Student counselling and development services in higher education institutions in South Africa - Botha, Hugo; Brand, Handré J.; Cilliers, Charl; Davidow, Amy L.; Jager, A.; Smith, Don (South African journal of higher education, 2005)
This article discusses student counselling and development services as an indispensable and integral part of higher education institutions. The value of such services is highlighted by drawing on theoretical considerations as well as examples from current research perspectives, both internationally and nationally. Because of its past history and present conditions, South Africa has specific higher education needs, for example dealing with large numbers of students who had inadequate school preparation and who consequently experience numerous barriers to learning. These needs are discussed in terms of the way that student counselling contributes towards ensuring that students receive the necessary support to study successfully and to enter the world of work as well-adjusted and well-prepared citizens of the new South Africa.
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How Papua New Guinea villagers survived the 1997 drought and frosts - Bourke, Mike (Development bulletin, 2005)
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Discourses on computer integration at a botswana junior secondary school - Brantlinger, Ellen; Molwane, Andrew Bushie (2005)
Since the introduction of computers in Botswana's junior secondary schools no comprehensive study has ever been undertaken to find out how the teachers, students, parents and education officers perceived these technological innovation, or how the teachers integrated computer technology into their teaching. In this dissertation research, I studied various technological discourses to find out how the different stakeholders perceived computer integration. I conducted interviews, made observations, and analyzed some instructional documents. I transcribed all the interviews and subsequently coded them using the NUDIST computer program. I enumerated the observation data to determine the frequency of (i) the teachers' and students' visits to the laboratory and (ii) their usage of the available computer software. I also searched and recorded all the sentences, phrases, and words related to computer technology and usage contained in the teachers' instructional documents in order to determine the way the teachers planned to use the computers in their teaching. One thing that I found out was that computer integration at Bokang JSS was implemented, and continued to run, without a technology policy. The absence of a technology policy contributed to some of the computer integration problems at the school including inadequate training of teachers and marginalization of some stakeholders. Some of the teachers were discontented because of the dearth of computer resources and poor management of the computer laboratory. Despite these hurdles, the attitudes of the teachers, students, and parents toward computers and computer usage were generally positive. Finally, I found that the female teachers and female students at Bokang JSS made more visits to the computer laboratory and used computers more than their male counterparts. This is contrary to the belief that female persons are more anxious to use computers than male persons.
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Education for All: Gender Equity in Kenya - Branyon, J.B. (The Delta Kappa Gamma bulletin, 2005)
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Teacher Perceptions of African-American Principal Leadership - Brown, Darlene (2005)
This study investigated teachers' perceptions of African- American principals' leadership and the extent to which those perceptions varied according to their race, gender, years of teaching experience, and years working with the principal. The results of this exploratory study are intended to enhance the empirical data reflecting the leadership characteristics of the African-American principal and to contribute to the research on leadership in general. The participants in this study consisted of 32 African-American principals and 164 teachers in schools representing 12 states during the 2004-2005 school year. Each teacher participant completed either an electronic or paper version of the Leadership and Management of Schools Survey Instrument (LMSS) which addressed the leadership and management traits of the principal and the demographic data on the teachers. The findings indicated that African-American principals are perceived as using high levels of transformational and transactional leadership. Additionally, results indicated that race influences the leadership credibility of the African-American principal. There did not appear to be a significant relationship between teachers' perceptions and gender of a teacher, gender of the principal, or both, and no relationship was found between the years of teachers' experience and their perceptions of the African- American principals. However, teachers' perceptions of African- American principals' leadership and management qualities increased positively with the number of years of experience working with the principal. Indications from these findings can be useful to universities, colleges, and school districts in making informed decisions concerning the training, recruitment, and placement of African-American principals.
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Towards a model for m-learning in Africa - Brown, Tom H. (International journal on e-learning, 2005)
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Pathways to mitigate climate variability, some results from central and southern Mali - Bruijn, Mirjam de; Dijk, J.W.M. van; Kaag, Maaike; Til, Kiki van (2005)
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Perceptions of African American Faculty in Kinesiology-Based Programs at Predominantly White American Institutions of Higher Education - Burden, Joe W. (Research Quarterly for Exercise and Sport, 2005)
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The potential for leadership initiative and work based learning to support knowledge based post-graduate engineering education in South Africa - Burns, Gary R.; Marshall, Isiah (2005)
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Bear witness: African American teachers' perspectives of their teaching practices in segregated and desegregated schools - Burrell, Brenda Joyce (2005)
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Suffering at School: Results of the Malawi Gender-Based Violence in Schools Survey - Burton, Patrick (2005)
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Primary education in Kenya - Bwonda, Eldah Nyamoita; Njeru, Enos H N (2005)
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Schools and Innovation in Africa - Byrne, Garreth (The Contemporary Review, 2005)
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Professionalisation and depoliticisation: South African women students in professional psychological training - Callaghan, Jane (2005)
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Lusophone Africa and Higher Education Reform: Issues and Trends in the Global System - Cardoso, Carlos (Journal of Higher Education in Africa, 2005)
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Community schools in Mali : a multilevel analysis - Carneal, Christine Capacci (2005)
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The School Success and Adjustment of Young African American Children - Carpenter, Gloria J. O. (2005)
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African- Centered Rituals: Reflections of Social Work Practice Students - Carter, Carolyn (Reflections: Narratives of Professional Helping (Click on Current or Archives; Registration Optional), 2005)
This narrative describes the author's use of interactive teaching methods in order to broaden students ' knowledge and skills in the cultural diversity aspect of social work. The activities specifically focused on African-Centered rituals.
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Factor structure, reliability, and validity of the Penn State Worry Questionnaire: differences between African-American and White-American college students - Carter, Michele M.; Sbrocco, Tracy; Miller, Oscar; Suchday, Sonia; Lewis, Evelyn L.; Freedman, Rachel E.K. (Journal of Anxiety Disorders, 2005)
This study examined differences in the factor structure of the Penn State Worry Questionnaire (PSWQ) between African-American (n=181) and White-American (n=180) college students. Results from a confirmatory factor analysis indicated that the traditional single-factor solution did not provide the best fit for the data from either ethnic group. A multiple-group factor analysis indicated that underlying structure of Factor 1 was roughly equivalent between ethnic groups. Structure of Factor 2, however, differed between groups. Specifically, item 10 loaded on different factors for each group. In support of these analyses, an exploratory factor analyses (EFA) among White-American participants indicated the presence of a two-factor model while an EFA among African-Americans indicated the presence of three factors. Despite some overlap in the overall factor structure between ethnic groups, African-Americans scored significantly lower on the PSWQ than the White-American group. Furthermore, among African-Americans level of ethnic identity was negatively related to state and trait measures of anxiety, but unrelated to measures of depression and worry.
