. The study focuses on Al-Qabbani (1898-1963), the progressive thinker and Minister of Education in Egypt, and shows the extent to which his educational ideas agreed with Dewey‘s educational philosophy. Finally, the study explores the application of some of Dewey‘s progressive educational ideas in Egypt. Cet article retrace, de par le biais d‘une analyse historique, l‘acceptation des idées éducatives de John Dewey (1859-1952) en Égypte dans le but de moderniser l‘intégralité du système éducatif du pays. Il discute tout d‘abord les différents facteurs politiques, éducatifs et sociaux qui peuvent avoir facilités l‘acceptation de ces idées éducatives en Égypte. Il se concentre ensuite sur les différents chemins au travers desquels les idées de Dewey se sont insérées dans le contexte égyptien, tel que la création d‘écoles européennes et américaines, l‘envoi de missions éducatives en Europe et aux États- Unis et la traduction d‘écrits d‘auteurs occidentaux en langue arabe. L‘article discute également de l‘adoption des idées de Dewey de la part de beaucoup d‘éducateurs égyptiens. Il se concentre surtout sur l‘intellectuel progressiste et Ministre d‘Éducation Égyptien Al-Qabbani (1898-1963) et montre ses liens étroits avec la philosophie éducative de Dewey. En conclusion, cet écrit explore la mise en pratique de quelques unes des idées éducatives progressistes de Dewey dans le contexte égyptien.
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A survey of mental skills training among South African field hockey players at tertiary institutions : sport psychology - Eloff, Maryke; Monyeki, M.A.; Grobbelaar, Heinrich W. (African Journal for Physical, Health Education, Recreation and Dance, 2011)
The aims of the study were to determine student field hockey players' perceived need for Mental skills training (MST), and their perceptions regarding their ability to prepare psychologically for matches, as well as to compile a general profile of their psychological skills for the total group and by gender. A total of 197 (91 men and 106 women) South African field hockey players at tertiary institutions who participated in the University Sport of South Africa (USSA) tournament, took part in the study. The subjects completed two standardised sport psychological questionnaires (the Psychological Skills Inventory (PSI) and the Ottawa Mental Skills Assessment Tool-3 (OMSAT-3). Descriptive statistics, t-tests and frequency analyses were calculated using SPSS for Windows (Version 3.1). The results from the PSI questionnaire showed poor values for skills such as goal directedness, activation control, maintaining self-confidence, concentration and imagery among the total group. Significant gender differences in which the male subjects performed better than the females were observed for concentration, achievement motivation and activation control. The highest mean scores on the OMSAT-3 were found for goal setting, self-confidence and commitment. Significant gender differences were observed for goal setting and commitment (in which the females performed better than the males), whilst the males fared better than the females in stress reaction. The participants in the study perceived MST as an important tool to enhance performance in field hockey. From these results, it can be recommended that sport psychologists and other role players in field hockey pay more attention to the development and implementation of MST programmes.
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Enhancing Africas Environmental Management: Integrated Pest Management for Minimization of Agricultural Pesticides Pollution - Eneh, Onyeenekenwa Cyprian (Research Journal of Environmental Sciences, 2011)
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Sexual behavior and condom use in female students in Dar-es-Salaam, Tanzania: differences by steady and casual partners. - Es, Maswanya; Moji, Kazuhiko; Aoyagi, Kiyoshi; Takemoto, Tai‐ichiro (PubMed, 2011)
In Tanzania female youth are increasingly becoming at greater risk of sexually transmitted HIV infection, whereby more than 80% cases occur through un-protected sex. The objective of this study was to examine related-factors which influence female students to have risky sexual contacts with casual partners including condom use and sex with sugar daddies.A cross section study involving face-to-face interview was conducted regarding sexual behavior among 219 sexually-debuted female students aged between 18 and 24 years who were attending high schools and colleges in Dar-es-salaam, Tanzania.Eighty-three percent had at least one boyfriend in the past 12 months, 57% had engaged in sex with a "sugar daddy", and 24% had engaged in sex with a casual partner other than a sugar daddy. Sixty-nine percent had ever used a condom, and 66% had used a condom during their most recent sexual encounter. Thirty-two percent reported always using a condom during sex with their boyfriends, whereas only 2% always used a condom with a sugar daddy. Decision-making about condom use during sex with boyfriends was made by couples together (48%) or by the girls alone (34%), whereas the decision during sex with a sugar daddy was predominantly made by the male partner (79%). Data were analyzed using Statistical Package for Social Sciences (SPSS) version 9.5 for frequencies, cross-tabulations and chi-squired test and statistical significance set at p<0.05.The study highlighted risk factors for female students towards HIV infection. Receiving money and/or presents were the major motivations for having sex irrelevant with types of sex partners. Although most female's students disagreed in principle to have sex in exchange for money or presents, sex with sugar daddies was common among female students and was a major risk factor for HIV infection. Based on the findings, recommendations for improvement in prevention programs among female youth within Tanzanian context are discussed.
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Information Needs and Information Seeking Behaviour of Arabic Studies Students in University of Jos, Nigeria - Etubi, Muhammad (2011)
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Religious Typologies and Health Risk Behaviors of African American College Students - Fife, John E.; Sayles, Harlan; Adegoke, AA; McCoy, Jamal; Stovall, Mikeya; Verdant, Claudia (North American Journal of Psychology, 2011)
Research on the impact of religiosity or spirituality on physical and mental health is a topic of increasing significance and interest to scientist in numerous fields. A growing body of work indicates that religiousness is positively related to a number of physical and mental health outcomes among the elderly (Ellison, 1994; Koenig, McCullough, & Larson, 2001; Powell, Shahabi, & Thoresen, 2003). Research has prominently shown that religion and spirituality can have an influence on human health and behavior (Cole & Pargament, 1999; Dein & Stygal, 1997; Koenig & Perez, 1998; Pargament, Smith, Koenig & Perez, 1998). Research has also indicated a positive relationship between religious attendance or religious membership and physical activity (Merill & Thygerson, 2001; Oleckno & Blacconiere, 1991; Wallace & Forman, 1998). These physical activities included seatbelt use, walking, and strenuous exercise. Other studies have found a relationship between religiosity and healthy dietary habits, with dietary habits defined as fruit and vegetable consumption. (Lytle et al. 2009; Neumark-Sztainer, Story, Perry, & Casey, 1999); Waite, Hawks & Gast, 1999; Wallace & Forman, 1998). Religion is often defined as an organized system of beliefs, practices, rituals and symbols designed (a) to facilitate closeness to the sacred or transcendent (God, higher power, or ultimate truth/reality), and (b) to foster an understanding of one's relationship and responsibility to others in living together in a community (Koenig et al., 2001). Spirituality, however, is seen as more of a personal quest for understanding answers to ultimate questions about life, about meaning, and about a relationship to the sacred or transcendent, which may (or may not) lead to the development of religious rituals and the formation of community (Koenig et al., 2001). Religion is an important, but often overlooked factor that may be tied to college students' behavioral health. Although college students report lower levels of religiousness than the general population, most still endorse being religious. In a national survey, approximately 77% of college students reported being members of a church, synagogue, or campus religious group. In addition, 80% of college students reported that religion is to them (Gallup & Bezilla, 1992). Religion is deeply rooted in traditional African American culture. Throughout much of American history, religious institutions have occupied an position in the African American community and studies have reported that a majority of African Americans are affiliated with a religious denomination (Taylor, Ellison, Chatters, Levin, & Lincoln, 2000). The overarching role of religion in the lives of African Americans is a vehicle used to speak to issues of oppression and the quest for liberation, love, hope, and justice (Anderson & Black, 1995). Religiousness may be a factor to target in an effort to reduce underage drinking among college students. Wechsler, Davenport, Dowdall, Moeykens, and Castillo (1994) reported that college students who stated that participating in religious activity was all important to their lives had a significantly higher likelihood of binge drinking than students for whom religion was at least somewhat important. In a longitudinal study, Wills, Yaeger, and Sandy (2003) found that religiousness buffers against adolescent substance use. There has also been a consistent inverse relationship reported between alcohol use and both frequency of service attendance (Adlaf & Smart, 1985; Hadaway, Elifson, & Petersen, 1984) and importance of religion (Jessor, Chase, & Donovan, 1980). College students who drink lightly or infrequently cite religious beliefs as one of the reasons why they do not drink heavily (Slicker, 1997). In a study investigating college students' reasons for not drinking, Strawser, Storch, Geffken, Killiany, and Baumeister (2004) found that an increase in religious faith was associated with a decrease in the likelihood of alcohol problems. …
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Linking public health training and health systems development in sub-Saharan Africa: Opportunities for improvement and collaboration - Fonn, Sharon (Journal of Public Health Policy, 2011)
openalex: W2029848362 mag: 2029848362
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Quality considerations in midwifery pre-service education: Exemplars from Africa - Fullerton, Judith T.; Johnson, Peter; Thompson, Joyce Beebe; Vivio, Donna (Midwifery, 2011)
this paper uses comparisons and contrasts identified during an assessment of pre-service education for midwives in three countries in sub-Saharan Africa. The purpose of the paper is to stimulate discussion about issues that must be carefully considered in the context of midwifery educational programming and the expansion of the midwifery workforce. a mixed qualitative and quantitative participatory assessment was conducted in Ethiopia, Ghana and Malawi, in the context of a final review of outcomes of a USAID-funded global project (ACCESS). Quantitative surveys were distributed. Individual and focus group interviews were conducted. participants included key informants at donor, government and policy-making levels, representatives of collaborating and supporting agencies, midwives and students in education programmes, and midwives in clinical practice. information is presented concerning the challenges encountered by those responsible for midwifery pre-service education related to issues in programming including: pathways to midwifery, student recruitment and admission, midwifery curricula, preparation of faculty to engage in academic teaching and clinical mentorship, modes of curriculum dissemination and teaching/learning strategies, programme accreditation, qualifications for entry-into practice and the assessment of continued competence. quality issues must be carefully considered when designing and implementing midwifery pre-service education programmes, and planning for the integration of new graduates into the health workforce. These issues, such as the availability of qualified tutors and clinical teachers, and measures for the implementation of competency-based teaching and learner-assessment strategies, are particularly relevant in countries that experience health manpower shortages. this review highlights important strategic choices that can be made to enhance the quality of pre-service midwifery education. The deployment, appropriate utilisation and increased number of highly qualified midwifery graduates can improve the quality of maternal and newborn health-care service, and reduce maternal and newborn mortality.