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Shifting space and cultural place : the transition experiences of African young people in western Sydney high schools - Cassity, Elizabeth; Gow, Greg (2005)
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The gendered assumptions of national and provincial policy documents in South Africa : teachers, sexuality and HIV/AIDS education in schools. - Catelle, N. F. (2005)
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Effective schools operating with amazing (dis)grace of human resources strategy, policy and practice: A South African case - Cele, Nhlanhla (International Journal of Leadership in Education, 2005)
The public profiling of schools as ‘effective schools’,1 1. The state Department of Education uses the term ‘effective schools’ to refer to schools that produce high pass rates for grade 12 students (university entry certificate). This study identifies problems with this stance and redefines school effectiveness suggesting that schools which draw well aligned strategic plans to enhance the quality of teaching and learning leads to the production of good quality learners. Effective schools are those that set up measurable and attainable goals that are aligned to organizational effectiveness and performance measurement of all aspects that have an impact on teaching and learning. based on Grade 12 results, has resulted in a jingoistic race by many public schools to get their names on the ‘public notice board’ of effectiveness recognition. Besides creating a skewed perception of school effectiveness, this public profiling of schools as effective organizations, conceptualised within an inadequate criterion (Grade 12 results), has not only stirred public controversy (when the national Minister of Education threatened to close down the least effective school), but has also been widely identified as a problem by researchers. The research conducted by Jansen (1998 Jansen, J. "How policy creates inequalities." Invited address – CHR1/IDASA Symposium, Cape Town (1998) [Google Scholar]) discovered that besides contravening social justice legislation by beating facts into learners’ minds (corporal punishment), most of these schools publicly branded as the most effective also subscribe to rigid authoritarian management and leadership practices, sometimes ignorant of legislation and policy imperatives. This paper presents a critical analysis of unplanned human resources (HR) practices and management styles observed in two of these ‘effective schools’ where school principals and five educators per school were interviewed. The two schools studied are public high schools based in Durban at the Umlazi District. These schools offer education from grade 8 to grade 12 to the predominantly disadvantaged working class communities. The research findings reveal that the management of these schools is based largely on rigid practices that are devoid of strategic planning and consented investment, with respect to human capital development as aligned with human resources strategy and the broader Skills Development Act 97 of 1998 and other related labour legislation. The Skills Development Act of 1998–is the South African labour relations legislation that specifically claims space for skills‐based training programmes in the education, training and development landscape. Under this Act, organisations are compelled to provide continuous training and Re‐skilling of employees. These findings also reveal that critical policy and legislation on labour relations (Skills Development Act no. 97 of 1998 and Employment Equity Act) are not only contravened, but there are no state‐led systems and processes in place to rectify the situation, cascade policy to staffroom level and reinforce school compliance with government policy and legislation. Educators are not treated as knowledge workers, but as mere civil servants, with limited professional development rights. This paper also draws parallels between these schools and best practices in human resources strategy in the corporate domain. The conclusions of the study clearly reveal that: Educators in public schools work and live under total ignorance of human resources legislation There is discontinuity in state policy reinforcement between public and private employers
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GIS as Information Technology's Answer to the Environmental Pollution Problem in the Niger Delta Region of Nigeria. - Celestine, Achi; Stella, Nnaemeka Obianuju; Michael, Asika Chidi (EnviroInfo, 2005)
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Skills, training and support for carers in HIV/AIDS community home-based care: a case study of carers in Chikankata, Zambia - Chaava, Thebisa Hamukoma (2005)
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Educational and cultural challenges faced by African learners in racially mixed and culturally diverse schools. - Chamane, Nonhlanhla Sandra. (2005)
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Trends in home economics education : an analysis of curriculum documents in Zimbabwe and South Africa - Chamisa, Shylet (2005)
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African American Adolescents' Gendered School Experiences - Chavous, T.; Rivas, D. (2005)
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Reading for All: a movement to mainstream active learning approaches in Tanzania - Chediel, Richard W.; Mhando, Salvatory Flavian; Sekwao, C.; Wile, J. M.; Hunt, George (2005)
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Disparities in Occupational Low Back Injuries: Predicting Pain-Related Disability from Satisfaction with Case Management in African Americans and Caucasians - Chibnall, John T.; Tait, Raymond C. (Pain Medicine, 2005)
Objective. To predict postsettlement pain-related disability from claimant race and satisfaction with Workers' Compensation case management. Design. Population-based survey with telephone interviewing. Setting. St. Louis City, St. Louis County, and Jackson County, Missouri. Participants. African American and Caucasian Workers' Compensation claimants (1,475) with single incident low back injuries whose claims were settled between January 1, 2001 and June 1, 2002. Measures. Workers' Compensation variables were obtained from the State of Missouri comprising treatment cost, temporary disability payment, disability rating, and settlement award. Satisfaction with Workers' Compensation case management was evaluated across five Likert-type rating scales. Pain-related disability was measured using the Pain Disability Index. Injury variables included diagnosis of disc injury or regional backache. Socioeconomic status included education and income. Demographic variables were race, age, and gender. Results. Path analysis indicated direct negative associations between satisfaction and disability. Race had a direct association with disability but was also mediated through other variables: African Americans received less treatment/compensation across the Workers' Compensation variables (relative to Caucasians), which predicted lower satisfaction. This pattern also held true for lower socioeconomic status claimants and those with regional backache. Conclusions. For African Americans and lower socioeconomic status persons in the Workers' Compensation system, less treatment/compensation was associated with lower satisfaction with the process, which in turn predicted higher levels of postsettlement disability. Given that the function of Workers' Compensation is to reduce disability from work-related injuries, the current results suggest that the system produces inequitable outcomes for these groups.
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Gender equity in South African education 1994-2004: conference proceedings - Chisholm, Linda; September, Jean (2005)
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Gender equity in South African education, 1994 - 2004 : perspectives from research, government and unions; conference proceedings - Chisholm, Linda; September, Jean (2005)
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Situational Analysis and Assessment of Education for Children with Disabilities in Bangladesh, South Asia, East Asia and South Africa - Choudhuri; Khandake; Alam, Jahurul; Hasan, Rabiul; Rashida, Sayeda Asma (2005)
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Types of Glaucoma and recent trends applied in treatment: Observations from a Glaucoma Training Workshop in the Gambia - Chuka-Okosa, CM; Faal, Hannah; Ogunro, AO; Duke, Roseline (Nigerian Postgraduate Medical Journal, 2005)
To determine types of glaucoma seen and the recent trends applied in treatment, a retrospective non-comparative case-series study was conducted in the Eye Unit of the Royal Victoria Hospital, Banjul, The Gambia.The records of the 88 patients(145 eyes) seen during the glaucoma training workshop(organised by Prof.James Standefer, a clinical ophthalmologist from Minneapolis, U.S.A.) which held between 3rd and 14th of September, 2001, were analysed for types of glaucoma and treatment given. All but one patient who was a baby underwent the following tests: visual acuity measurement using the illiterate E-Chart with multiple optotypes; tonometry using the Schiotz tonometer with the 5.5g weight; oblique flashlight test; Van Herrick's estimation of the angle depth; pupillary reactions to light; Slitlamp biomicroscopy; gonioscopy using the 4-mirror pressure gonioprism; fundoscopy using the +78D Volk lens and confrontational visual field analysis.27 eyes did not have definite glaucoma. Out of the remaining 118 eyes, 65(55.08%) had POAG;17(14.41%)ACG out of which 8 were CACG and 2 acute ACG. 8 eyes had pseudoexfoliation of the lens capsule with or without glaucoma. In the frail and elderly, guttae Timoptol 0.5% was given once daily. 27 eyes had trabeculectomy; all were with releasable sutures and intraoperative application of 5-Fluorouracil. 3 eyes had laser trabeculoplasty and 5, diode laser transscleral cyclophotocoagulation.POAG was the commonest type of glaucoma seen. Pseudoexfoliation of the lens capsule with or without glaucoma and ACG are not very rare in The Gambia. In the frail and elderly, guttae Timoptol 0.5% was given once daily and none at all in painless glaucoma-blind eyes. Trabeculectomy with releasable sutures and intraoperative application of 5-FU has a very satisfactory pressure-lowering effect.glaucoma; treatment; the Gambia.
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Demographic characteristics of HIV/AIDS patients at the University of Nigeria Teaching Hospital (UNTH), Enugu - Chukwuka, Chinwe (International Journal of Medicine and Health Development, 2005)
Aim : To determine the demographic characteristics of people living with HIV/AIDs attending the UNTH treatment center. Patients and Methods : All patients who assess Antiretroviral treatment at the University of Nigeria Teaching Hospital between February 2002 and July 2004 were included. Demographic characteristics such as age, gender, occupation, marital status, number of spouses, past history of STIs, and blood transfusion were obtained from the patients. Sexual preferences including dalliances with commercial sex workers and whether or not they had shared information on their HIV status with others were inquired from them at registration for therapy. Results : The result showed that the commonest route of transmission remains heterosexual contact, but the infection appears to be more common among married couples. People living with HIV/AIDS are more likely to divulge information about their status when they need support of relatives. Condom use is still abhorred. Conclusion : HIV/AIDS appears to have permeated the entire population and can no longer be viewed as a disease of any particular section of the society. Education on preventive measures to reduce the scourge of HIV/AIDs should form greater part of Government's effort to contain the infection. Keywords : demographic characteristics, HIV/AIDS, UNTH Enugu Journal of College of Medicine Vol. 10(2) 2005: 79-81
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Domination, development, and drought: A study of two Chikunda settlements in Dande, Zambesi Valley, Zimbabwe. - Claudio, Fernanda (2005)
The principle theme of this study is an examination of the relationship between political and economic domination, and development and drought in the Dande area of the Zambesi Valley, Zimbabwe. To this end, two settlements, a centralised polity and an area of shallow and dispersed lineages, were researched and compared. While the populations of these areas comprised different clans and lineages, particular attention is paid to the Chikunda group whose dominant clan in Dande, the marunga rosario andrade, controlled a longstanding centralised chieftaincy. Political process in Dande was until the 1990s viewed as the performance of two forms of chieftaincy, autochthonous and conquering. Autochthonous chiefs were believed to be supported by the people and to act in benevolent ways, while conquering chiefs were expected to act in the interests of their own clan and lineage. Particular attention is paid to the issue of chieftaincy through an examination of the formation of centralised Chikunda polities which derived from a Portuguese land tenure system. Accounts of marunga conquest of Dande and the Chapoto chieftaincy of the 1990s are examined with regard to domination. In comparison, the importance of land spirits in the discourse of chieftaincy is highlighted in terms of centralised and decentralised polities. While the significance of chieftaincy as a political discourse in Dande was high, during the 1990s the introduction of state policies of structural adjustment and development altered political and economic practices. Serious drought in 1991-92 exacerbated longstanding inter-generational conflict which led to a split of outlook on issues of kinship, political organisation, and livelihood practices. The occurrence of serious drought and associated hunger and illness, coupled with social pressures brought by development, caused local populations to express the belief that the Zimbabwean state, which had been installed through the will of the people, was no longer for the people. The trajectory of the Zimbabwean state from its role as autochthonous ruler to that of conqueror in little over a decade after Independence is examined through discussion of land spirit ceremonies performed during and after drought.
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Language Issues in African School Settings: Problems and Prospects in Attaining Education For All - Cleghorn, Ailie (2005)
This chapter explores some key issues relating to the language-ineducation debate, with special reference to sub-Saharan anglophone Africa.1 The issues to be discussed are pedagogical, economic, and political in nature; they are looked at in terms of the problems that language can pose for teachers and learners as well as in terms of some possible solutions.
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Great Expectations, Mixed Governance Approaches and Unintended Outcomes: The Post-1994 Reform of South African Higher Education - Cloete, Nico; Maassen, Peter; Muller, Joe E. (2005)
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An Adult Education Practitioner in Africa: An Opportunity for Relearning - Closson, Rosemary B. (Adult Learning, 2005)
I became interested in international adult education as a result of being in a doctoral program at Florida State University, where the adult education doctorate was very closely aligned with the International Intercultural Development Education ODE) program. Both programs were housed within the Educational Foundations Department in the College of Education; many of the IIDE students included adult education courses as a part of their curriculum. Additionally, both IIDE and the Adult Education and the Instructional Systems Design program (housed in the Educational Psychology Department) enrolled a significant number of international students from Korea, Latin America, and Africa. I originally intended my graduate focus to be in human resource development. However, not long after engaging in class discussions with international classmates and hearing their quite distinct perspectives, questioning both what they often perceived as very American approaches to learning as well as the value of American ideals and culture, I became attracted to adult education in developing countries. African Countries as the Context for My International Work I have taught in university settings in both Nigeria and Kenya. In both countries, I was fortunate to have not only the opportunity to teach in formal educational environments, but also to design and deliver two nonformal educational programs. In Nigeria, all my students were Nigerian graduate students in an adult education master's program. Most of them worked in adult education agencies and were either on leave or working part-time in order to obtain their master's degrees (not so different from student circumstances in the United States). In Kenya, I was selected to teach in the American-based branch of United States International University (USIU). My charge in both cases was to teach teachers using participatory and learner-centered techniques. Since both Nigerian and Kenyan schooling systems were heavily influenced by British colonialism in the early 1900s, learner-centered approaches do not typically prevail in the schools. However, in Kenya, the state-funded university where the College of Education was housed was on strike, so I taught Introduction to Management and an ethics course in an MBA program at the Kenyan branch of an American university–USIU. At USIU, my students were predominantly middle- to upper-class Kenyans, with a scattering of students from various other countries, such as Norway, Brazil, and Uganda. Some of these students were the children of ambassadors to Kenya. In Nigeria, I initiated a relationship with the Agency for Mass Education (AME) which was responsible for adult literacy programs throughout Borno State. Borno, one of 36 Nigerian states, had a population of approximately 3 million people in 1994 when I was there. I was granted an opportunity to visit several of these programs around Maidugnri (the state capital)–two programs for women and a program for tradespersons. Additionally, I had many conversations with Bintu, my friend and our cook, who experienced multiple frustrations in learning to read through adult literacy programs in Maiduguri. Based on my observations of the visited programs and Bintus's tales of woe, I asked if I could conduct a needs assessment of literacy program supervisors and program directors to ascertain if a professional development program for supervisors might be beneficial. Based on the results, I wrote a proposal to the United Nations Development Program (UNDP) to fund a program consisting of three components: low- or no-cost materials; supervisory practices; and teaching tips. After the UNDP granted funding, we added skills training for women, which included how to purify water and how to store vegetables. I had two goals: a) provide the needed training and b) model a collaborative planning process between the AME and the university adult education faculty. …
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A Geological and Geochemical Reconnaissance of the Alid Volcanic Center, Eritrea, East Africa - Clynne, Michael A.; Duffield, Wendell A.; Fourneir, Robert O.; Woldegiorgis, L.; Janik, J.; Kahsai, Gabreab; Weldemariam, Kidane; Smith, J. G.; Tesfai, Theoderos (2005)
Alid volcanic center is a 700-metre tall mountain in Eritrea, northeast Africa. This mountain straddles the axis of an active crustal spreading center called Danakil Depression. Though volcanism associated with this crustal spreading is predominantly basaltic, centers of silicic volcanism, including Alid, are locally present. Young silicic centers imply the recent intrusion of silicic magma to a relatively shallow depth in the crust and thus a possible shallow potent heat source for a hydrothermal convection system. Boiling temperature fumaroles are common on Alid, and their gas compositions indicate a reservoir temperature of at least 250 degree centigrade. Alid is a 7-km x 5-km structural dome. The domed rocks, in decreasing age are Precambrian schist, a sequence of intercalated sedimentary rocks and basaltic lavas, and a sequence of basaltic and rhyolite lava flows. Doming was likely caused by intrusion of relatively lowdensity silicic magma into the upper crust. Subsequent to dome formation, a substantial volume of pyroxene rhyolite magma erupted from a vent near the west end of the summit area of the dome. This eruption produced a blanket of rhyolite pumice over most, if not all, of the dome and fed pyroclastic flows that covered part of the Danakil Depression around the base of the dome. The pumice deposits contain abundant inclusions of granophyric, miarolitic pyroxene granite, chemically indistinguishable from the host pumice. This granite likely represents the uppermost part of the magma reservoir, which crystallized just prior to the pumice eruption. The most recent volcanism near Alid was eruption of basalt lava flows from vents on the floor of the Depression, just north and south of the Dome. The history of volcanism and high reservoir temperature indicated by fumarole gases on Alid suggest that a geothermal resource of electrical grade lies beneath the mountain. Though drilling is needed to determine subsurface condition, the process of dome formation and the ongoing crustal spreading probably create and maintain fracture permeability on the hydrothermal system that feeds the Alid fumaroles.
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Proceedings of the training of trainers' workshop on sweetpotato postharvest technologies and marketing. Video. 33 minutes. 5 copies. Peka Productions (Eds). Kampala, Uganda. (Field): Farmers, Processors, and Schools. - Coalition, Sweetpotato (2005)
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Adult Education Providing Leadership Pathways to Peace through Adult Education in Palestine and Israel. - Cochran, Judith (Convergence, 2005)
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Leadership Pathways to Peace in Adult Education in Palestine and Israel - Cochran, Judith (Journal of Adult Education, 2005)
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Dilemmas of Culture in African Schools: Youth, Nationalism, and the Transformation of Knowledge - Coe, Cati (2005)
In working to build a sense of nationhood, Ghana has focused on many social engineering projects, the most meaningful and fascinating of which has been the state's effort to create a national culture through its schools. As Cati Coe reveals in Dilemmas of Culture in African Schools, this effort has created an unusual paradox: while Ghana encourages its educators to teach about local cultural traditions, those traditions are transformed as they are taught in school classrooms. The state version of culture now taught by educators has become objectified and nationalized. Coe identifies the state's limitations in teaching cultural knowledge and discusses how Ghanaians negotiate the tensions raised by the competing visions of modernity that nationalism and Christianity have created, She reveals how cultural curricula affect authority relations in local social organizations - between teachers and students, between Christians and national elite, and between children and elders - and raises several questions about educational processes, state-society relations, the production of knowledge, and the making of Ghana's citizenry.
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TRAINING AND CAPACITY DEVELOPMENT NEEDS ASSESSMENT FOR THE USAID SUDAN FIELD OFFICE - Cogswell, Lynne; Hailer, Richard; Holm, Robert A.; Purcell, J. M.; Smith, Dean O. (2005)
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The Medium of Teaching At South African Universities: the Position of Afrikaans - Coller, H.P. Van (2005)
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Nuances of Error: Considerations Relevant to African American Vernacular English and Learning to Read. - Compton‐Lilly, Catherine (2005)
This paper explores the presence of African American Vernacular English patterns in the reading of one child over a 20-week period. In this paper, I present insights from linguists about African American Vernacular English, list linguistic patterns characteristic of African American Vernacular English speakers, examine the relationship between the African American Vernacular English and learning to read, and examine the particular demands of book language. A case study of an African American Vernacular English speaking Reading Recovery student is then presented. This case study explores this student’s use of both African American Vernacular English patterns and the language of books.
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Teaching systematic theology in the Southern African context : a survey of current practices : Theological Society of South Africa : papers read at 2004 conference - Conradie, Ernst M. (2005)
This survey is based on data which I collected through colleagues at various theological institutions in the Southern African region. These institutions count amongst the most prominent theological institutions in the region. The data therefore provides a fairly reliable picture of how Systematic Theology is being taught at an undergraduate level at universities in the region.
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Examining the Cultural Adjustment Experiences of African International College Students: A Qualitative Analysis. - Constantine, Madonna G.; Anderson, Gregory M.; Berkel, Laverne A.; Caldwell, Leon D.; Utsey, Shawn O. (Journal of Counseling Psychology, 2005)
The authors examined the cultural adjustment experiences of 12 Kenyan, Nigerian, and Ghanaian international college students through semistructured interviews. Using consensual qualitative research methodology (C. E. Hill, B. J. Thompson, & E. N. Williams, 1997), 7 primary domains or themes related to these students' cultural adjustment experiences were identified, including (a) presojourn perceptions of the United States, (b) postsojourn perceptions of the United States, (c) cultural adjustment problems in the United States, (d) responses to prejudicial or discriminatory treatment, (e) family and friendship networks, (f) strategies for coping with cultural adjustment problems, and (g) openness to seeking counseling to address cultural adjustment problems. Implications of the findings are discussed.