openalex: W1965490898 mag: 1965490898
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Policy Review on Adult Learning: The Adult Non-formal Education Policy of Mali, West Africa - Gadio, Moussa (Adult Learning, 2011)
This article covers the issue of policy development on adult learning in Mali, West Africa. On January 2007, the Malian government adopted a policy document termed Adult Non-formal Education Policy Document. The document was intended to regulate the adult learning sector and federate the actions of policy makers, adult education providers, and adult learners. The purpose of this article is to critically review the policy document, highlighting its strengths and weaknesses. The article first depicts the context in which the policy was initiated and developed. Later on, it discusses the policy's effect on adult education practice, its limits, and its implication for the future of the field in Mali. Evolution of Adult Education in Mali: Why a Policy? Various terminologies are used to refer to the field of adult education such as literacy, andragogy, continuing education, non-formal education, popular education, adult education, lifelong education, and many more. Until the 1990s, some countries have rather stressed literacy, the acquisition of reading, writing, and numeracy skills. This activity was widespread in countries that had a very high rate of illiteracy. Meanwhile, other countries stressed continuing education through the skill development of working adults (Merriam & Brockett, 2007). The terminology of non-formal education was later used to refer to remedial educational opportunities beyond the formal school arena (Coombs & Ahmed, 1974). The concept of adult education stressing a larger dimension of learning opportunities for adults became popularized and internationalized through the UNESCO conference on adult education in 1976 (Torres, 1990). That definition was clarified further during the fifth edition of the International Conference on Adult Education (CONFINTEA) in 1997 to include all dimensions of learning opportunities for adults in all settings. CONFINTEA is the international adult education forum held by UNESCO every twelve years since 1949. As in many African countries, the concept of adult education is not widespread in Mali. The terminologies of literacy and non-formal education are often used when referring to adult education. The first literacy programs in Mali started in 1962, just a couple of years after the country got its independence (Ministry of Education and Literacy, 2007). From 1962 to 1990, literacy activities were carried out through several programs that were experimental and low in scale. Those programs related to the needs of the young country to undertake mass literacy initiatives. An important step was reached in the 1990s when the national context was influenced by the shift to democracy which saw the rapid growth of civil society organizations and their involvement in literacy. The same era was marked by UNESCO's Education For All conference in Jomtien, Thailand in 1990, setting an international agenda for adult education. The need for developing a policy document on adult learning became pressing in the year 2000. This movement was favored by both the national and international contexts. In the national arena, Mali moved to democracy and a decentralization era which called for reforms in several sectors including education. The Education Orientation Act and the Ten-Year Educational Development Program, both adopted in 1999 introduced the notion of adult nonformal education, which was supported by both technical and legislative organizations of adult education (African Platform for Adult Education, 2008; Doucoure & Diarra, 2006). The Poverty Reduction Strategy Documents adopted in 2002 and 2007 recognized the link between the low access to education among the population and poverty and the need to reorganize the adult learning sector (Ministry of Education and Literacy, 2008). The need for a policy to regulate adult learning was also inspired by the international agenda. Mali engaged in the Millennium Development Goals (MDG) and the Educational For All (EFA) frameworks adopted by the United Nations and UNESCO in 2000, which, among other objectives, stressed the need for improved adult education opportunities. …
openalex: W2120578407 mag: 2120578407
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Screening and resistance of traditional and improved cultivars of rice to drought stress at Badeggi, Niger State, Nigeria - Gana, AS (Agriculture and biology journal of North America (Print), 2011)
One hundred and nine rice varieties were screened for drought to select promising varieties for hybridization programs and to be used in drought prone environments. The experiment was conducted in an open screen house in non- rainy days. The test entries were laid out in a randomized complete block design replicated three times. They were planted in a single row of 5 m each spaced at 20x20 cm. The plants were watered for 21 days before the stress was imposed. Leaf rolling score was taken at 18 days of water stress. Drought score was recorded at 28 days of water stress and 7 days after reapplication of water to access recovery. Result indicated that most varieties had scores between 4-6 that is at susceptible level. Two varieties had score of 2 and eight had score of 3. At 28 days of stress Danboto had a score of 4 and was better than other varieties. Thirteen entries could be selected for both drought tolerance and recovery. Danboto a local variety was the best variety with drought score of 4 and recovery score of 2. These entries were expected to provide higher yields after severe drought than those entries with high susceptibility.
openalex: W2302924784 mag: 2302924784
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Developing literacy among young learners in Mauritius through a context based approach - Gangadeen, A. Aruna; Goburdhun, Seema (HAL (Le Centre pour la Communication Scientifique Directe), 2011)
openalex: W4298559188
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Spatial and temporal assessment of drought in the Northern highlands of Ethiopia - Gebrehiwot, Tagel; Veen, A. van der; Maathuis, B.H.P. (International journal of applied earth observation and geoinformation, 2011)
With the development of global changes, researchers from all over the world increasingly pay attention to drought detection, and severe droughts that may have resulted from climate change. In this paper, spatial and temporal variability of drought is evaluated based on precipitation data and remotely sensed images. The standard precipitation index (SPI) and vegetation condition index (VCI) are used to evaluate the spatial and temporal characteristics of meteorological and vegetative drought in Tigray, Northern Ethiopia. Based on the drought critical values of SPI and VCI defining drought, the spatial and temporal extent of droughts in the study area is established. We processed 396 decadal images in order to produce the multi-temporal VCI drought maps. The results of the SPI and VCI analysis reveal that the eastern and southern zones of the study region suffered a recurrent cycle of drought over the last decade. Results further show that there is a time lag between the period of the peak VCI and precipitation values obtained from the meteorological stations across the study area. A significant agreement was observed between VCI values with the current plus last two-months of precipitation. The study demonstrates the utility of the vegetation condition index in semi-arid and arid regions.
openalex: W2132375822 mag: 2132375822
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Re)thinking (trans)formation in South African (higher) education - Grange, Lesley Le (Perspectives in Education, 2011)
In this article I outline two broad sets of changes characterising the South African higher education landscape. The first relates to, among other things, structural changes (such as mergers and incorporations), the reorganisation of teaching programmes (influenced by the mode 2 knowledge), and the introduction of performativity regimes, most notably a quality assurance body for higher education, the Higher Education Quality Committee (HEQC). These changes might be understood as outcomes of forces associated with the ascendancy of neoliberal politics and forces linked to a rapidly changing and globally interconnected world. The second relates to the need to transform higher education in South Africa so as to overcome legacies of apartheid as captured in policies that have been developed to redress past inequalities, including discrimination based on race, gender, sexual orientation and so on. It is in this area in particular that challenges remain, as reflected in the Soudien Report. I suggest in this article that both sets of changes relate to a broader crisis – a crisis of humanism. Moreover, education might be implicated in this crisis. And so I suggest that we might need to (re)think (trans)formation in (higher) education by replacing the term ‘education’ with the term pedagogy, where pedagogy is understood as a transformative event concerned with the person becoming present in context (Todd 2010).
openalex: W197459252 mag: 197459252
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The impact of income shocks on children education: the 1987-1989 locust plague in Mali - Guilbert, Nathalie; Vreyer, Philippe De; Mesplé-Somps, Sandrine (RePEc: Research Papers in Economics, 2011)
This paper estimates the long run impact of a large income shock, by exploiting the regional variation of the 1987-1989 locust invasion in Mali. Using exhaustive Population Census data, we construct birth cohorts of individuals and compare those born and living in the years and villages a ected by locust plagues with other cohorts. We assert that in-utero and early childhood exposure to income shock had a larger negative effects on the probability to go to school than later childhood exposure. Indeed, the proportion of boys born during the shock and who later enrolled at school is reduced by 4.9% if they lived in a community invaded by locusts, and by 3.5% for girls. This impact goes up to 6% for boys and 5% for girls living in rural areas. Concerning the number of years of education and the probability to achieve primary school, no real impact is found for boys while girls who lived in a community a ected by locusts have completed between 0.25 and 0.67 lower grades than if they had lived in another community. Finally, we nd that children living in rural localities and belonging to farmer households appear to have been much more affected than other children, living in urban localities or belonging to cattle breeder or shopkeeper households.
openalex: W2237461342 mag: 2237461342
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Education and Economic Development in Africa* - Gyimah‐Brempong, Kwabena (African Development Review, 2011)
Abstract: This paper uses panel data from two new data sets on educational attainment to investigate the effects of education on several development outcomes in African countries. I find that education has a positive and significant impact on these development outcomes. I also find that different levels of education affect development outcomes differently; for some development outcomes, primary and secondary education may be more important than tertiary education, while for some development outcomes, such as income growth rate, tertiary education may be more important. The results of this paper have implications for development policy in African countries.
openalex: W2158836552 mag: 2158836552
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Use of the library in a teacher's college of education in Botswana : a case study - Gyimah, Michael Wisdom Kwame (2011)
openalex: W1601871551 mag: 1601871551
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Th.G. Sahama's (1910-1983) volcanological and mineralogical studies in Africa: Part i. Expeditions to the Virunga Volcanic Field and petrologicalmineralogical studies on the Nyiragongo volcano - Haapala, Ilmari (Bulletin of The Geological Society of Finland, 2011)
The alkaline lavas of Mt.Nyiragongo in the Virunga Volcanic Field (western branch of the East African Rift), as well as the granitic pegmatites and hydrothermal mineral deposits of eastern and southern Africa, were the main research topics of Professor Th.G.Sahama (University of Helsinki) during thirty years.During several expeditions 1952-1972 to the Virunga Field, Sahama and his team collected large amounts of samples from the foot plane, flank flows, caldera walls, and the lava lake of Mt Nyiragongo, which were studied in Helsinki University and in Brussels.The lavas turned out to be feldspar-free nephelinites, leucitites and melilitites containing as major constituents nepheline, leucite, melilite, kalsilite, and clinopyroxene in varying proportions.The Nyiragongo lavas are more alkaline than the other volcanics of the Virunga Field.Sahama and his team found and described six new silicate minerals from the Nyiragongo lavas: götzenite, combeite, kirschsteinite, trikalsilite, delhayelite, and andremeyerite, some of which locally represent the main constituents of the rocks.Sahama concluded that the Nyiragongo lavas crystallized from mantle-derived magmas without significant crustal contamination.The crustal magma chamber was layered, and the eruption started with melilite nephelinite (bergalite) magmas from the top of the chamber, followed by nepheline leucitite magmas and finally by melilite-leucite nephelinite ("nepheline-aggregate lava") melts.Sahama's studies aroused great international interest among petrologists and mineralogists, which has activated further systematic geochemical, mineralogical and isotopic studies in the area.
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Supporting Adolescent Orphan Girls to Stay in School as HIV Risk Prevention: Evidence From a Randomized Controlled Trial in Zimbabwe - Hallfors, Denise Dion; Cho, Hyunsan; Rusakaniko, Simbarashe; Iritani, Bonita J.; Mapfumo, John; Halpern, Carolyn Tucker (American Journal of Public Health, 2011)
Using a randomized controlled trial in rural eastern Zimbabwe, we tested whether comprehensive support to keep orphan adolescent girls in school could reduce HIV risk.All orphan girls in grade 6 in 25 primary schools were invited to participate in the study in fall 2007 (n = 329). Primary schools were randomized to condition. All primary schools received a universal daily feeding program; intervention participants received fees, uniforms, and a school-based helper to monitor attendance and resolve problems. We conducted annual surveys and collected additional information on school dropout, marriage, and pregnancy rates. We analyzed data using generalized estimating equations over 3 time points, controlling for school and age at baseline.The intervention reduced school dropout by 82% and marriage by 63% after 2 years. Compared with control participants, the intervention group reported greater school bonding, better future expectations, more equitable gender attitudes, and more concerns about the consequences of sex.We found promising evidence that comprehensive school support may reduce HIV risk for orphan girls. Further study, including assessment of dose response, cost benefit, and HIV and herpes simplex virus 2 biomarker measurement, is warranted.
openalex: W2142882239 mag: 2142882239
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Traumatic brain injury in the Gaza Strip: adults and children and their caregiver disability burden. - Hawamdeh, Ziad; Ibrahim, Ameer; Mezher, A A (European Journal of Physical and Rehabilitation Medicine, 2011)
BACKGROUND: Traumatic brain injury (TBI) may lead to long term behavioral, cognitive, physical, mental, social deficits which might influence daily activities of patient and caregiver. AIM: To determine the disability aspects and its levels among patients with TBI and their caregivers in Gaza Strip. DESIGN: Cross section study with analytic descriptive structure. SETTING: El-Wafa Medical Rehabilitation and Specialized Surgery Hospital in Gaza Strip in the period between 2000 to 2007. POPULATION: A convenience sampling strategy was used to obtain one hundred patients with TBI and their caregivers. METHODS: On-site visits were arranged with all participants to collect data about their functional outcome measures. These measures included: 1) Functional Independence Measurement (FIM); and 2) Disability Rating Scale (DRS) to evaluate the functional independence level and the degree of disability of patients with TBI respectively; 3) Community Integration Questionnaire (CIQ) to evaluate the degree of community integration of caregivers. RESULTS: The worst performance of patients with TBI according to FIM was recorded in bowel and bladder control (40.1% and 35.8% respectively) while the DRS questionnaire revealed that employability established the area of greatest disability for patients with TBI (69.33%). In CIQ the greatest burden on caregivers was noted in productivity, social integration, and home integration with weight means equal 50.00%, 51.67% and 56.00% respectively. CONCLUSIONS: Both patients with TBI and their caregivers reported high level of disability burden. Caregivers showed low level of community integration in the society due to caring patients with TBI. Clinical Rehabilitation Impact. This study enhances the responsible rehabilitation organizations (governmental, non-governmental and international) to improve the provided health services to patients with TBI and their caregivers and advocates these individuals' rights. Language: en
openalex: W2301644568 mag: 2301644568
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Predicting Parental Home and School Involvement in High School African American Adolescents - Hayes, DeMarquis (The High School Journal, 2011)
Predictors of parental home and school involvement for high school adolescents were examined within two groups of urban African American parents from various socioeconomic levels. Home involvement was defined as parent-adolescent communication about school and learning, while school involvement was defined in terms of parent attendance and participation in school events. Parental demographic variables, educational aspirations for their adolescents, and perceptions of teacher support were examined to determine how they predicted home and school involvement. In the first group, comprised of generally lower socioeconomic parents, educational aspirations predicted home involvement while educational aspirations, parent education, and perceived teacher support predicted school involvement. For the second group, composed of generally higher socioeconomic parents, educational aspirations and perceived teacher support predicted home involvement. Surprisingly, none of the context variables significantly predicted school involvement in African American parents from higher socioeconomic levels. Implications and directions for future research are discussed.