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Towards a theory of pedagogy, learning and knowledge in an 'everyday' context : a case study of South African trade union - Cooper, Linda (2005)
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Racial socialization, perceptions of school discrimination and the educational outcomes of African American male and female adolescents. - Cooper, Shauna M. (Deep Blue (University of Michigan), 2005)
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Mitigating Recurrent Drought Crises in the Southern Ethiopian Rangelands - Coppock, D. Layne (2005)
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Technical Communication, Participatory Action Research, and Global Civic Engagement: A Teaching, Research, and Social Action Collaboration in Kenya. - Crabtree, Robbin D.; Sapp, David Alan (2005)
In a recent issue of Technical Communication Quarterly, we argued for increased civic engagement through the implementation of service-learning in technical communication courses and curricula (Sapp and Crabtree). In addition to the applied theory and experiential learning opportunities servicelearning creates, this pedagogical approach also provides students with an education in engaged citizenship. In that article, we introduced our commitTechnical Communication, Participatory Action Research, and Global Civic Engagement: A Teaching, Research, and Social Action Collaboration in Kenya
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LEVEL OF VOICE AMONG URBAN AND RURAL AFRICAN-AMERICAN MIDDLE-SCHOOL STUDENTS - Crawford, Yashica Jariece (2005)
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Research and Evaluation for Educational Development: learning from the PRISM experience in Kenya - Crossley, Michael W; Herriot, Andrew; Waudo, Judith N.; Mwirotsi, Miriam; Holmes, Keith; Juma, Magdallen N. (2005)
This book provides a reflective and historically situated analysis of the Kenyan Primary School Management Project (PRISM). This is carried out in the light of a broader international review of the theoretical and methodological literature relating to the role, and potential, of research and evaluation in the process of educational development. The case study of PRISM pays particular attention to the part played by collaborative and participatory research and evaluation in project development and implementation. The book is designed to be read on two main levels. Firstly, it provides a detailed, critical and empirically informed record of the Kenyan PRISM initiative. Secondly, the broader analysis explores implications for changing modalities of international development co-operation; for research and evaluation capacity building; for methodological and theoretical dimensions of development processes; and for the importance of comparative insights in understanding the processes and dilemmas of the international transfer of theories, policies and practices.
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Degrees of Uncertainty: Students and the Brain Drain in Southern Africa - Crush, Jonathan; Pendelton, Wade; Tevera, Daniel S. (2005)
openalex: W2249509825 mag: 2249509825
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Perinatal mortality rate in a teaching hospital: A review of 15 years experience in Medani hospital - Sudan - Dafallh, Saad Ei Nairm; Babikir, Hydar Ei Hadi (Sudanese journal of paediatrics, 2005)
Objective: Perinatal mortality rate remains of fundamental inference for identifying problems pertaining to obstetrical and early neonatal treatment. Unit we know how to prevent congenital malformations, obstetrical accidents (abruptio -placentae) and very premature deliveries, we must accept an irreducible minimum perinatal mortality rate. The perinatal mortality rate is a sensitive index of the adequacy and the type of the obstetrical care during pregnancy, labour and neonatal care early in the puerperium. Methods: This IS a retrospective study carried in Wad Medani Teaching Hospital, Medani city - Sudan. Case notes were reviewed for all perinatal deaths and all deliveries during the period 1st January 1985 up to 31st December 1999. This period is subdivided into three periods 1985 – 1998- 1990-1994-1995-1999. The data were analyzed and the literature is reviewed to compare result of similar studies. Results: Out of the total number of deliveries during that period (n= 44605) there are 2340 perinatal deaths, giving a total perinatal mortality rate of 76 52.511000 live births. This perinatal mortality rate shows a decline with each period, being 70.31100 during the period 1985 - 1989, 56.811 000 during the period 1990-1994 and 37.311000 during the last period 1995 - 1999. Prematurity is the leading cause of perintal deaths accounting for .2% of cases. The number of preventable perintatal deaths had decreased steadily. Conclusion: The study highlighted the existence of a very senous health problem. Prematurity, congenital malformation, poor antenatal care, deficient care at delivery, and limited neonatal care facilities are the main contributory factors. Reduction of the perintatal mortality rate is subject to improvement of those main factors, improvement of communal economic, social and educational standards, improvement of data collection and changes in obstetrical and neonatal care.
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Background and classroom correlates of child achievement, cognitive, and behavioural outcomes in rural Kenyan schoolchildren - Daley, Tamara C.; Whaley, Shannon E.; Sigman, Marian; Guthrie, Donald; Neumann, Charlotte G.; Bwibo, Nimrod O. (International Journal of Behavioral Development, 2005)
In the current study, background data (sex, age, and SES) and classroom factors were examined as predictors of scholastic achievement and child cognitive and behavioural outcomes in a group of rural Kenyan schoolchildren during their first year of formal schooling. Previous research in this area has provided mixed results regarding the characteristics of children and school environments that best predict optimal outcomes for children. This study extended previous research through the use of multiple culturally grounded predictor and outcome variables; in addition to using observational techniques to assess the classroom environment, this study examined cognitive, academic, and behavioural measures. Results suggested that while background factors such as child age and SES are important predictors of child outcomes, inclusion of classroom factors significantly improved prediction for all types of child outcomes, and the addition of behaviour as a predictor shows an even greater effect. The largest effect was seen for the outcome variables most closely tied to classroom activities.
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Commentaar Nutritional Correlates of Perceived Stress among University Students in Egypt - Dam, Ewcm van (2005)
Commentaar op Walid El Ansari and Gabriele Berg-Beckhoff, Nutritional Correlates of Perceived Stress among University Students in Egypt, International Journal of Environmental Research and Public Health, 10.3390/ijerph121114164, 12, 11, (14164-14176), (2015).
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An overview of information and communication technology for education in Ethiopia - Damtew, W (I.E.R. Flambeau, 2005)
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GLOBALIZATION CULTURE AND ARCHITECTURAL EDUCATION IN NIGERIA - Daramola, Adedeji; Alagbe, O. A.; Aduwo, B. E. (2005)
Globalization has exerted so much pressure on every aspect of the global economy. This pressure is fast affecting the economy of most underdeveloped and developing world. The precipitation of the World Trade Organization principles, which compelled participating nations to open up their boarders to foreign goods and services, has finally compelled indigenous culture and economy to untold competition and imminent collapse. This paper considers the inherent and apparent effects of globalization culture on architectural education as well as curriculum development in Nigerian Schools of Architecture. It opined that there is a need to marry both the unique tropical Nigerian environment with its cultural background, while embracing the loftiness of foreign design concept and flavour that are initiated through globalization. It asserted that while globalization principles can be embraced, great caution should be exercised. Finally, both environmental harmony as well as sustainability factors must be given due considerations in harnessing any global design concept. This will avert the intractable architectural misdemeanours prevailing in Nigeria communities. Through appropriate architectural education, so much can be achieved in re-orientating the Nigerian architects.
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Teacher Shocks and Student Learning: Evidence from Zambia - Das, Jishnu; Dercon, Stefan; Habyarimana, James; Krishnan, Pramila (2005)
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It Takes a Village to Teach a Child: An Analysis of an African-Centered Parental Involvement Program. - Davenport, Elizabeth K.; Bogan, Yolanda K. H. (AASA journal of scholarship and practice, 2005)
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"THE MANAGEMENT AND TEACHING OF POPULATION/FAMILY LIFE EDUCATION IN A POST CONFLICT SITUATION" A CASE STUDY OF SIERRA LEONE - Davies, Beresford Marcus; Leone, Sierra (2005)
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Information retrieval interaction and the undergraduate student at historically disadvantaged higher education institutions in the Western Cape, South Africa: a cognitive approach - Davis, Gavin (2005)
This study observed the interaction between historically disadvantaged undergraduate students and on-line information retrieval systems at the University of the Western Cape and the Cape Peninsula University of Technology.
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African American students' perceptions of a technology-enhanced learning environment: A case study - Dawan, Jaami (2005)
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Seeing, Thinking and Acting against Malaria— A New Approach to Health Worker Training in Rural Gambia - Dawson, Angela; Joof, BallaMusa (Education for health, 2005)
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Remote sensing for rapid hazard assessment in the Rungwe Volcanic Province (RVP), Tanzania - Decraene, Annelies; Delvaux, Damien; Fernández‐Alonso, M. Carmen; Kervyn, F.; Meerendre, Matthieu Kervyn De; Macheyeki, Athanas S.; Mbede, Evelyne; Ernst, Gérald (2005)
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Narratives from Ghana: Exploring Issues of Difference and Diversity in Education - Dei, George J. Sefa; Asgharzadeh, Alireza (2005)
This chapter is based on focus group discussions of African and Ghanaian university students as they reflect on their university experiences on the subject of how questions of difference and diversity are broached in the teaching, learning, and administration of education in their schools and universities. The students use their personal knowledge and lived experiences to reflect on the question of how inclusivity and diversity implicate schooling in Africa. The learning objective is to examine and discuss the ways in which the school experiences of the study participants inform their shared, competing, and contested understandings of the challenges of inclusive schooling in pluralistic contexts. The advantage of using a focus group interview methodology is that this kind of research method enables us to obtain several interactive perspectives about the same topic. Notions of difference and diversity are heavily characterized by relations of power and influence. As such, a focus group interview is particularly suited to produce the most transparent information and insight emerging from interactions, discussions, and debates among the group members.
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‘Learning about Sex’: Historical Perspectives on Sexual Education in South Africa - Delius, Peter (2005)
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FACTORS ASSOCIATED WITH HEMOGLOBIN CONCENTRATIONS IN PRE-SCHOOL CHILDREN IN WESTERN KENYA: CROSS-SECTIONAL STUDIES - Desai, Meghna; Terlouw, Dianne J.; Kwena, Arthur; Phillips–Howard, Penelope A.; Kariuki, Simon; Wannemuehler, Kathleen; Odhacha, Amos; Hawley, William A.; Shi, Ya Ping; Nahlen, Bernard L.; Kuile, Feiko O. Ter (The American journal of tropical medicine and hygiene, 2005)
In sub-Saharan Africa, the etiology of anemia in early childhood is complex and multifactorial. Three community-based cross-sectional surveys were used to determine the prevalence and severity of anemia. Regression methods were used to compare mean hemoglobin (Hb) concentrations across covariate levels to identify children at risk of low Hb levels in an area with intense malaria transmission. In a random sample of 2,774 children < 36 months old, the prevalence of anemia (Hb < 11g/dL) was 76.1% and 71%, respectively, in villages without and with insecticide-treated bed nets (ITNs); severe-moderate anemia (Hb < 7 g/dL) was observed in 11% (non-ITN) and 8.3% (ITN). The prevalence of anemia, high-density malaria parasitemia (21.7%), microcytosis (34.9%), underweight (21.9%), and diarrhea (54.8%) increased rapidly from age three months onwards and remained high until 35 months of age. Multivariate analyses showed that family size, history of fever, pale body, general body weakness, diarrhea, soil-eating, concurrent fever, stunting, and malaria parasitemia were associated with mean Hb levels. Prevention of severe anemia should start early in infancy and include a combination of micronutrient supplementation, malaria control, and possibly interventions against diarrheal illness.
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Gender and Education in Sub-Saharan Africa: The Women in Development (WID) Approach and its Alternatives - Diaw, Codou (2005)
This quote is pertinent to this chapter in that it sets the scene for discussing the issues of education, gender, and culture in an international, rather than national perspective. It also recognizes both the key role played by international development institutions and the contribution of the academic field. Finally, it underscores the importance of using a gender framework to analyze policy issues that affect the education of girls and women.
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An Analysis Of The Reasons Offered By Post-Graduate Diploma In Education Students In Botswana For Opting For A Teaching Career - Dibapile, Waitshega Tefo Smitta (Journal of College Teaching & Learning, 2005)
The purpose of this paper was to investigate and analyze the reasons advanced by Post Grade Diploma in Education students (PGDE) for choosing teaching as a career. The subjects of the study were 102 students of which 58 were females and 44 were males. The average age for this group of students was 23. Data were collected using a questionnaire in which a quantitative approach was employed using closed and open-ended questions. The findings of the study revealed that, PGDE students choose the teaching profession mainly for extrinsic reasons such as job security and economic advancement. The paper also indicated that student teachers chose teaching as a career because they wanted to serve the community.
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Impact of climate change on drylands in West Africa - Dietz, Andreas (2005)
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Using an Integrated Performance Management System to Enhance the Learning Organisation: A South African Perspective - Dijk, Gerda van (The international journal of knowledge, culture and change management, 2005)
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School Library Facilities Required for Successful Implementation of the UBE Programme in Nigeria - Dike, VW (Nigerian School Library Journal, 2005)
The paper discussed the objectives of the UBE and the library facilities. The roles of the school library play in the school system were identifiedm and the space requirements as well as functions to be performed in the school library were also discussed. Recommendations were made for the provision of effective library service for the UBE programme.
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Sociolinguistic dynamics and challenges facing African learners in multiracial schools in terms of their linguistic and cultural identities. - Dlamini, Iris Hlengiwe. (2005)
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A primary school baseline study of SSHE in Swaziland - Dlamini, Poppy; Mabuza, Khanyisile (Waterlines, 2005)
To prepare the way for further work, an SSHE programme in two regions of Swaziland was studied. This article describes the lessons learned from the UNICEF and government-funded project.
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The Challenge of Researching Education in Commonwealth African Countries - Donn, Gari (2005)
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The Methodological Challenges of Researching Education and Skills Development in Africa - Donn, Gari (2005)
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Nursing Education Administrators' Perceptions of the Recruitment and Retention of African American Male Nursing Students - Dorsey, Maggie Thurmond (2005)
The present descriptive study obtained nursing education administrators’ perceptions about the use and effectiveness of recruitment and retention strategies for African American male nursing students as compared to those strategies used for all nursing students in their nursing programs. A survey based on a review of the literature was developed by the researcher. The survey was mailed to 241 baccalaureate degree nursing education administrators in the 16 states and District of Columbia, Southern Regional Educational Board (SREB) region with a response rate of 39.3 %. Descriptive analysis of each strategy on the survey was calculated to determine use and effectiveness. Paired samples t-tests were performed for the total recruitment strategies for African American male nursing students and all nursing students and for the total retention strategies for African American male nursing students and all nursing students. Narrative comments were clustered and categorized. Seven findings from this descriptive study were reported. The discrete data reported in this study showed that few African American male nursing students were admitted to the baccalaureate degree nursing schools in the study in the year 2004 (M = 1.99, SD = 3.93) and even fewer graduated in that same year (M = .75, SD = 1.27). This study also
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It Takes a Village: The Academic and Social Integration of First Year African American Students at Predominantly White Institutions - Downing, Stacy Lynette (2005)
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Poverty, enclave and access to primary school in rural Guinea - Droy, Isabelle (Mondes en developpement, 2005)
Les donnees recentes sur l’education en Guinee montrent une forte augmentation des taux de scolarisation dans le primaire, ainsi qu’une reduction des inegalites de genre. Cependant, de fortes inegalites persistent au niveau spatial (entre populations rurales et urbaines, entre regions ou sous-regions) ou selon le niveau socio-economique des populations. L’etude explore le lien entre la pauvrete, l’enclavement et l’acces a l’ecole primaire dans une region rurale de Guinee (Guinee Maritime) en s’appuyant sur des donnees d’enquetes realisees en 2004. Les decisions de scolarisation des menages sont examinees a travers les facteurs endogenes, comme les caracteristiques de la famille et leur niveau de revenu, puis a travers des facteurs exogenes lies a l’offre scolaire.
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Patients′ assessment of quality of eye care in a nigerian teaching hospital - Ds, Ademola-Popoola; Tm, Akande; Idris, Ahmed (Nigerian Postgraduate Medical Journal, 2005)
Patients' assessment of quality of health care despite its importance in uptake of available services is not frequently examined in developing countries.This descriptive cross-sectional study was conducted at the Eye clinic in a Tertiary health facility to find out patients' perception of quality of care received in the facility. A questionnaire instrument was used, and it included patients' socio-demographic data, patients' perception of waiting time, charges, supportive services such as ease of movement from one service point to the other and pharmacy. Respondents' suggestions on any area of service rendered to them were also captured.A total of 124 respondents were interviewed. Majority (89.4%) reported long waiting time particularly for doctors' consultation. Missed clinic appointment was mostly due to health workers strike. Two-thirds of patients procured their prescribed drugs outside the Hospital due to hospital bureaucracy. However, most patients reported having received adequate explanation on their ailment from the health workers. Despite the shortcomings in services received most of the patients expressed satisfaction with the quality of care received.There is need to frequently examine the quality of health care received by patients in developing countries with the aim of identifying areas of services that should be improved. Key words: patients' assessment, eye care, quality.
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DFID Policy Project: The role and effectiveness of disability legislation in South Africa - Dube, A.K. (2005)
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The management and diffusion of HIV/AIDS information in institutions of higher learning in South Africa - Dube, Luyanda (2005)
Thesis submitted in fulfillment of the requirements for the award of the Degree of Doctor of Philosophy in Library and Information Science at the University of Zululand, 2005.
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Insight into the management and diffusion strategies of HIV / AIDS information in institutions of higher education in South Africa : research article - Dube, Luyanda; Ocholla, Dennis N. (South African Journal of Libraries and Information Science, 2005)
The study focuses on the management and diffusion of HIV / AIDS information in institutions of higher learning in South Africa. The HIV / AIDS Policy for Educators, Learners and Students provided a strong foundation on government involvement on HIV / AIDS management in Higher Education. Both Qualitative and quantitative research design and methodologies were employed largely through survey, observation and document analysis. The findings reveal that the response of the higher education sector to HIV / AIDS is not uniform, but there is a positive move towards strong management of HIV / AIDS and information diffusion. The study recommends further research on feasibility, applicability and effectiveness of the centralized coordination of the higher education HIV / AIDS response. Other hidden issues have been unearthed and a model for effective HIV / AIDS management and information diffusion in the sector suggested.