openalex: W1994669984 mag: 1994669984
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African American Students in Counselor Education Programs: Perceptions of Their Experiences - Henfield, Malik S.; Owens, Delila; Witherspoon, Sheila (Counselor Education and Supervision, 2011)
The authors explored 11 African American doctoral students' perceptions of their experiences in counselor education programs, and their findings are presented. Using a phenomenological methodological framework, the authors investigated the various systems of support that students use as they navigate their respective programs. Human agency was the theoretical framework for this study, and 4 themes emerged from the data: assertiveness, more experienced African American students, race‐based organizations, and personal and professional care from advisors. Implications for students and counselor education programs are discussed.
openalex: W4251712864
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Immigration and resiliency: unpacking the experiences of high school students from Cape Verde and Ethiopia - Hersi, Afra Ahmed (Intercultural Education, 2011)
This article explores the complex factors, both individual and social, that contribute to the resiliency and academic achievement of six adolescent African immigrant students from Cape Verde and Ethiopia who were enrolled in a small high school in the United States. The school was designed specifically for recent adolescent immigrant students. Using an in-depth qualitative case study research design, this study provides insight into the educational and social issues confronted by these students and the factors that contributed to their resiliency. The competencies and social capital that students acquired in school and at home were major contributing factors to their resilience and academic achievement. Findings show that these students had a supportive social network of family and friends who had encouraged them to succeed in school and provided mentoring, and material and social resources that helped them to succeed. In addition, teachers encouraged and engaged the students by having high expectations and connecting them to the curriculum in meaningful ways.
openalex: W2066214176 mag: 2066214176
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Climate change and predicted trend of fungal keratitis in Egypt - Hussein, A. Saad; Mofty, H.M. El; Hassanien, M.A. (Eastern Mediterranean Health Journal, 2011)
‫امل‬ ‫باحلاالت‬ ‫اخلاصة‬ ‫املعطيات‬ ‫عت‬ ُ ‫ج‬ ‫وقد‬ ‫الفرتة.‬‫لنفس‬ ‫املناخية‬ ‫بالسجالت‬ ‫وارتباطه‬ ‫مرص،‬ ‫يف‬ ‫الكربى‬ ‫القاهرة‬ ‫يف‬ ‫بالفطريات‬ ‫للقاهرة‬ ‫والرطوبة‬ ‫اجلوي‬ ‫الغالف‬ ‫حرارة‬ ‫درجات‬ ‫وجعت‬ ‫القاهرة،‬ ‫جامعة‬ ‫مستشفى‬ ‫يف‬ ‫العيون)‬ ‫(طب‬ ‫الرمد‬ ‫أقسام‬ ‫سجالت‬ ‫من‬ ‫بالفطريات‬ ‫قرنية‬ ‫يف‬ ‫بالفطريات‬ ‫القرنية‬ ‫بعدوى‬ ‫النسبي‬ ‫ُر‬ ‫التوات‬ ‫يف‬ ‫هبا‬ ‫يعتد‬ ‫زيادة‬ ‫هناك‬ ‫أن‬ ‫اإلحصائي‬ ‫التحليل‬
openalex: W4319308496
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Imperatives of Virtual Library Services on the Quality of Teaching, Learning and Research for Students in Nigerian Universities - Ibenne, Samuel Kelechukwu; Dorodolu, O. (2011)
openalex: W3006195530 mag: 3006195530
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Histopathological review of solid tumours in neonates at University of Benin Teaching Hospital, Benin City, Nigeria. - Igbe, AP; Akhiwu, WO; De, Obaseki; Eze, GI (PubMed, 2011)
A retrospective analysis of solid tumours in children less than 28days old over a 31 year period (1978-2008) was carried out at University of Benin Teaching Hospital (UBTH) to determine the incidence and histological patterns of such tumours. A total of 17 cases were seen during the study period: 16 cases (9 in males and 7 in females) were benign and 1 was malignant and it was recorded in the male gender. Vascular tumours (n=9), granular cell tumours (n=4), teratomas (n=2) and myxofibroma (n=1) were the histological types of benign tumours seen. The only malignant tumour encountered was a rhabdomyosarcoma. Head and neck was the commonest location of the tumours and most cases presented within 2 weeks of birth.
openalex: W2403614737 mag: 2403614737
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RELATIONSHIP BETWEEN KNOWLEDGE OF REPRODUCTIVE HEALTH AND CONTRACEPTIVE USE AMONG TERTIARY INSTITUTIONS STUDENTS IN NIGER STATE - Isa, Abubakar (2011)
A THESIS SUBMITTED TO THE POSTGRADUATE SCHOOL, AHMADU BELLO UNIVERSITY IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD OF MASTER IN HEALTH EDUCATION DEPARTMENT OF PHYSICAL AND HEALTH EDUCATION FACULTY OF EDUCATION, AHMADU BELLO UNIVERSITY, ZARIA JUNE 2011
openalex: W3121634091 mag: 3121634091
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I am an African, I speak an African language: Cultural dimensions of African development and learning from others - Israel, Hilda (International Journal of African Renaissance Studies, 2011)
ABSTRACT I am an African. I speak an African language. Ngingum-Afrika. Ngikhuluma izilimi zase-Afrika. (isiZulu) Ndingum-Afrika. Ndithetha ulwimi lwase-Afrika. (isiXhosa) Mimi ni mAfrika. Nazungumza lugha ya waAfrika. (Swahili) The sense of pride inherent in this statement belies the challenge that African languages face today. Multilingualism in African languages is not seen as a rich resource when confronted by the economic clout of English. A compromise is needed – one where the value of indigenous languages and that of English is recognised. A trained translator and interpreter is one such compromise, becoming the key link between African development and African achievement. For the non-English speaker, this link would enable understanding and, through it, knowledge and empowerment. With translation and interpretation, knowledge can come to every person at their level of understanding. This article argues that the training of the skilled translator and interpreter in an African language is the critical link in the development and achievement of the disadvantaged African person. Language now becomes a resource, affirming further that it is also language that provides pride in one's identity, hence … I am an African. I speak an African language.
openalex: W2089724482 mag: 2089724482
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Homozygosity mapping in 64 Syrian consanguineous families with non-specific intellectual disability reveals 11 novel loci and high heterogeneity - Jamra, Rami Abou; Wohlfart, Sigrun; Zweier, Christiane; Uebe, Steffen; Priebe, Lutz; Ekici, Arif B.; Giesebrecht, Susanne; Abboud, Ahmad; Khateeb, Mohammed Ayman Al; Fakher, Mahmoud; Hamdan, Saber; Ismael, Amina; et al. (European Journal of Human Genetics, 2011)
Non-specific intellectual disability of autosomal recessive inheritance (NS-ARID) represents an important fraction of severe cognitive dysfunction disorders. To date, only 10 genes have been identified, and further 24 linked-ARID loci have been reported, as well as others with suggestive linkage. To discover novel genes causing NS-ARID, we undertook genome-wide homozygosity mapping in 64 consanguineous multiplex families of Syrian descent. A total of 11 families revealed unique, significantly linked loci at 4q26-4q28 (MRT17), 6q12-q15 (MRT18), 18p11 (MRT19), 16p12-q12 (MRT20), 11p15 (MRT21), 11p13-q14 (MRT23), 6p12 (MRT24), 12q13-q15 (MRT25), 14q11-q12 (MRT26), 15q23-q26 (MRT27), and 6q26-q27 (MRT28), respectively. Loci ranged between 1.2 and 45.6 Mb in length. One family showed linkage to chromosome 8q24.3, and we identified a mutation in TRAPPC9. Our study further highlights the extreme heterogeneity of NS-ARID, and suggests that no major disease gene is to be expected, at least in this study group. Systematic analysis of large numbers of affected families, as presented here, will help discovering the genetic causes of ID.
openalex: W2072620692 mag: 2072620692
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Learning the cartography of terror: South African literature in the post-9/11^1American^2classroom - Jayawardane, M. Neelika (Social dynamics, 2011)
9/11 was the day the ‘West’ became aware of Third-World Others’ increased mobility, leading national governments to use the risk of terror as currency in political processes of increasing ‘security’ via amplified surveillance. Coupling the narratives of my own experiences in the United States and South Africa with an examination of the work of South African-born writers Ishtiyaq Shukri and Imraan Coovadia gave me an entry-point for beginning a conversation about how nations behave under perceived threat, projecting terror onto the bodies of the Other. Coovadia and Shukri explicitly link apartheid-era legislation aimed at categorisation and containment with the events following the September 11 2001 attacks on US landmarks, where we saw ‘western’ nations similarly attempt to immobilise threatening Dark Bodies. For me, as a professor of postcolonial and transnational work, whose passport, life experiences and scholarship have been stamped by the political decisions subsequent to 9/11, this tangential entry – employing syllabi focused on apartheid-era South Africa in order to reflect on September 11 2001 and the subsequent effects of the War on Terror – was the way I could participate in my US students’s understanding of citizenship, constitutional rights and engagement within our nation. Beginning with our desire for (and simultaneous terror of) the Other, we learn how to use our critical faculties to shift that desire/terror towards discovering ways to converse with Otherness, thereby interrupting the legal and the epistemological imperative to ‘map’ and categorise Threatening Bodies.
openalex: W2087003713 mag: 2087003713
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The prevalence of serum immunoglobulin g antibody to Chlamydia trachomatis in subfertile women presenting at the university of port harcourt teaching hospital, Nigeria. - Jeremiah, Israel; Okike, Ola; Akani, Chris (PubMed, 2011)
This study was undertaken to assess the prevalence of IgG antibody to Chlamydia trachomatis in subfertile patients at the University of Port Harcourt Teaching Hospital and to determine associated factors between this and infertility.This case controlled study was conducted among 100 women presenting for infertility consultation at the University of Port Harcourt Teaching Hospital. One hundred women with normal intrauterine pregnancies attending the antenatal clinic were used as controls. A questionnaire was used to obtain information on their socio-demographic data, sexual and obstetric history administered to them. 2mls of venous blood was collected, labelled and sent to the laboratory. The presence of IgG antibody to Chlamydia trachomatis was determined. Hysterosalpingography was performed on all infertile women to assess tubal patency. Data management was with SPSS 15.0 for Windows(®) statistical software.The mean age of the subjects was 30 ± 3.1 years, median parity 0.5 and average life time sexual partner 3.7 ± 2.8. All the participants in the study were married. 62% of subjects had tertiary education. The Chlamydia trachomatis IgG antibody prevalence in the subfertile population was 74% and 51% in the control group, P<0.001. Tubal occlusion occurred in 58 (78.4%) of cases positive for chlamydia antibody. Pelvic inflammatory disease and mucopurulent discharge were the most common presentating symptoms among Chlamydia antigen positive infertile women, P<0.001. There was an association between subfertility and the number of life time sexual partners. There was an association between subfertility and non usage of condoms.The prevalence IgG antibody to Chlamydia trachomatis was significantly higher in women with subfertility compared to women with proven fertility. There was a strong association between Chlamydia antibody positivity and tubal occlusion. In a resource-poor country such as Nigeria, enzyme immunosorbent assay for chlamydial IgG antibodies may be substituted for HSG for the detection of tubal occlusion.
openalex: W2145064548 mag: 2145064548
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Catholic schools in English speaking Cameroon and their educational outcomes - Jum, Joseph (2011)
Whilst the main purpose of education is a matter for political debate, there is broad consensus that it is about the acquisition of knowledge and understanding, the development of responsible attitudes and the preparation of young people for later life and wider society (Bigger and Brown, 1999). Thus, schools, as the places where the majority of young people are formally educated (McGilchrist et al., 2004), are concerned with more than just the acquisition of knowledge. Their ultimate objective in a democratic society must be to facilitate the social, academic and identity development of young people (Verma and Pumfrey, 1988) while contributing to their personal and collective happiness (Noddings, 2003). Using a cross-sectional, mixed-methods approach with 10 secondary schools from three main school types, this study investigates how well Catholic schools in English speaking Cameroon are achieving these educational outcomes for their students. The results show that even though Catholic schools have had a longstanding reputation for achieving the highest overall academic attainment, Presbyterian schools have recently performed better on this measure. The cluster of Catholic schools which have consistently produced outstanding results have perhaps perpetuated theperception that Catholic schools are still the highest performing. Catholic schools appear to fare better than ‘government’ and ‘lay private’ schools at promoting non-academic outcomes such as nurturing the spiritual development of pupils, preparing pupils for life after school, promoting the common good of society and promoting community cohesion, but appear to fail to provide to the same extent upward social mobility for poor pupils, which is an important claim for Catholic education in the literature. This research, the first of its kind in Cameroon, should enable the Church and state authorities to engage in a properly informed way in a national debate about the contribution of Catholic schools to the education system and to society. In addition, contrary to the negative literature about faith schools generally, this study shows Catholic education to be fertile ground for cultivating the democratic potential of schools (Parker, 2008) which can only be welcome news in a country enmeshed in corruption and splintered along tribal, cultural and religious lines
openalex: W6990179 mag: 6990179
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Students’ access to digital literacy at a South African university: Privilege and marginalisation - Kajee, Leila; Balfour, Robert J. (Southern African Linguistics and Applied Language Studies, 2011)
Abstract Lifelong learning has become associated with participation in the digital age, affecting everything from access to information technology, to its use in teaching and learning. It is therefore inevitable that educationists turn to digital literacy practices to examine their contribution to, and influence on, learning. This article explores the digital literacy practices of a group of higher education students with minimal previous access to digital resources, as well as how they compensate for uneven access, with a view to examining what they perceive to be challenges and possibilities offered by technology. Thus the article highlights how they are ‘caught-between’ two worlds: the technologicised and non-technologicised. The work is framed by New Literacy Studies, which suggests that literacy is a contextualised practice positioned in relation to social institutions and the power relations that sustain them (Gee, 1996). Emerging themes indicate that students perceive digital practices to have symbolic value, and provide access to cultural capital. View correction statement:Erratum Notes 1 South Africa has 187 649 domains and 3002 websites, compared with Angola, for instance, with 8 domains and 136 websites (Chisholm, 2004). 2 It is a common occurrence at university for students who are not computer literate to pay others to type their assignments. The researcher noted this practice at postgraduate level as well. 3 Lave and Wenger (1996) use the term ‘communities of practice’ to show how individuals bond through activities to establish consensus, create identity, and accomplish goals. 4 The researcher set up an exchange programme through the online component of the class where the students communicated with students at an overseas university in order to practice their writing skills in an authentic context. 5 While the use of e-mail and discussion thread language may be regarded as a corruption of writing skills, because of the non-standard use of the language, Warschauer (in Ancker, 2002: 5–6) argues that the use of language in electronic media should be considered as a different register. The extent to which writing and reading skills actually improved, as opposed to being perceived as improved, was not focused on in this study.
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Prevalence of overweight and obesity among primary school children in Nairobi province, Kenya : : physical activity, health and wellness - Kamau, Jane; Wanderi, Mwangi Peter; Njororai, Wws; Wamukoya, Edwin K. (African Journal for Physical, Health Education, Recreation and Dance, 2011)
The prevalence of childhood overweight and obesity is increasing at an alarming rate worldwide and has implications for a variety of diseases. This has been due to various causes such as poor nutrition, inactivity or both. The purpose of this study was to establish the prevalence of overweight and obesity among primary school children aged 10-15 years in Nairobi province, Kenya. The study was carried out in two phases. A cross-sectional design was used in the first phase to assess the prevalence of overweight and obesity using BMI. The subjects in this phase included 2,620 males and 2,705 females aged 10-15 years in both private and public schools. A classic experimental design which involved an experimental group (48 pupils) and a control group (21 pupils) was then used for the second phase of the study, which involved further assessment of overweight and obesity using bioelectrical impedance analysis and skin fold measures. Data were analysed using percentiles, correlations, paired sample t-tests, independent sample t-tests and one way analysis of variance at 0.05 level of significance. Post hoc tests using Tukey HSD were applied to determine inter-group differences upon obtaining significant F ratios. The results indicated that out of the 1,479 pupils in private schools 103 (6.9%) were obese while 245 (16.7%) were overweight. On the other hand, out of the 3,846 pupils in public schools 62 (1.6%) were obese, while 220 (5.7%) were overweight. Among the 2,620 male subjects, 170 (6.5%) were overweight while 67 (2.6%) of them were obese. The results also showed that out of the total 2,760 female pupils, 295 (10.9%) were overweight while 98 (3.6%) were obese. These results showed that overweight and obesity are prevalent among primary school children aged 10-15 years in Nairobi, Kenya. The results further showed significant differences in body composition between boys and girls (p≤0.05) with female pupils being more susceptible to overweight and obesity as indicated by higher mean BMI scores compared to their male counterparts. The study therefore recommended that similar assessments in other cities of Kenya as well as among the older individuals above 15 years and younger population below 10 years be conducted so as to indicate the big picture of overweight and obesity in Kenya. Additionally the study recommended that studies focusing on the major factors influencing overweight and obesity amongst children in Nairobi province be assessed. This will help in forming the basis for prevention and management of overweight and obesity.
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Extended spectrum β-lactamase-producing Klebsiella pneumoniae and Escherichia coli strains in a pediatric teaching hospital in Egypt - Kholy, Amani A. El; Gomma, Howayda E.; Younan, Maher Y. A.; Thabet, Eman H.; Haleim, Mona M.A.; Anany, Mervat G. El; Hendeya, Ahmed A.S. (Medical Research Journal, 2011)
Objective The aim of this study is to study the prevalence of extended spectrum β-lactamase (ESBL)-producing Escherichia coli (ESBL-E) and Klebsiella pneumoniae (ESBL-K) and the clonality of isolates causing nosocomial infections in our hospital. Materials and methods A cross-sectional study was conducted; clinical isolates of E. coli and K. pneumoniae were screened for ESBL production. In addition, the clonal relationship of nosocomial ESBL-E and ESBL-K was studied by biotyping and antimicrobial susceptibility testing, which was confirmed by pulsed-field gel electrophoresis. Results Of the 5976 clinical specimens (3048 blood, 1296 urine, 924 sputum, 312 pus, 396 other types of specimens) submitted for bacterial culture, a total of 156 E. coli and 300 K. pneumoniae were isolated. ESBL-E and ESBL-K represented 86% and 68.3%, respectively, of the total E. coli and K. pneumoniae. Antimicrobial susceptibility testing to non-β-lactam agents, including amikacin, gentamicin, cotrimoxazole, and ciprofloxacin, for ESBL-E were 75.7%, 79.4%, 19.7%, and 100%, respectively, and for ESBL-K were 66.5%, 42%, 24.3%, and 31%, respectively. Ten (7.5%) of the 134 ESBL-E and 29 (15%) of the 192 ESBL-K proved to be identical by biotyping and antimicrobial susceptibility testing. Pulsed-field gel electrophoresis of the identical isolates revealed two and seven clones, respectively. Conclusion The results of this study suggest the endemicity of ESBL-producing K. pneumoniae and E. coli strains and the dissemination of a plasmid rather than the occurrence of a clonal outbreak during the study period.
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African American College Students Opinions of Media Messages on HIV/AIDS Awareness: Students' Attitudes toward the Disease - Khosrovani, Masoomeh; Desai, Mavur S.; Sanders, Arthur B. (College student journal, 2011)
This study is motivated by other studies conducted at colleges on the HIV/AIDS, particularly ones pertaining to African American students attending HBCUs in the southern region of the country. Although previous studies also focused on the same topic, this study primarily investigates mainly the effect of information dispersed by the media on the students' knowledge and awareness of the HIV/AIDS. The students' level of knowledge is as measured with their perceptions of how media messages have elevated their awareness of this infectious disease. Keywords: HIV/AIDS; immunodeficiency; African American College Students; health communication Introduction The spread of HIV/AIDS on college campuses has been a subject of much research in recent years. Studies show that the number of human immunodeficiency virus (HIV), and acquired immunodeficiency syndrome (AIDS) infections among college students is on the raise due to their risky sexual behaviors (e.g., inconsistent use of condoms and multiple sex partners), mostly under the influence of drugs and alcohol consumption (CDC, 2004; Poulson, R.L., et al., 1995; Hightow, L.B. et al., 2005). The Center for Disease Control and Prevention in 2004 reported an increase of HIV cases among black male college students in North Carolina who had homosexual encounters, named MSM (male having sex with male). The study's participants provided various reasons for their risk-taking sexual behavior. Their initial explanation of such conduct was the lack of sustained, preventive messages targeting young blacks. Other justifications expressed by the participants suggest that they perceived themselves to be immune to the disease and held the belief that their partners' HIV status was determined by their looks and physical characteristics. Johnson, Gilbert, and Lollis in their 1994 study of African American college students with HIV/AIDS and their risk taking sexual behavior, indicated that those infected individuals shown significant deficit in HIV/AIDS awareness, specifically transmission of the HIV virus. According to the above studies, African American college students reported a lack of knowledge about HIV/AIDS to be one major reason for their continuing practice of risky sexual behavior. Thus, it is crucial that the public in general, and youth in particular, become better informed about these insidious diseases. This study examined the role of the media as a primary source of information for disseminating critical knowledge on HIV/AIDS prevention and intervention to young people. In addition, it investigated the young college students' awareness of the disease and their sexual conduct concerning this epidemic. The approach taken in investigating the problem focuses on three elements. First, media involvement in raising the public awareness of HIV/AIDS is insufficient. Secondly, media messages in HIV/AIDS prevention campaigns could broaden young people's knowledge about the epidemic and encourage them to practice safe sex. Thirdly, students practicing unprotected sex put them at risk of becoming infected. This research is significant since it brings knowledge and awareness about HIV/AIDS to college students where the problem can be readily discussed and effectively dealt with is motivated by other studies conducted at colleges on the above issues, particularly ones pertaining to African American students attending HBCUs in the southern region of the country. Therefore, this concept is extended to learn about attitudes concerning this epidemic by other students' attending another HBCU. Although previous studies also focused on the same topic, this study investigates mainly the effect of information dispersed by the media on the students' knowledge and awareness toward HIV/AIDS. The students' level of knowledge is as measured together with their perceptions of how media messages have elevated their awareness about this infectious disease. …
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Designing and Usage of a Low-cost Penile Model for Male Medical Circumcision Skills Training in Rakai, Uganda - Kigozi, Godfrey; Nkale, James; Wawer, Maria J.; Anyokorit, Margaret; Watya, Stephen; Nalugoda, Fred; Kagaayi, Joseph; Kiwanuka, Noah; Mwinike, Joshua; Kighoma, Nehemiah; Nalwoga, Grace Kigozi; Nakigozi, Gertrude; et al. (Urology, 2011)
To describe the designing and usage of a locally made low-cost penile model used for male medical circumcision (MMC) skills training.The Rakai MMC training team has experienced a number of challenges during conduct of MMC skills training, one of which was the lack of a model to use for MMC skills training. To address this challenge, the Rakai MMC skills training team has designed and developed a low-cost penile model for use in MMC skills training.The model has been successfully used to demonstrate external penile anatomy, to describe the biological mechanisms through which male circumcision (MC) prevents HIV acquisition, and for demonstration and practice of the MMC procedures.With an initial cost of only $10 and a recurrent cost of $5, this is a cost-efficient and useful penile model that provides a simulation of normal penile anatomy for use in MC training in resource-limited settings. It has also been used as a visual aid in preoperative education of patients before receiving male circumcision. The model can be improved and scaled up to develop cheaper commercial penile models.
openalex: W2051091903 mag: 2051091903
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Role of higher education in promoting inclusive education : Kenyan perspective - Kochung, Edwards J. (Journal of Emerging Trends in Educational Research and Policy Studies, 2011)
Higher education is a process of imparting knowledge and skills to individuals and empowers them to; participate in development, decision making and democratic process. Effective education takes place when students are able to participate fully and benefit from that education. Higher education in Africa has been perceived as a privilege of the few intellectuals or the rich and therefore those with disabilities are denied accessibility. Currently less than 1% of people with disability in Africa have access to higher education and success of this small portion of the population is limited. Persons with disabilities are unable to access higher education due to barriers outside the institutions and those within. Such barriers include narrowly-defined set of legibility criteria, negative attitude, and inaccessible environments. Inclusive education approach is instrumental in addressing these barriers in order to open higher education for students with disabilities and all those who are currently denied access on racial, ethnic, health, linguistic and cultural grounds. The purpose of this paper is to examine the role of higher education in promoting inclusive education in African with a specific case in Kenyan context.