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Cultural armors and buffers: African American families' perspectives of the special education process and community experiences - Dunmore, Sharon Huitt Vinson (2005)
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Gendered School Experiences:the impact on retention andachievement in Botswanaand Ghana. Researching the issues 56 - Dunne, Michael P.; Leach, Fiona; Tabulawa, Richard; Kutor, N.; Asamoah, Anthony; Chilisa, Bagele; Maundeni, Tapologo; Forde, Londa Dzama (2005)
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Gendered School Experiences: The impact on Retention and Achievement in Botswana and Ghana - Dunne, Michael; Leach, Fiona (2005)
DFID1 Palace Street London SW1E 5HEUnited KingdomTel: +44 (0) 20 7023 0000Fax: +44 (0) 20 7023 0019Website: www.dfid.gov.ukemail: enquiry@dfid.gov.ukPublic enquiry point: 0845 3004100 From overseas: +44 1355 84 3132DFIDAbercrombie HouseEaglesham RoadEast KilbrideGlasgow G75 8EAUnited Kingdom01/05 2K Produced for DFID by Fuller-Davies Limited
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Linking desert evolution and coastal upwelling: Pliocene climate change in Namibia - Dupont, Lydie M; Donner, Barbara; Vidal, Laurence; Pérez, Elena M; Wefer, Gerold (Geology, 2005)
Research Article| June 01, 2005 Linking desert evolution and coastal upwelling: Pliocene climate change in Namibia Lydie M. Dupont; Lydie M. Dupont 1Geosciences University of Bremen, D-28334 Bremen, Germany Search for other works by this author on: GSW Google Scholar Barbara Donner; Barbara Donner 1Geosciences University of Bremen, D-28334 Bremen, Germany Search for other works by this author on: GSW Google Scholar Laurence Vidal; Laurence Vidal 2Centre Européen de Recherche et d'Enseignement des Géosciences de l'Environnement, University of Aix-Marseille III, 13545 Aix en Provence cedex 04, France Search for other works by this author on: GSW Google Scholar Elena M. Pérez; Elena M. Pérez 3Natural History Museum of Los Angeles County, Los Angeles, California 90007, USA Search for other works by this author on: GSW Google Scholar Gerold Wefer Gerold Wefer 4Geosciences University of Bremen, D-28334 Bremen, Germany Search for other works by this author on: GSW Google Scholar Author and Article Information Lydie M. Dupont 1Geosciences University of Bremen, D-28334 Bremen, Germany Barbara Donner 1Geosciences University of Bremen, D-28334 Bremen, Germany Laurence Vidal 2Centre Européen de Recherche et d'Enseignement des Géosciences de l'Environnement, University of Aix-Marseille III, 13545 Aix en Provence cedex 04, France Elena M. Pérez 3Natural History Museum of Los Angeles County, Los Angeles, California 90007, USA Gerold Wefer 4Geosciences University of Bremen, D-28334 Bremen, Germany Publisher: Geological Society of America Received: 20 Nov 2004 Revision Received: 27 Jan 2005 Accepted: 04 Feb 2005 First Online: 03 Mar 2017 Online ISSN: 1943-2682 Print ISSN: 0091-7613 The Geological Society of America, Inc. Geology (2005) 33 (6): 461–464. https://doi.org/10.1130/G21401.1 Article history Received: 20 Nov 2004 Revision Received: 27 Jan 2005 Accepted: 04 Feb 2005 First Online: 03 Mar 2017 Cite View This Citation Add to Citation Manager Share Icon Share Facebook Twitter LinkedIn Email Permissions Search Site Citation Lydie M. Dupont, Barbara Donner, Laurence Vidal, Elena M. Pérez, Gerold Wefer; Linking desert evolution and coastal upwelling: Pliocene climate change in Namibia. Geology 2005;; 33 (6): 461–464. doi: https://doi.org/10.1130/G21401.1 Download citation file: Ris (Zotero) Refmanager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All ContentBy SocietyGeology Search Advanced Search Abstract A late Pliocene high-resolution pollen record from the southeast Atlantic (Ocean Drilling Program Site 1082) registers vegetation development in southwest Africa. The marine record is continuous, ranges from 3.5 to 1.7 Ma, and has a millennial resolution between 2.9 and 1.9 Ma. Changes in climate and vegetation correspond to the Matuyama diatom maximum of the Namibian upwelling system and seem to be highly susceptible to latitudinal shifts in the Polar Front Zone of the Southern Ocean. A northward advance of the polar fronts is connected with an increase in winter rainfall in southwest Africa. Rapid desiccation in Namibia at 2.2 Ma is associated with increasing upwelling and decreasing sea- surface temperatures along the coast. You do not have access to this content, please speak to your institutional administrator if you feel you should have access.
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The effects of education, income, and child mortality on fertility in South Africa - Dust, Kristin (2005)
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“The Cost of Poverty”: Transaction Costs and the Struggle to Make Aid Work in the Education Sector in Tanzania - Dyer, Kate (Human Development Occasional Papers (1992-2007), 2005)
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Education, innovation and economic growth in Cameroon - Edielle, Ngwa; Jackson, Thomas (MPRA Paper, 2005)
The main objective of this paper is to evaluate technologically (innovation or imitation) the role of human capital in Cameroon as far as economic growth is concerned. Higher education is designed to be the main technological aspect of human capital. Theoretically, the stock of knowledge available in a country determines through innovation productivity growth. In that way, we use a Vector Error Correction model (VECM) to evaluate the impact of human capital on productivity growth. Productivity is approximated by the Total factors Productivity (TFP) evaluated by growth accounting method. Our estimates show that direct effect of human capital on TFP growth between 1960 and 2001 is greater than innovation capability (Higher education expenses) effect and less than imitation capability effect through imports. In contrary, indirect effect of human capital through foreign investments is the most important. For a given foreign investment, a 1\% increase in human capital stock in Cameroon improves productivity up to 28.5\%.
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Democratic Pluralism: Placing African-American Student-Athletes in the Context of a New Agenda for Higher Education - Edwards, Hamy (2005)
Harry Edwards delivered the NACADA Journal symposium lecture at the I 9 9 0 N A C A D A National Conference. He was invited by the Journal's editors to expand the ideas he presented into a n article to give the entire membership a n opportunity to examine these ideas. W e have also included responses from several professionals who are actively involved i n exploring the issues that Edwards deals with. The editors welcome further responses to this article.
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Women’s Education and Social Development in Africa - Egbo, Benedicta (2005)
Much has been written about the role of education as an important prerequisite for social development. Although there are competing claims to the contrary, there is indeed compelling evidence that mass education accelerated industrial revolution in much of the developed West. Following the same logic, postcolonial social policies in Africa and other less developed parts of the world have been premised on the assumption that there is an interdependence between education and social development. But, despite this recognition and massive educational expansions in the region over the last several decades, women’s equal access to education is at best, ideational. An analysis of UNESCO’s (2000) World Education Report, shows that while significant gains were made in school enrollments in Africa, women continue to trail behind men, with few exceptions, at all levels of education (see table 8.1). But, beyond disparities in educational enrollments and asymmetrical access to social rewards per se, women’s education is of critical value to society in very important ways.
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Soil-transmitted helminthiasis among school age children in Ethiope East Local Government Area, Delta State, Nigeria - Egwunyenga, O A; Ataikiru, DP (African Journal of Biotechnology, 2005)
The prevalence and intensity of soil-transmitted helminth infections and their relationship to anthropometric indices of 1,351 school children from Ethiope East Local Government Area of Delta State, Nigeria were evaluated. 739 (54.70%) of the subjects were infected by soil-transmitted helminths (STH). The overall prevalences by species were Ascaris lumbricoides (48.41%), hookworms (29.76%), and Trichuris trichiura (17.39%). 174 (12.88%) were infected with two or more STHs. Males (60.81%) were generally more infected than females (43.30%), but this was only statistically significant among children aged 5 – 7 years. The mean number of eggs per gram of faeces (epg) was generally low. Analysis of epg for each species indicated that 7.8, 7.60 and 1.70% of the subjects had high intensity of infections for Ascaris, hookworms and Trichuris, respectively. There was no relationship between intensity of infections and wasting, while children with high intensity of infections were more stunted than others.
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Climate Change, Desertification, and Dust Generation in Nigeria: A Review - Ekanem, Ekanem M.; Nwagbara, M. O. (Journal of Environmental Systems, 2005)
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Non-book Media for Effective Implementation of the Universal Basic Education Programme in Nigeria - Ekere, FC (Nigerian School Library Journal, 2005)
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Resources for Effective Teaching and Learning of Integrated Science in Nigerian Secondary Schools - Ekpo, K; Inyang, Obo; Usoro, Hogan S.; Akpan, Paul (African Symposium: An On-Line African Educational Research Journal, 2005)
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General or Vocational: Evidence on School Choice and Returns from Egypt - El-Hamidi, Fatma (Topics in Middle Eastern andNorth African Economies, 2005)
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Wage Inequality by Education and Gender in MENA: Contrasting the Egyptian and Moroccan Experiences in the 1990s - El-Hamidi, Fatma; Said, Mona (RePEc: Research Papers in Economics, 2005)
The 1990s has been a decade of considerable socioeconomic change in the MENA region characterized by adoption of economic liberalization policies and a declining role of the state as an employer in the labor market. This paper explores some of the equity implications of this transition by examining changes in the distribution of returns to education and gender wage premia in the Egypt and Morocco market using joint models of educational choice and wage determination. Selectivity corrected returns to different levels of education indicate that a reduction in the role of the public sector lead to lower returns in the private sector and falling returns over time. Only at the university level, are returns higher in the private sector in Egypt indicating that employers place relatively little value on basic and secondary education. In Morocco there is some evidence of higher returns in the private sector by the end of the 1990, which might be indicative of better matching of educational credentials and productivity differences. Oaxaca-Blinder wages-differentials decompositions of sector and gender wage gap for Egypt and Morocco indicate that the unexplained component in public wage premia and gender gaps have declined in Egypt, but substantially increased in Morocco over the 1990s. Overall, economic liberalization and public sector retrenchment which were much more comprehensive in Morocco appear to have had a more dislocating effect also on labor market wage outcomes. The paper ends with some policy implications and suggests future directions of research in the areas of educational and public sector reform and policies to improve access of women to the private sectors in MENA.