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Students' and teachers' perceived difficultties with Senior High School economics topics in Central Region,Ghana - Kwaah, Christopher Yaw (2011)
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Education and economic growth : the Nigerian experience - Lawal, Nurudeen (Journal of Emerging Trends in Economics and Management Sciences, 2011)
The paper considers the relation that is established between education and economic growth in Nigeria. Education is seen here as representing one of the primary components of human capital formation, which is an important factor in modeling the endogenous growth. Human capital is essentially important in achieving a sustainable economic growth; however, the greatest contribution is accomplished through investment in the quality and quantity of education. Time series data were collected between 1980 and 2008, and ordinary least squares technique was used to estimate the model. It was discovered that education investments have direct and significant impact on economic growth in Nigeria. It was therefore recommended that government at all levels should increase their funding on different segments of education in the country.
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The University in Africa and Democratic Citizenship. Hothouse or Training Ground - Luescher, Thierry M. (2011)
Whether and how higher education in Africa contributes to democratisation beyond producing the professionals that are necessary for developing and sustaining a modern political system, remains an unresolved question. This report, then, represents an attempt to address the question of whether there are university specific mechanisms or pathways by which higher education contributes to the development of democratic attitudes and behaviours among students, and how these mechanisms operate and relate to politics both on and off campus. The research contained in this report shows that the potential of a university to act as training ground for democratic citizenship is best realised by supporting students' exercise of democratic leadership on campus. This, in turn, develops and fosters democratic leadership in civil society. Thus, the university's response to student political activity, student representation in university governance and other aspects of extra-curricular student life needs to be examined for ways in which African universities can instil and support democratic values and practices. Encouraging and facilitating student leadership in various forms of on-campus political activity and in a range of student organisations emerges as one of the most promising ways in which African universities can act as training grounds for democratic citizenship. The project on which this report is based forms part of a larger study on Higher Education and Democracy in Africa, undertaken by the Higher Education Research and Advocacy Network in Africa (HERANA). HERANA is coordinated by the Centre for Higher Education Transformation in South Africa.
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The effect of the research component of the South African higher education subsidy formula on knowledge production: 2001 - 2006 - Madue, S.M. (2011)
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A Survey of Benchmarking Practices in Higher Education in Kenya: The Case of Public Universities - Magutu, Peterson Obara; Mbeche, Isaac M.; Nyamwange, Stephen Onserio; Nyaoga, Richard Bitange (IBIMA business review, 2011)
Benchmarking has been used as a tool, a methodology and a technique for continuous improvements in sectoral operations to gain and maintain competitive advantage.This was a survey of benchmarking practices in higher education in Kenya, the case of public universities, whose objectives were; to document the benchmarking activities in the public universities; to establish the challenges facing the public universities in benchmarking.Cross sectional survey was used in this study to collect data from the six public universities with their respective campuses/schools in the population of interest.The respondents were senior administrators and the academic staff.Of the 53 informants who were sampled, 31 responded, thus, a response rate was of 58 percent.Descriptive statistics were used to analyze and summarize the data before presenting it in the form of proportions, means, tables and graphs.This was in line with the first and second objectives, which were actually answered in relation to the benchmarking practices in the academic function of public universities in Kenya.The study found out that continuous improvement systems in Kenyan public universities are good, not excellent.The external drivers of change/continuous improvements in public universities are the customers/students as opposed to legislation, while the major internal trigger of change is the actual performance.The public universities effectively and successfully benchmark for continuous improvement.The Kenyan public universities use action research and performance indicators as the sources of referencing information on benchmarks.The most common type of benchmarking in use is development/improvement benchmarking and planning to make use of international benchmarking.Finally, the three critical factors that have influenced the success of benchmarking practices are: time and resource availability: limited duration, comparability and compatibility, which are reasons why the institutions don't practice international benchmarking.
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Parental Child Rearing Styles, Parental Marital Relationship and Students’ Attitude towards Cultism in Niger Delta University, Bayelsa State of Nigeria: Counselling Implications - Maliki, Agnes Ebi; Inokoba, Preye Kuro (Journal of Social Sciences, 2011)
This study examined the influence of parental child rearing patterns and parental marital relationships and attitude of university undergraduates to cultism. Five hundred and seventy-two undergraduates from Niger Delta University, Bayelsa-State of Nigeria participated in the study. The findings revealed that there is significant influence of parental child rearing patterns on students’ attitude towards cultism. Also, the findings revealed that parental marital relationship has a significant positive relationship with students’ attitude towards cultism. Some counseling implications were derived to include: guidance and counseling units in institutions of higher learning should organize conferences and seminars where students can be educated and encouraged to build a high self-esteem, self-control, and positives body image of self as all these can enable the students develop negative attitude towards cultism.
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Rebirth of library and information science education in Ethiopia: Retrospectives and prospectives - Mammo, Yared (International Information & Library Review, 2011)
This paper traces the history of Library and Information Science (LIS) education in Ethiopia, since its inception in 1959, reviewing both the retrospective (historical background) and prospective (rebirth and future direction). A comparison of the curricula of Jimma and Haramaya Universities demonstrates the transition from a traditional, closed model of librarianship to the contemporary, open model and the changes in programs’ names from Library Science to Information Science. Internationalization of the programs, incorporation of Information and Communication Technologies (ICT) related courses, and information literacy programs are enhancing the transformation of LIS education. The author recommends continued reorienting of programs to meet rapidly changing needs, expanding the academic as opposed to vocational only dimensions, and increased marketing.
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Rebirth of library and information science education in Ethiopia: Retrospectives and prospectives - Mammo, Yared (International Information & Library Review, 2011)
This paper traces the history of Library and Information Science (LIS) education in Ethiopia, since its inception in 1959, reviewing both the retrospective (historical background) and prospective (rebirth and future direction). A comparison of the curricula of Jimma and Haramaya Universities demonstrates the transition from a traditional, closed model of librarianship to the contemporary, open model and the changes in programs’ names from Library Science to Information Science. Internationalization of the programs, incorporation of Information and Communication Technologies (ICT) related courses, and information literacy programs are enhancing the transformation of LIS education. The author recommends continued reorienting of programs to meet rapidly changing needs, expanding the academic as opposed to vocational only dimensions, and increased marketing.
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Helpdesk Report: Operationalising Ghana Complementary Basic Education Policy - Martin, K. (2011)
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Depositional characteristics and volcanic landforms in the Lake Natron–Engaruka monogenetic field, northern Tanzania - Mattsson, Hannes B.; Tripoli, Barbara (Journal of Volcanology and Geothermal Research, 2011)
The Lake Natron–Engaruka monogenetic volcanic field (LNE-MVF) is situated in the East African Rift of northern Tanzania, where it comprises approximately 200 vents scattered over an area of 2500 km2. Similar to most other monogenetic volcanic fields in the world, the landforms of the LNE-MVF are characterized by a wide array of morphologies, such as maar-diatreme volcanoes, tuff cones and tuff rings, scoria cones and spatter cones. However, in contrast to most other MVFs (which are basaltic in composition) the magmas erupted within the LNE-MVF are predominantly of olivine-melilititic to nephelinitic compositions. Here we show by field observations, granulometric analyses and morphological studies of particle shapes from a large selection of different landforms from the LNE-MVF that there are some crucial differences compared to the more common basaltic equivalents. These differences are reflected in both eruption dynamics and fragmentation mechanisms as well as the overall characteristics of the deposits. Landforms within the LNE-MVF that resemble those produced by phreatomagmatic eruptions in morphology, display strong evidence for dry fragmentation and also dry deposition. Therefore, to reconcile the observed depositional characteristics with eruptive processes within the LNE-MVF we propose a hypothetical eruption scenario. Partial melting of a carbonate-bearing mantle source produces small volume volatile-rich melilititic melts (rich in phlogopite and amphibole). These volatile-rich, and mantle xenolith-bearing, magmas ascend rapidly from the mantle to the surface without being subject to significant degassing. The volatile-rich nature of these melilitite magmas, in combination with a significant exsolution of CO2 during decompression (ascent) can explain the dry characteristics of these apparent "phreatomagmatic" landforms.
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Working with Families in Uganda and the United States: Lessons in Cross-Cultural Professional Training - McDowell, Teresa; Brown, Andraé́́ L.; Kabura, Paschal; Parker, Elizabeth; Alotaiby, Asmaa (Journal of Systemic Therapies, 2011)
The field of family therapy is becoming increasingly internationalized resulting in more opportunities for cross-cultural learning. While this is an exciting time, it is important to look at the ways we share knowledge across cultures, especially when there are power and resource differences between collaborators. We share our experience of collaborating across cultures in the development and delivery of a seven-day family therapy workshop in rural Uganda. We explore our process in preparing for this collaboration and offer a potential framework for transferring professional knowledge across cultures.
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Illuminating the Experiences of African-American Female Community College Students in Developmental Education - McPhail, Christine Johnson (2011)
At the beginning of each academic term, thousands of students respond to community colleges' open-door invitation with the expectation of fulfilling their dreams of a higher education. When students walk through those doors, they are routinely asked to take basic skills tests in math, reading, and writing (Bailey, Jeong, & Cho, 2008). These new community college students soon discover that the results of these assessment tests will direct their pathway into college-level courses or developmental or remedial courses. According to Bailey, Jeong, and Cho, about 60 percent of incoming students are referred to at least one developmental course, and many are referred to multiple levels of developmental education before they can be considered ready for college. McCabe (2000) reported that 20 percent of African-American students enrolled in community colleges have seriously deficient skills, that is, they are placed in developmental reading, writing, and math and assigned to a lower level remedial course in at least one area. Only 5 percent of Caucasian students, however, come to community colleges with seriously deficient skills.
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Can I Succeed? Challenges African-American Women Face in Technology-Driven College Classrooms - Mina, Liliana (2011)
I elected to be guided by Alexander Astin's (1984, 1985, 1993) theory of student involvement in examining the experiences of first-generation African-American women in the technology-driven classroom because it is one of the most used and time-tested theory in the college student development literature (Pascarella & Terenzini, 2005). Astin's theory has established that students learn by becoming involved with their peers and instructors in educationally purposeful activities. Given the onslaught of technology-driven teaching and learning practices and the literature that supports the importance of learning through interaction, examining their interactivity with the course content, faculty, and peers is an important topic to research.
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Frogs and climate change in South Africa : review article - Minter, Leslie R. (Current Allergy & Clinical Immunology, 2011)
This article explores the relationship between frog declines and climate change, discusses the possible impact of climate change on the South African frog fauna, and highlights the necessity for increased research and monitoring of our frog populations.
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Effecting Technical Management Reform at a Semi-Functional School: A Case Study of a School in an Informal Settlement in Gauteng, South Africa - Moodley, Visvaganthie (International Journal for Cross-Disciplinary Subjects in Education, 2011)
In response to the educational crisis in South Africa, a professional development programme (PDP) was initiated by the Gauteng Department of Education and University of Witwatersrand for school leaders of, mostly, dysfunctional schools.The aim was to develop school leadership with a focus on improving teaching and learning in the classroom.This study is informed by the framework of the PDP and theories of classroom pedagogies, particularly Sammons' et al. model of school effectiveness.Using the case study approach, it demonstrates the improvement in technical management made by a primary school principal over 2 years.The paper presents the challenges experienced at the school, the leadership practices engaged in, and the effects of the implementation of strategic leadership practices.It argues that positive changes in school management and leadership practices can occur through a PDP and concludes that attitudinal change and a conscious effort in implementing specific leadership practices can contribute to a systematic improvement in teaching and learning practices.Finally, it recommends that an evaluation of the effect that the PDP has had on overall school functionality, requires representative sampling of participating schools from the various districts of the province of Gauteng.It also recommends that to determine the effect that a PDP has on school functionality, it is necessary to evaluate not only technical management, but substantive management where learner outcomes are measured, as well.