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Efficacy of intratympanic methylprednisolone acetate in treatment of drill-induced sensorineural hearing loss in guinea pigs - El-Hennawi, Diaa M; El-Deen, Mohamed H Badr; Abou-Halawa, Ashraf Saad; Nadeem, Hani S; Ahmed, Mohamed (The Journal of Laryngology & Otology, 2005)
Intratympanic steroids offer direct access to the inner ear with high concentration and without systemic effects. In this study, the efficacy of intratympanic methylprednisolone acetate (IT-MPA) was evaluated in a guinea-pig model of drill-induced inner ear trauma. Twenty-five guinea pigs were divided into a control group to document the baseline distortion product otoacoustic emissions (DPOAEs) and the normal scanning electron microscopic (SEM) morphology of the inner ear. The animals in the study group were subdivided into a steroid-only group (S), a trauma-only group (T), a trauma-plus-time group (TT), and a trauma-plus-steroid (TS) group. IT-MPA was found to have no damaging effect on the inner ear. Twelve days after trauma, there was spontaneous although incomplete recovery of the DPOAEs amplitudes and SEM morphology with scar tissue replacing lost outer hair cells. Statistically higher DPOAEs amplitudes (p < 0.05) were recorded in the TS group that had nearly normal SEM morphology compared to the TT group. The authors conclude that IT-MPA significantly improves drill-induced sensorineural hearing loss and inner ear morphological changes in guinea pigs.
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Prevalence of Attention Deficit Hyperactivity Disorder Among Elementary Schools Children in Assiut City-Egypt - El-Tallawy, Hamdy N.; Hassan, Wafaa A.; El-Rakeep, Abd; El-Behary, Ahmed; Shehata, Ghaydaa A. (2005)
Objective: To estimate the prevalence of ADHD among elementary schools children in Assiut City of both sex with age ranged from 8-10.5 years, and searching out the possible risk factors responsible for ADHD. Method: we studied 1513 students, distributed geographically. The students were subjected to the following tools; Children's Attention and Adjustment Survey (school and house forms), WISC; Diagnostic criteria of DSM-IV (APA, 1994) for ADHD, social scale assessment, and a special questionnaire for detection of risk factors of ADHD Data were collected among one academic year. Results The study revealed that the prevalence rate of ADHD was 6% among elementary schools, the subtypes were: ADHD-predominant hyperactive-impulsive type 3.3%, ADHD-combined type 2%, and ADHD-predominant inattentive type 0.7%, male to female ratio was 1.5:1. Risk factors for ADHD were: large family size (29%), convulsion (11%), trauma to the head during the first two years of life (7.7%), isolation of the child from one or both parents for a time in inattentive subtype of ADHD (50.5%), and artificial feeding (12.1%), family History of ADHD was higher among families with ADHD than control group. The first and last births had relation to ADHD. Conclusion, we can conclude that the prevalence rate of ADHD among elementary school children in Assiut City, 3 rd grade was 6%. This helped us to estimate the magnitude of this problem among the elementary school children which lead to proper design of a preventive and therapeutic intervention programs; also our study revealed that ADHD was associated with many risk factors. So dealing with these risk factors may lead to decrease the incidence and prevalence of these cases and its associated
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Climate change in Libya and desertification of Jifara Plain - El-Tantawi, Attia M. (2005)
The study was arranged to manifest its objectives through preceding it with an intro-duction. Particular attention was paid in the second part to detect the physical settings of the study area, together with an attempt to show the climatic characteristics in Libya. In the third part, observed temporal and spatial climate change in Libya was investigated through the trends of temperature, precipitation, relative humidity and cloud amount over the peri-ods (1946-2000), (1946-1975), and (1976-2000), comparing the results with the global scales. The forth part detected the natural and human causes of climate change concentrat-ing on the greenhouse effect. The potential impacts of climate change on Libya were ex-amined in the fifth chapter. As a case study, desertification of Jifara Plain was studied in the sixth part. In the seventh chapter, projections and mitigations of climate change and desertification were discussed. Ultimately, the main results and recommendations of the study were summarized. In order to carry through the objectives outlined above, the following methods and approaches were used: a simple linear regression analysis was computed to detect the trends of climatic parameters over time; a trend test based on a trend-to-noise-ratio was applied for detecting linear or non-linear trends; the non-parametric Mann-Kendall test for trend was used to reveal the behavior of the trends and their significance; PCA was applied to construct the all-Libya climatic parameters trends; aridity index after Walter-Lieth was shown for computing humid respectively arid months in Libya; correlation coefficient, (after Pearson) for detecting the teleconnection between sun spot numbers, NAOI, SOI, GHGs, and global warming, climate changes in Libya; aridity index, after De Martonne, to elaborate the trends of aridity in Jifara Plain; Geographical Information System and Re-mote Sensing techniques were applied to clarify the illustrations and to monitor desertifi-cation of Jifara Plain using the available satellite images MSS, TM, ETM+ and Shuttle Radar Topography Mission (SRTM). The results are explained by 88 tables, 96 figures and 10 photos. Temporal and spatial temperature changes in Libya indicated remarkably different an-nual and seasonal trends over the long observation period 1946-2000 and the short obser-vation periods 1946-1975 and 1976-2000. Trends of mean annual temperature were posi-tive at all study stations except at one from 1946-2000, negative trends prevailed at most stations from 1946-1975, while strongly positive trends were computed at all study stations from 1976-2000 corresponding with the global warming trend. Positive trends of mean minimum temperatures were observed at all reference stations from 1946-2000 and 1976-2000, while negative trends prevailed at most stations over the period 1946-1975. For mean maximum temperature, positive trends were shown from 1946-2000 and from 1976-2000 at most stations, while most trends were negative from 1946-1975. Minimum tem-peratures increased at nearly more than…
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Personnel Requirement for Effective School Library Service in the Implementation of Universal Basic Education Programme in Nigeria - Elaturoti, DF (Nigerian School Library Journal, 2005)
The objectives and scope of the Universal basic Education were discussed the junctions of the School Library service in support of the education programme in the school and the staff requirement for the effective proformance of the functions were also discussed the various designations usedfor librarians in schools in countries of the world and their qualifications were examined, and definite designation and qualifications were for librarians in Nigerian schools. The strategies for gelling qualified teacher-librarians and other school library personnel for Nigerian schools for the effective implementation of the Universal Basic Education Programme were highlighted and definite proposals were made to guide the UBE programme implementers.
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Identifying the barriers of training development in Libyan manufacturing organisations (public sector) - Elferis, Mustafa A. (2005)
The need for training may be a result of drives to improve quality, or might be needed as a response to human resource factors. In Libya the need for training is to develop the citizens as a whole in order to become a fully developed country. The main objective of this research was to identify barriers that may effect organisations and to highlight those that are particular to the Libyan context. This thesis identified and analysed the barriers, which can exist in Libyan public sector manufacturing organisations in particular using the Twisha Poultry Complex (TPC) as a case study. This research is original, and has not been previously undertaken. The project involved necessary in depth research to enable the development of a framework. The framework constructed, allows any organisation the facility in identifying barriers that exist and which could affect their employee training and development. This thesis concentrated on Health and Safety training as a lens. By investigating the existing Health and Safety training at TPC it was possible to gain an in depth understanding of barriers to training and development. Furthermore by using a theoretical framework, that lists areas and elements where barriers might occur, it was possible to highlight both the internal and external factors that produced barriers to training and development for the Twisha Poultry Complex. As a result of this study this researcher discovered a number of barriers to training and development that were particular to the Libyan context. It was discovered that there was a lack of skills, knowledge and the necessary attitudes to training and development. Also the selection processes in the country seem to be based on nepotism and there is a complete lack of any initial training for new recruits. Social and economic changes as well as the influence of tribe and family play an important part in people's attitudes to training. Whilst within the organisation investigated, there is a total absence of a training department and constraints are imposed, even on management training and development, this situation leads to the creation of barriers. The theoretical framework from this project can be used in further research in other organisations, especially in Libya, to investigate barriers to training.
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The introduction of human rights education to two secondary schools in Sudan - ElMugammar, Siham Taha (2005)
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DRUG ABUSE AMONG SECONDARY SCHOOL STUDENTS IN BENIN CITY, NIGERIA - Emonena, Wilson Edafiadhe (2005)
The literature on Drug Abuse among youths is reviewed.. There is a general agreement amongst health policy researchers that drug abuse among adolescents is on the increase . Alcohol,, t obacco,, Cannabis,, and the use of inhalants especially organic sol vents have been observed to feature prominently in the drug use scene in the country today.. This study was conducted to assess the use of a wide variety of psychoactive substances by secondary school students in Benin City . A total of 750 S enior S econdary S chool students in nine schools selected to represent the different secondary schools in the three Local Government Areas in Benin City were assessed to determine the pattern of drug abuse.. Participants were drawn from SS III students . The student drug use questionnaire by WHO was used for the study.. The sample of students was made up of 53%% male,, and 93%% were Christian.. The age of respondents ranged from 14 – 23 years.. The mean age was 17 years with a standard deviation of 1.4years . The findings of this st udy showed that : the age at first use of psychoactive substances ranged between 11 and 13 years ; the lifetime use of these substances ranged from 1.5%% for tobacco and opiates to 32%% for alcohol.. Furthermore,, more males than females were likely to consume a lcohol and cannabis.. Among male students were significantly more current users of only alcohol (xx 2 =55.7 1 df P <00.05)) and lifetime users (xx 2 =44.0 1 df P <00.05)) whereas female students reported a more significant current user of stimulants (xx 2 =88.8 1 df P<<00.05)) a nd lifetime use of inhalants (xx 2 =77.8 1 df P<<00.05)) Fourteen percent of respondents gave acceptability and sociability as the reason for their first use of drug.. Peer group influence serve as the highest source of introduction of drugs and alcohol to the stu dents.. The proportion of literate fathers was 80 percent depicting that the study was carried out in an urban area.. T he substances found most commonly used fall mainly outside the class of hard drugs.. The majority of users are experiment ers and occasional users.. Substance use prevention and control programme s should take due note in the design and implementation.