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School Physical Education and Physical Fitness: A Study of Secondary School Students in Gaborone, Botswana - Mosidi, Olefile; Owolabi, Emmanuel O. (Asian journal of physical education and recreation, 2011)
LANGUAGE NOTE | Document text in English; abstract also in Chinese.
Physical Education (PE) was introduced into Botswana junior secondary schools as a curriculum subject eight years ago. Although it has the status of an optional subject, it appears to enjoy wide acceptability in many schools. One would normally expect the effects of participation in classroom physical education on students to depend on the PE curriculum’s physical activity contents and how these activity contents are implemented. The study was aimed assessing the role of school PE programme in Botswana secondary schools in promoting the physical fitness levels of students. It involved 300 male Junior secondary school students in Botswana. Twenty students each were selected from 15 schools. The 20 from each school comprised 10 second and third year students offering PE as a subject and another 10 from the same years not offering PE (Non-PE). The students from each school were randomly selected from among the regular recreation participants in each school. The details and demands of the study and tests were carefully explained to the students and their PE teachers after which the school’s PE teacher signed the informed consent form on behalf of the students. Data were collected on health Fitness components of body weight, BMI, Hand grip strength, flexibility, abdominal muscle endurance and cardio-respiratory endurance using established and acknowledged tests, instruments and protocols. Null hypothesis was set for each of the measured variables with the alpha level set at p<0.05. Data were analysed for means, standard deviations and the difference between groups’ means using the independent groups t test. The results showed that the PE group was significantly superior to the Non-PE group in grip strength, abdominal muscle endurance and cardio-respiratory endurance. The two groups were not significantly different in age, body weight, BMI and flexibility. It was concluded that participation in school PE among urban male junior secondary school students in Botswana enhanced selected physical fitness components. This enhancement could be specifically attributed to the regular participation in the physical activities inherent in the PE subject and/or the PE students’ increased and motivated participation in the schools’ recreational and sporting activities.
本文旨在探討非洲博茨瓦納學校體育和體適能，結果顯示學校體育有助提升學童的體適能，以及參與康體活動的動機。
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Managing a Changing Climate in Africa. Local Level Vulnerabilities and Adaptation Experiences - Mubaya, Chipo Plaxedes; Yanda, Pius Z. (2011)
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The Effect of Distributing Electronic Notes to Students: Ethical Considerations Raised by Computer Science Faculty at the University of Namibia. - Mufeti, Tulimevava K.; Mbale, Jameson; Suresh, Nalina (The Journal of information and systems in education, 2011)
1. INTRODUCTION Many tertiary education institutions throughout the world have adopted technology-enhanced learning as either an alternative or a supplementary method of delivering education to their geographically dispersed and on-campus students. An annual survey which keeps track of online learning trends reported that in the year 2010, 63% of institutions in the United States alone indicated that online learning was a critical part of their institutions' long term strategy (Allen & Seaman, 2010). The report also highlighted that online enrolments had substantially exceeded the total higher education student population. Similar reports of increasing online enrolments are reported throughout the world (see for example (Sutherland-Smith & Saltmarsh, 2010)). This provides evidence that the use of technology, and more specifically the Internet, has today become pervasive in tertiary education institutions. There is also consensus that the question to ask today is no longer whether or not technology should be used in education, but rather how it can be successfully integrated to ensure improved ability to educate (McNeill, Woo, Gosper, Phillips, Preston, & Green, 2007; Abrahams, 2010). Significant benefits resulting from the use of technology in education are reported in the literature. Bates (1997) identified four of the most frequently cited reasons that institutions believed could accrue from using technology: to improve the quality of learning, to improve access to education and training, to reduce the costs, and to improve the cost-effectiveness of education. Of these, efficient and timely provision of access to learning materials as well as the ability to reach geographically dispersed students that could not be reached without technology is the most widely cited (Allen & Seaman, 2007; Ally, 2008; Gulati, 2008). In developing countries especially, technology-enhanced learning is believed to have a potential to promote equitable access to different targets of populations, as well as the possibility to mitigate the effects of the identified shortage of, and unavailability of well qualified teachers (Delors, 1996; Keats, Beebe, & Kullenberg, 2003; Andersson & Gronlund, 2008). The use of technology in education in these countries is also believed to overcome social exclusion by providing increased participation in education (Gulati, 2008). Recent research has however reconfirmed that developing countries are still facing the basic challenges that prevent them from reaping the benefits of technology-enhanced education. These include: lack of basic technical infrastructures, lack of qualified professionals, negative attitudes towards technology and inappropriate policy and funding decisions (Gulati, 2008; Shih, Kraemer, & Dedrick, 2008). All these challenges have further widened the gap in the adoption of technology between developing and developed countries. While the introduction of technology offers numerous benefits to educational institutions, several researchers have also argued that its usage has not fulfilled its expectations (Bejerano, 2008; Derry, 2008). Geoghegan (1994) and Abrahams (2010) found that institutions were enthusiastic to use technology, but actual implementations showed that technology was not widely adopted by faculty, nor was it deeply integrated in the teaching and learning activities of the institutions. According to Zemsky and Massy (2004), the use of technology, together with newly adopted theories of learning, promised to revolutionize pedagogy in the following ways: learning would be customized; instructors would be replaced by facilitators; course materials would be rapidly distributed; and education would be provided at a much lower cost. They observed however, that the much anticipated revolution did not take place. Despite the unfulfilled expectations of the technological revolution however, Ferdig (2006) warned against taking a side in the debate of whether technology has inherent ability to benefit teachers and learners. …
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Gender and sexual vulnerability of young women in Africa: experiences of young girls in secondary schools in Uganda - Muhanguzi, Florence Kyoheirwe (Culture, Health & Sexuality, 2011)
Sexuality is part and parcel of students' experiences of schooling manifested in personal friendships, relations and social interaction. These encounters constitute sites within which sexual identities are developed, practiced and actively produced through processes of negotiation. Drawing on qualitative research conducted in 14 selected secondary schools in Central and Western Uganda, the study illuminates gendered sexual vulnerability within patterns of social interaction and young girls gendered experiences and negotiation of their sexuality. The study reveals that through social and discursive practices, students construct complex gendered relations of domination and subordination that position boys and girls differently, often creating gender inequalities and sexual vulnerability for those gendered as girls. Girls' vulnerability is characterised by confusing and traumatic experiences fraught with double standards and silences. Typical of these experiences are complex tensions and contradictions surrounding constructions of sexuality that are predicated upon unequal power and gender relations characterised by homophobia, misogyny, control of female sexuality and sexual abuse and exploitation, all which work against girls' expression of sexuality. Gender sensitive sexuality education is identified as a valuable site of intervention to address such vulnerabilities and promote gender equality and equity in society.
openalex: W2036571221 mag: 2036571221
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Adult Learners' Perception of Adult Functional Literacy Curriculum (AFLC) in Kenya - Mukiri, Susan Wambui; Indoshi, Francis Chisikwa; Othuon, Lucas (2011)
The purpose of this study was to determine adult learners' perception of AFLC and the reasons for their perception. The study employed the correlation design and was conducted in Kisumu East District in Kenya. The population comprised of 472 adult learners. A sample of 156 adult learners was selected through stratified random sampling. Data was collected through a questionnaire and an interview schedule and analyzed using descriptive and inferential statistics. Findings indicated that adult learners had positive perception towards AFLC and negative perception towards individualized instruction and the lecture method. Males had a stronger perception of the teaching methods than the females. Benefits accruing from AFLC such as knowing how to read and write and performing arithmetic were cited as reasons for positive perception of AFLC. Shortage of facilitators and inappropriate learning environment were reasons cited for negative perception of the individualized instruction and the lecture method. Based on the results, it is advisable that appropriate measures be taken to help learners improve their perception towards the teaching
openalex: W2247401920 mag: 2247401920
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Factors affecting the utilisation of industrial arts departments in secondary schools : a study of selected secondary schools in Lusaka province, Zambia - Mulenga, Athanasius Mulinda (2011)
This study was conducted in response to the pertinent need to know how industrial arts departments were being utilised in Zambian secondary schools. This study was concerned with production unit and preventive maintenance activities. This was to establish whether or not the policy pronouncement on the cost sharing measure taken by government by the mid 1980, was being fulfilled. The quest for cost sharing came as a result of the bad economic climate that had crippled Zambia. The study looked at the factors that could contribute to the utilisation of industrial arts departments in secondary schools, the views held by head teachers, industrial arts teachers and non-industrial arts teachers about the utilisation of the departments and to establish whether or not the location of a school had any influence on the utilisation of the departments. The study employed a survey research design. The study sample consisted of 74 subjects drawn from nine Lusaka province secondary schools which offered industrial arts education. Research instruments which comprised interviews, self administering questionnaires and observation schedules were used. Data analysis was done by frequencies and percentages, cross tabulation and regression analysis (where possible) using SPSS computer software programme. The results of the study revealed that the following factors contributed to the effective or ineffective utilisation of the departments: lack of support by school administration, non operational workshop rooms and insufficient equipment, ineffective departmental management, poor teachers' motivation and attitude towards work, inadequate staffing levels, inadequate provision of materials, and inappropriate training. The views held by head teachers on utilisation of the industrial arts departments were that industrial arts departments were not being used effectively because the production unit was not being conducted. The views of the teachers were that the departments were being utilised well because preventive maintenance was successful despite their observation that the production unit was not being conducted. The location of the school did not matter in the utilisation of the departments in variables such as production unit,preventive maintenance, theft, and marketing. The location only affected variables such as procurement of materials and tools, where both urban and peri-urban schools revealed that they had problems in procurement ranging from high cost of materials and transport to non availability of materials and tools. The study concluded that schools were not fulfilling fully the government policy on self reliance and cost sharing measures put in place. The study recommended the following: - 1. School administrations should support the cause of fund raising by motivating teachers and providing initial capital. 2. The head teachers and heads of department running industrial arts departments should undergo training because they lack the knowledge to supervise the departments. 3. The teacher training curriculum for…
openalex: W2551617941 mag: 2551617941
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The training of social studies teachers in the pre-service primary colleges in Zambia : an investigation into the use of the inquiry method - Mulenga, J. (2011)
openalex: W2583261905 mag: 2583261905
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Stakeholders' Perceptions of factors that affect the performance of open secondary school classes: A case study of one open seceondary school centre in Mazabuka ,Zambia - Mulopo, Maurice (2011)
This research study aimed at identifying factors affecting performance of learners in open secondary school centres. The concern was the prevailing poor performance of learners at an open secondary school centre in Mazabuka district pseudo named Mazabuka Open Secondary School centre in contrast to the good performance of learners at the regular school pseudo named Frost Secondary School where the teachers at this centre are also teaching. The methodology used in this study was a case study. In this study the researcher investigated the factors affecting the performance of open secondary learners from the stakeholders' point of view. He compared the teaching and learning at the regular school (where the performance is good) to that at the open secondary school centre (where the performance is poor) to show the gap in performance. This comparison was also intended to bring out the difference in the operations of the two institutions which in turn helped to explain the differences in performance. The respondents in this study were administrators who included the head teachers of the regular and the two basic schools from where the centre operates, the deputy head teachers for the regular school and one of the basic schools and the open secondary school centre committee; the teachers teaching at both the regular school and the open secondary school centre; grade 10,11 and 12 learners at the open secondary school centre and parents and guardians of learners at the open secondary school centre. Some teachers in this study were observed teaching from both the regular school and the open secondary school centre and then interviewed while others were involved in a Focus Group Discussion. The interview method was used to obtain data from head and deputy head teachers while Focus Group Discussions were used to get data from Open Secondary School Committee, teachers and learners.The findings of this study revealed that the open secondary school centre learners that sit for the same examinations with those from the regular school perform poorly because they are greatly disadvantaged in terms of the teaching and leaning environment. Factors that negatively affect performance of learners in open secondary schools include over enrolment; lack of teaching and learning materials; teachers that absent themselves from lessons, are tired and uncommitted; poor timing of sessions and poor assessment. These factors eventually lead to learner absenteeism that affects performance of learners. The identified factors seemed to result mostly from lack of strict monitoring and supervision. The suggested solution to the problem was providing facilities and factors that tend to enhance the performance of learners at the regular school like a strict supervisor, laboratories, a library, textbooks and extended learning time.
openalex: W2735975299 mag: 2735975299
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Factors influencing drug and substance abuse among secondary school students in Meru municipality in Imenti North District, Kenya. - Mutonga, Hellen (2011)
openalex: W3194581233 mag: 3194581233
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The implications of a changing climate on the Kapenta fish stocks of Lake Kariba, Zimbabwe - Ndebele-Murisa, Mzime R.; Mashonjowa, Emmanuel; Hill, Trevor (Transactions of the Royal Society of South Africa, 2011)
The influence of climatic variables (rainfall, temperature and evaporation rates) and lake water levels on the stocks of the sardine fish species Limnothrissa miodon (Boulenger), commonly known as Kapenta in Lake Kariba, was investigated. Secondary data of the climatic variables, water levels and fish catches recorded from 1963 to 2008 were analysed to determine their trends over time as well as the relationships among them. The analyses showed that rainfall is decreasing at a rate of 0.63 mm per year around Lake Kariba, while evaporation rates have increased by 31% at an average rate of 2.77 mm per year since 1963. The temperatures around the Kariba area have been rising since 1964; with the maximum range increasing at a faster rate than the minimum temperatures. Kapenta fish production has decreased significantly (R 2 =0.85, P≤0.05) since 1974 at an average rate of 24.19 metric tons per year. This pattern of decrease was also observed in the artisanal fish catches that have declined at an average rate of 37.26 metric tons per year between 1974 and 2003. All the climatic factors as well as the water levels could explain variations in the Kapenta fish catches with the water levels exerting the greatest influence (R 2 =0.84, P 0.05); followed by maximum temperature (R 2 = 0.72, P≤0.05), evaporation and rainfall. In turn, water levels are largely influenced by climate with temperature and rainfall explaining a significant portion of the variation in the water levels (R 2 =0.99, and R 2 =0.93, P≤0.05) in that order. This suggests that both climate (maximum temperature in particular) and nutrients, which are influenced by water levels, are the primary determinants of Lake Kariba's Kapenta production. Concerning are the possibilities that a changing climate in and around the lake may continue to adversely affect water levels, the stratification cycle, nutrient fluxes and the Kapenta fish production in the lake.
openalex: W2108505997 mag: 2108505997
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PERFORMANCE AND PASSING RATE DIFFERENCES OF AFRICAN AMERICAN AND WHITE PROSPECTIVE TEACHERS ON PRAXIS^TM EXAMINATIONS: A JOINT PROJECT OF THE NATIONAL EDUCATION ASSOCIATION (NEA) AND EDUCATIONAL TESTING SERVICE (ETS) - Nettles, Michael T.; Scatton, Linda H.; Steinberg, Jonathan; Tyler, Linda (ETS Research Report Series, 2011)
ABSTRACT This report focuses on two aspects of teacher supply and quality: (a) the under‐representation of racial/ethnic minorities, especially African Americans in the teaching pool, and (b) teacher candidates' performance on licensure assessments, including general skills tests in reading, writing, and mathematics (known as Praxis I ® ) and selected tests covering areas of content and pedagogy (known as Praxis II ® ). The report presents trends in the overall and minority teaching workforce, utilizes some of the available Praxis TM program data, combined with interviews of faculty and students involved in college and university teacher preparation programs, to address supply, achievement, and performance gaps between prospective minority and White teachers. African American candidates are the focal group in this report, in order to gauge the effect that Praxis has on the supply of prospective African American teachers and to generate ideas for closing gaps. Other minority Praxis test‐taking populations in the selected states are not included because these are not large enough to produce sufficient data from which to make valid inferences. The research was collaboratively planned and guided by National Education Association and Educational Testing Service to use Praxis data for addressing the following questions: (a) What are the trends in minority representation among teacher candidates, (b) What are the differences between majority and minority candidates' performance on both Praxis I and Praxis II, (c) Are the performance differences reflected in the state licensing pass rates of majority and minority candidates, and (d) What factors should be targeted to reduce racial/ethnic group performance differences on Praxis I and Praxis II.
openalex: W2039527927 mag: 2039527927
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Comparative study of students’ patronage at the academic libraries of two Nigerian universities: FUTO and EEU - Nse, Judith; Okorafor, Caroline N. (International Information & Library Review, 2011)
This paper surveyed the users’ patronage of Nigerian academic libraries at two universities: Federal University of Technology, Owerri (FUTO) and Evan Enwerem University, Owerri (EEU). Four research objectives and five research questions were formulated by the researchers. Uzoagulu’s (1998) statistical formula was adopted for the stratified sampling. Data were collected through questionnaires and analyzed by using tables and simple percentages. The results identified inadequate relevant current information material; a library environment not conducive to use; and inadequate reading accommodation as the major problems that hampered full patronage. The provision and acquisition of more current and relevant information materials and a comfortable and conducive reading environment would greatly improve the patronage of the libraries under study.
openalex: W2072627935 mag: 2072627935
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Comparative study of students’ patronage at the academic libraries of two Nigerian universities: FUTO and EEU - Nse, Judith; Okorafor, Caroline N. (International Information & Library Review, 2011)
This paper surveyed the users’ patronage of Nigerian academic libraries at two universities: Federal University of Technology, Owerri (FUTO) and Evan Enwerem University, Owerri (EEU). Four research objectives and five research questions were formulated by the researchers. Uzoagulu’s (1998) statistical formula was adopted for the stratified sampling. Data were collected through questionnaires and analyzed by using tables and simple percentages. The results identified inadequate relevant current information material; a library environment not conducive to use; and inadequate reading accommodation as the major problems that hampered full patronage. The provision and acquisition of more current and relevant information materials and a comfortable and conducive reading environment would greatly improve the patronage of the libraries under study.
openalex: W4244060455
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Abdominal Hysterectomies for Benign Gynecological Diseases in a Nigerian Teaching Hospital - Obiechina, Nja; Igwegbe, AO; Ugboaja, JO (Journal of Gynecologic Surgery, 2011)
Objectives: The study objective was to review all cases of abdominal hysterectomy performed at Nnamdi Azikiwe University Teaching Hospital, Nnewi, Nigeria over a 10-year period. Design/method: A retrospective study was done of the case files of all patients who had abdominal hysterectomy between January 1, 1999 and December 31, 2008. Information obtained included age and parity, indications, as well as complications of surgery. Results: Hysterectomy accounted for 224 of 1370 major gynecological surgeries (16.4%). Abdominal hysterectomy was responsible for 79.1% (177) of all cases of hysterectomy. Eleven (11; 6.2%) cases were subtotal. The modal age range was 51–60 years (43.0%) followed by the 31–40 years age group (21.5%). Ninety-seven (97; 54.8%) of the patients were grandmultiparous, while nulliparity accounted for 10.7% of cases. The most common indication for hysterectomy was uterine fibroids (41.8%), followed by dysfunctional uterine bleeding (26.2%) and ovarian tumors (14.3%). Postoperative complications were encountered in 43.6% of cases and constituted mainly hemorrhage (13.6%), sepsis (11.3%), and anemia (7.9%). The mortality rate was 4.0%. Conclusions: Total abdominal hysterectomy accounted for the majority of hysterectomies and was associated with significant morbidity. Adequate training and more use of the vaginal route is recommended to reduce complications. (J GYNECOL SURG 27:79)
openalex: W2007144878 mag: 2007144878
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Social Background Patterns and Juvenile Delinquency Nexus in Lesotho: A Case Study of Juvenile Delinquents in Juvenile Training Centre (JTC), Maseru - Obioha, Emeka E.; Nthabi, Mapholoana A. (Journal of Social Sciences, 2011)
In recent time, juvenile delinquency and its associated problems pose serious threat to Lesotho and across the globe. This includes actions and inactions of children below the age of eighteen, of which the child is subject to conviction by the state. This study investigated the social background patterns of juvenile delinquents to ascertain their contributions to juvenile delinquencies in Lesotho. The study made use of all the 43 juveniles who were in the Juvenile Training Centre (JTC) in Maseru at the time of this research. Relevant data were collected through the use of survey questionnaires with close-ended questions. The results in the main corroborated what exists in literature that most delinquents come from broken homes; most delinquents are males; delinquency is at a higher rate in urban areas compared to the rural areas and that most delinquents are part of peer groups who engage in delinquent behaviours. Precisely, Maseru the capital city of Lesotho and Leribe were found to be the districts with highest rates of juvenile delinquency. It was also discovered that most of the juveniles have fathers who are employed in the mining industry. The most committed offence across the country was robbery. The high rates of robbery, housebreaking and stock theft indicate that poverty may be the factor behind the scene in Lesotho, which requires urgent attention from the government to tackle and eradicate poverty.
openalex: W2769348280 mag: 2769348280
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Validity and test re-test reliability of the neck disability index in the Nigerian clinical setting. - Odole, Adesola C.; Adegoke, Babatunde O. A.; Akomas, N C (PubMed, 2011)
The neck disability index (NDI) is a valid and widely used clinical instrument, which enjoys the recommendation of the World Health Organization for outcome assessment in neck pain. Its psychometric properties have not been investigated in the Nigerian clinical setting. This study investigated the content validity and test-retest reliability of the NDI in order to encourage its integration in the Nigerian clinical setting. Content validity of NDI was assessed through an expert panel review for content relevance/coverage and pretesting. Thirty two subjects with neck pain, recruited through a purposive sampling technique participated in the study. The NDI was administered twice within 48 hours interval. Data were summarized in percentages. Intra class correlation coefficient was used to analyze data for test-retest reliability with alpha set at 0.05. Participants were 1 males, 21 females with a majority within age group 38-57. Twenty four (75%) participants had mild to moderate disability, 7 (21.9%) had severe to complete disability and one individual had no disability. There was a significant correlation (r = 0.969, P=0.01) between the scores obtained from the first administration of the NDI and the second administration. The NDI is a valid and reliable outcome measure and it is recommended for integration into the assessment of neck pain in the Nigerian clinical setting.
openalex: W133923159 mag: 133923159
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Designing Nutrition Education Programs for Somali Audiences: The Role of Cultural and Religious Practices - Offelen, Sara Van; Sherman, Shelley; May, Jill; Rhodes, Felisha (Journal of extension, 2011)
A focus group of Somali immigrants was conducted as part of a larger study of underserved communities in Minnesota. The goal was to capture Somali women's personal experiences and views on nutrition. This understanding assists Health and Nutrition educators in assessing the quality and effectiveness of current programming efforts and making recommendations for future efforts. Study results indicate that Somali cultural and religious practices define family meal structure, food preparation, and food choices. One important finding was that participants were eager to learn about nutrition and asked specific questions about the nutritional value of foods they eat.
openalex: W43682374 mag: 43682374
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Conceptualizing a Renewable Energy Legislation for Climate Change Mitigation in Nigeria - Ofuani, Anwuli Irene (Social Science Research Network, 2011)
The effects of climate change are a reality in Nigeria. Perennial flooding, erosion and soil degradation, desertification, drought, changes in rainfall patterns and ineffective rainfalls are experienced around the country and all efforts to address them seem to be without success. The deployment of renewable energy resources is a means of addressing the effects of climate change in Nigeria. Unlike fossil fuels, which are currently utilized in Nigeria and a large contributor to climate change, most renewable energy resources do not impact negatively on the environment. This article expounds on the need to employ the law to facilitate the deployment of renewable energy technologies in Nigeria as a tool for combating climate change in Nigeria. It proposes that the enactment of renewable energy legislation in Nigeria will assist in ensuring a green and sustainable environment for Nigeria in the present and in the future.
openalex: W2210081245 mag: 2210081245
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Incorporating bioinformatics into biological science education in Nigeria: Prospects and challenges - Ojo, Opeolu O.; Omabe, M. (Infection, Genetics and Evolution, 2011)
The urgency to process and analyze the deluge of data created by proteomics and genomics studies worldwide has caused bioinformatics to gain prominence and importance. However, its multidisciplinary nature has created a unique demand for specialist trained in both biology and computing. Several countries, in response to this challenge, have developed a number of manpower training programmes. This review presents a description of the meaning, scope, history and development of bioinformatics with focus on prospects and challenges facing bioinformatics education worldwide. The paper also provides an overview of attempts at the introduction of bioinformatics in Nigeria; describes the existing bioinformatics scenario in Nigeria and suggests strategies for effective bioinformatics education in Nigeria.
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Just How Much Can School Pupils Learn from School Gardening? A Study of Two Supervised Agricultural Experience Approaches in Uganda - Okiror, John James; Matsiko, Biryabaho Frank; Oonyu, Joseph (Journal of Agricultural Education, 2011)
School systems in Africa are short of skills that link well with rural communities, yet arguments to vocationalize curricula remain mixed and school agriculture lacks the supervised practical component. This study, conducted in eight primary (elementary) schools in Uganda, sought to compare the learning achievement of pupils taught using supervised home–gardens and those taught using school gardens. The two gardening groups were tested using a t–test. Data were collected for a period of four school terms using pre and posttest questionnaires, focus group discussions (FGDs), interviews, observations, and a posttest examination. Findings showed no significant difference in knowledge achievement between the two groups of pupils (p<0.05), and in parents' attitudes towards school agriculture. Home gardening had a number of additional benefits to pupils, such as personal income and purchase of productive assets like chicken and rabbits from proceeds; food to households; and, independent learning. It is recommended that home gardens should be adopted as a matter of agricultural education policy alongside conventional school gardening in developing countries like Uganda; but further studies are needed to understand constraints in each local situation.
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A critical appraisal of recent trends in the teaching of Religious Studies in Nigerian universities - Olademo, Oyeronke (Religion, 2011)
The study and teaching of religious traditions pre-dates political independence in Nigeria. Certain features have usually marked this enterprise since it commenced. One is the assumption that students of religions who graduate from the universities can only work as preachers or teachers of religion. Second, the number of candidates applying for the study of religions in Nigerian universities has remained small. Third is the belief that religion has little value in the employment market, because its relevance is limited to the spiritual sensitivities of adherents of the religion concerned. These features have remained unabated and compelled the review of courses in the study of religions in some Nigerian universities. This review addresses the above-mentioned assumptions and argues that religion is a crucial educational component with far-reaching implications for the human phenomenon. This paper seeks to evaluate the current situation concerning the study and teaching of religions in Nigerian universities.
openalex: W2052048509 mag: 2052048509
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Unintended pregnancy and termination of studies among students in Anambra state, Nigeria: are secondary schools playing their part? - Onyeka, Ifeoma N.; Miettola, Juhani; Ilika, A; Vaskilampi, Tuula (PubMed, 2011)
This study evaluated efforts of secondary schools to prevent unintended pregnancy among students and their reactions to pregnant students before and after delivery. A cross-sectional survey of 46 teachers in three public and two private schools in Anambra state, Nigeria was carried out. Information was collected using self-administered questionnaire. Of all the teachers in the study, 87% reported unintended pregnancies among students in the previous 3 years. Expulsion (43%) and suspension (28%) were the most common reactions. Private schools were more likely to expel pregnant students than public schools. Following the delivery of their babies, 43% discontinued their education in the same school, whereas 37% continued their education in a different school. Counselling was given before suspension or expulsion in 4% of public schools and 15% of private schools. Majority of the schools (61%) did not have sex education as part of their schools' curriculum. Students should be re-admitted in order to ensure continuity of their academic development, prevent unemployment and mitigate poverty-induced repeat pregnancy.
openalex: W1852114686 mag: 1852114686
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Optimising Learning, Education and Publishing in Africa: The Language Factor–A Review and Analysis of Theory and Practice in Mother-Tongue and Bilingual Education in Sub-Saharan Africa. - Ouane, Adama; Glanz, Christine (2011)
openalex: W1516658111 mag: 1516658111
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The declining popularity of history as a subject in the senior high schools in the Central region, Ghana - Owusu-Ansah, Ruth (2011)
openalex: W3211552733 mag: 3211552733
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Challenging traditional disciplining structures in a girl's high school in Lesotho : exploring alternative ways of doing pastoral care - Pokothoane, Mokhele Wilfred (2011)
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A crack in the 'dam(ned)' wall? Cooperation and collaboration among higher education libraries in South Africa - Raju, Reggie; Raju, Jaya (Innovation-the European Journal of Social Science Research, 2011)
Cooperation within the LIS sector has become common place due to, inter alia, decreasing budgets and increasing subscription costs, and the impact of technology on higher education libraries. South African higher education libraries have an obligation to share resources as this is a national imperative set out in the National Plan for Higher Education which addresses the restructuring of higher education in South Africa. This article examines the issue of cooperation within the higher education library and information sector. The article concludes that it is imperative for higher education libraries to graduate from casual cooperative relationships to robust collaborative initiatives that have a closer leaning towards formal legally binding partnerships.
openalex: W1600754923 mag: 1600754923
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In Swaziland, Closeness to Mother and Being in School Linked to Lower Risk of Sexual Violence before Age 18 - Ramashwar, S. (International Perspectives on Sexual and Reproductive Health, 2011)
openalex: W247357432 mag: 247357432
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How can African agriculture adapt to climate change? : insights from Ethiopia and South Africa - Ringler, Claudia; Bryan, Elizabeth; Hassan, Hamdy; Alemu, Tekie; Hillesland, Marya (RePEc: Research Papers in Economics, 2011)
Table of Contents: Brief 1: The Impact of Climate Variability and Climate Change on Water and Food Outcomes: A Framework for Analysis by Claudia Ringer Brief 2: Vulnerability and the Impact of Climate Change in South Africa's Limpopo River Basin by Sharon Shewmake Brief 5: Measuring Ethiopian Farmers' Vulnerability to Climate Change Across Regional States by Temesgen T. Deressa, Rashid M. Hassan, and Claudia Ringler Brief 6: Perceptions of Stakeholders on Climate Change: and Adaptation Strategies in Ethiopia by Assefa Admassie, Berhanu Adenew, and Abebe Tadege Brief 7: Micro-Level Analysis of Farmers' Adaptation to Climate Change in Southern Africa by Charles Nhemachena and Rashid M. Hassan Brief 9: Analysis of the Determinants of Farmers' Choice of Adaptation Methods and Perceptions of Climate Change in the Nile Basin of Ethiopia by Temesgen T. Deressa, Rashid M. Hassan, Claudia Ringler, Tekie Alemu, and Mahmud Yesuf Brief 12: Impacts of Considering Climate Variability on Investment Decisions in Ethiopia by Paul J. Block, Kenneth Strzepek, Mark Rosegrant, and Xinshen Diao Brief 14: Integrated Management of the Blue Nile Basin in Ethiopia under Climate Variability and Climate Change by Paul J. Block, Kenneth Strzepek, Mark Rosegrant, and Xinshen Diao Brief 16: Risk Aversion in Low-Income Countries: Experimental Evidence from Ethiopia by Mahmud Yesuf and Randy Bluffstone
openalex: W2167357101 mag: 2167357101
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Comments to “Is an integrated farm more resilient against climate change? A micro-econometric analysis of portfolio diversification in African agriculture” - Rufino, Mariana C.; Reidsma, P.; Nillesen, Eleonora (Food Policy, 2011)
openalex: W2123242257 mag: 2123242257
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Climate change and predicted trend of fungal keratitis in Egypt. - Saad-Hussein, Amal; Hm, El-Mofty; Ma, Hassanien (PubMed, 2011)
Rising rates of invasive fungal infections may be linked to global climate change. A study was made of the trend of ophthalmic fungal corneal keratitis in the greater Cairo area of Egypt and its association with climate records during the same period. Data on diagnosed cases of fungal keratitis were collected from records of ophthalmic departments of Cairo University hospital and atmospheric temperature and humidity for the greater Cairo area were obtained from online records. Statistical analysis showed a significant increase in the relative frequency of keratomycosis during 1997-2007. The rise correlated significantly with rises n min,mum temperature and the maximum atmospheric humidity in the greater Cairo area over the same period (after exclusion of the effect of the maximum atmos pheric temperature). The predicted increase in keratomycosis up to the year 2030 corresponds to predicted increases in CO2 emissions and surface temperature from climate change models for Egypt.
openalex: W2037767758 mag: 2037767758
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Madagascar - Tertiary education in Madagascar : A review of the Bologna process (LMD), its implementation in Madagascar, the status of recent World Bank analyses and recommendations, and suggestions for the immediate future - Sack, Richard; Ravalitera, Farasoa (2011)
After a review of the Bologna Process, its components and implementation experience in Europe and elsewhere, this report reviews the recommendations of recent World Bank studies on higher education in Madagascar and updates both the status of these recommendations and quantitative trends. Recent policy directions are also noted. The report concludes with suggestions for strategic options, as well as several actions that could be undertaken within the limits of the current context.
openalex: W335057227 mag: 335057227
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The opening of the first school of Medicine in the Island of Zanzíbar, Tanzania - Sanabria, Ridel Febles (Revista Médica Electrónica, 2011)
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Is an integrated farm more resilient against climate change? A micro-econometric analysis of portfolio diversification in African agriculture: Reply - Seo, S. Niggol (Food policy, 2011)
► Adaptation research should be based on a profit incentive. ► Agricultural systems should be modeled explicitly. ► Household characteristics must be carefully considered.
openalex: W4250400785
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Knowledge and attitude of epilepsy among secondary schools students (epileptic and non-epileptic) in Assiut city “Egypt” - Shehata, Ghaydaa A.; Mahran, Dalia G. (Epilepsy Research, 2011)
This study was designed to assess knowledge and attitude with respect to epilepsy among secondary school students (epileptic and none) in Assiut city, Egypt. A cross sectional study was applied among secondary school students in Assiut city, Egypt. A 13-item questionnaire was self administered by 2226 students who selected randomly. All students either epileptic or non-epileptic had been heard about epilepsy. Only 7.1% of epileptic students and 8.5% of non-epileptic students thought that the epilepsy is a brain disease. Out of 2198 non-epileptic students, 28.4% thought that person with epilepsy (PWE) should not marry and 92% of them refused to marry from PWE. The correct knowledge of epilepsy was significantly positive correlated with positive attitude towards PWE. However, students still feel persons with epilepsy are stigmatized and are different from others. Secondary school students in Egypt have a vague knowledge about the etiology of epilepsy. Misconceptions about and negative attitudes towards epilepsy are unexpectedly high among those students.
openalex: W2058666027 mag: 2058666027
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Teacher efficacy in the teaching Senior High School social studies in the Greater Accra Region of Ghana. - Siaw-Marfo, Dorothy (2011)
openalex: W2883274847 mag: 2883274847
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Mainstreaming climate adaptation into development assistance: rationale, institutional barriers and opportunities in Mozambique - Sietz, Diana; Boschütz, Maria; Klein, Richard J.T. (Environmental Science & Policy, 2011)
In Mozambique, weather extremes threaten development progress, while pronounced poverty aggravates the climate vulnerability of the population. With the country being a major recipient of official development assistance, Mozambique's development strongly depends on donor investments. Against this background, we aim to encourage the mainstreaming of climate adaptation into development assistance. An analysis of donor investments at a sub-national level showed that a significant proportion of development assistance was invested in climate-sensitive sectors in regions highly exposed to extreme weather conditions. Major damage caused by weather extremes motivates a stronger integration of climate policies into development assistance. Although Mozambique has a supportive legislative environment and climate awareness among donors was found to be high, the limited institutional capacity restricted mainstreaming initiatives. Given major barriers at the national level, bilateral and multilateral donors are able to play a key role in fostering mainstreaming in Mozambique.
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The implementation of environmental learning in grade 8-10 Geography in the Caprivi region, Namibia - Simalumba, Patrick Mwilima (2011)
openalex: W117533260 mag: 117533260
Keywords: openalex:import

From Storm Over Asia to Dawn Over Africa: Transnationalism and imperialism in British intellectual film culture of the late 1920s and 1930s - Stollery, Martin (Transnational Cinemas, 2011)
ABSTRACTThis article explores a revealing instance of the historical intersection of transnationalism and imperialism: the initial British reception of the Soviet film Storm Over Asia (1928). It brings together for the first time previously separate strands of research on transnationalism within British film culture, and British cinema and empire. It uses a range of primary, secondary and theoretical sources to explore a pivotal moment of transition in British film history, while also contributing to what Tim Bergfelder envisions as a future ‘transnational history of European cinema [that] might focus precisely on the strategies and practices by which filmic texts “travel” and become transformed according to the specific requirements of different cultural contexts and audiences’ (2005: 326). More generally, this case study also stands as a prime example of the importance of attending, in both historical and contemporary contexts, to what Will Higbee and Song Hwee Lim describe as ‘difficult questions about...
openalex: W2330733709 mag: 2330733709
Keywords: openalex:import