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Climate change and development: a consultation on key researchable issues. Annex III: West African activities review. - Enda (2005)
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Climate change and development: a consultation on key researchable issues. Annex VI: West African bibliography. - Enda (2005)
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Climate change and development: a consultation on key researchable issues. Section 6.1: West Africa scoping study. - Enda (2005)
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Climate change and development: a consultation on key researchable issues. Section 6.2: Senegal country scoping study. - Enda (2005)
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Nutritional Teaching Materials for Developing Countries: Application to Mothers and Children in Zambia - Endo, Chizuru; Ikata, Kazue; Ofuku, Tsukie; Kohzaki, Ryuko (The Japanese journal of nutrition, 2005)
We have produced nutritional teaching materials for classroom use to improve nourishment. This material was applied to low-income residents of “Ngombe Compound” by the local organization as part of the Sustainable Community Development Program (SCDP). These teaching materials for mothers and children incorporate ‘karuta’ cards, a food tree, and food medals.After having demonstrated the method of their use, we investigated the adaptability of the materials among mothers and infants through to college students. The mothers were most likely to make use of all these three teaching materials, with primary school children next.All these materials provide visual cues, so that even people who have low literacy can easily understand and make use of them. This is why their adaptability to the mothers was higher than to others with higher literacy such as high school and college students.We also found that food medals were highly adaptable to infants and primary and secondary school children. This means that we can apply these for infants through to secondary school children after devising their best way of use. Our opinion is that concern and interest in nutrition can be improved by repeating the practice through the games and plays with these nutritional teaching materials.
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An integrated learning curriculum for radiography in South Africa - Engel‐Hills, Penelope (2005)
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Trialing the INDEX for Inclusion in South African schools - Engelbrecht, Petra; Mm, Oswald (2005)
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Prevalence of malaria among HIV / AIDS patients at Ahmadu Bello University Teaching Hospital Kaduna Nigeria [letter] - Eni, R. N.; Ogbechie, P. O. A.; Ibrahim, Adel (Annals of African Medicine, 2005)
Human immunodeficiency Virus (HIV) has continued to rise worldwide. Malaria infection has increased the disease burden which inspired the recently Roll-Back Malaria African Conference in Abuja Nigeria in year 2000. The epidemiology of HIV/AIDS has been increasing in Nigeria. Epidemiological data on prevalence of malaria and on HIV/AIDS/ in Nigeria is scanty. The prevalence of malaria in adults with HIV/AIDS in Kaduna is not known. We have set out to investigate the prevalence of malaria in adults affected by HIV/AIDS in Kaduna. (excerpt)
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Multilingualism, Cultural Identity, and Education in Morocco - Ennaji, Moha (2005)
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Farmers' and agricultural advisers' perceptions on the role of education in sweet potato (Ipomoea batatas L. Lam) production in Teso, Uganda - Epeju, William Faustine (International journal of food, agriculture and environment, 2005)
Poor husbandry, low use of improved inputs and limited access to technical advice are akin to farmers’ education. Forty-six percent of Teso farmers are literate, but the literacy rate of men (66%) is higher than of women (34%). The study investigated the role of education in sweet potato production. Using an ex post facto research design, 24 out of 51 sub-counties were randomly selected based on district-county strata and used to determine the perceptions of sweet potato farmers and their agricultural advisers. Through interviews, observations and questionnaires, the survey covered 288 farmers and 33 agricultural advisers, while 329 community leaders and farmers were engaged in focus group discussions. Qualitative and quantitative data were collected and analysed qualitatively using open and axial coding and quantitatively using means, frequencies, percentages, ttest, ANOVA and multiple regression at a confidence level of 0.05 (α). Six sweet potato productivity indicators (output per hectare, output per person, output per shilling spent, income per hectare, income per person and income per shilling spent) and their levels were established. Indigenous technical knowledge was the chief source of the farmers’ knowledge and skills used in production and crop use. Farmers with 1-4 years of primary schooling excelled in output per person, output per shilling and income per shilling. Farmers with 13-18 years of formal education and those who had contact with agricultural extension excelled in output per hectare, income per hectare and income per person. Primary schooling, and secondary and college training facilitated in crop production and business management while agricultural extension and university education facilitated better soil management. Farmers without formal education achieved lower productivity. Therefore, stakeholders should invest more in relevant farmers’ education.
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Expectations of the unemployed in South Africa: An education system perspective - Erasmus, J.C.; Steyn, S.C.; Mentz, P.J. (Africa Education Review, 2005)
Abstract South Africa re-entered the world economy after 1994 with several disadvantages, of which an exceptionally high unemployment rate and a low-skilled labour force were the most challenging. Each year over the past decade increasing numbers of jobs have been destroyed in South Africa. The challenge facing South Africa in addressing the problem of job creation is aggravated by the fact that its labour force is predominantly low skilled. Various innovative measures for enhancing the skills base in South Africa have been introduced since the first democratic elections in 1994. The new policies are designed to deal with the country's lack of international competitiveness and the low rates of investment in the development of human capital. Since 1994, several policies and strategies have been put in place with the aim of creating jobs in various sectors of the South African economy. This states that an integrated approach to the implementation of the different innovative policy frameworks by the responsible public service departments is needed. A model for prioritisation in skills formation is given.
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Introduction : community service learning and the South African research agenda - Erasmus, Mabel (Acta Academica, 2005)
The integration of research and community service learning (also referred to as service learning or service-learning in this volume) opens up opportunities for contributing to the much discussed transformation of higher education in South Africa, through which institutions of higher education are urged to become more democratic, more responsive to community challenges, and conducive to partnership-building with a wide variety of stakeholders. The twofold premise of this introductory article is the following: service learning as a pedagogy is strengthened through scholarly inquiry and, secondly, the South African research agenda can be advanced through the philosophy and epistemology of service learning that promotes collaborative, open systems of knowledge production. The aim of the article is to establish why and how the above should and could be achieved, placing the other contributions to this issue of Acta Academica Supplementum within the framework of a more inclusive service learning research agenda for South Africa. End Inleiding : samelewingsdiensleer en die Suid-Afrikaanse navorsingsagenda Die integrasie van navorsing en samelewings- of gemeenskapsdiensleer (ook bloot diensleer genoem in hierdie bundel) skep geleenthede om by te dra tot die veelbesproke transformasie van hoer onderwys in Suid-Afrika, waardeur hoeronderwysinstellings aangespoor word om meer demokraties te wees, beter te respondeer op die uitdagings van gemeenskappe, en om die bou van vennootskappe met 'n wye verskeidenheid belanghebbendes te bevorder. Die tweeledige aanname van hierdie inleidende artikel is die volgende: diensleer as 'n pedagogiese metode word versterk deur vakkundige ondersoek en, tweedens, die Suid-Afrikaanse navorsingsagenda kan bevorder word deur die filosofie en epistemologie van diensleer wat samewerkende, oop sisteme van kennisproduksie bevorder. Die doel van die artikel is om te bepaal waarmee en hoe bogenoemde bereik kan word, en om die ander bydraes in hierdie uitgawe van Acta Academica Supplementum binne die raamwerk van 'n meer inklusiewe navorsingsagenda vir diensleer in Suid- Afrika te plaas. End
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Learning experiences of farmers field school on integrated nutrient management: evidence from Wolaita in Southern Ethiopia - Ergano, Kebebe; Beyene, Sheleme; Wallelu, Wondimu (Ethiopian journal of the social sciences and humanities, 2005)
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Links between personality traits and school aggression and internalizing behaviors in African American early adolescents - Evans, Melanie (2005)
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A prospective randomized trial of Kotase® (Bromelain + Trypsin) in the management of post-operative abdominal wounds at the University of Nigeria Teaching Hospital Enugu, Nigeria - Ezeome, Emmanuel; Aghaji, AE (International Journal of Medicine and Health Development, 2005)
Background : Kotase ® is a combination systemic enzyme therapy that contains bromelain and trypsin. Bromelain is a crude extract of pineapple plant that contains mainly plant proteases. A multitude of actions have been ascribed to it including anti inflammatory properties. Aim : To evaluate the efficacy of bromelain/trypsin combination (Kotase ® ) in resolution of post laparotomy wound inflammation. Materials and Methods : The study is an open labeled study in which 111 patients were randomized in a 1:1 ratio to receive either Kotase ® or no kotase in their post op treatment. All the patients had major laparotomy wounds and were able to resume oral intake within 72 hours of surgery. The two groups of patients received all treatment necessary for their condition except with regards to analgesic and anti-inflammatory treatment. After commencement of oral intake, patients for Kotase treatment had two tablet of Kotase ® qid added to their post op drugs for a maximum of ten days or until the patient was discharged. Patients were assessed every day for operative wound pain, and inflammatory oedema. Also, the analgesic requirements and wound failure rates were assessed. Results : The two groups were matched with respect to demographic characteristics and case distribution. In the no treatment arm, the average post op inflammatory oedema decreased from 1.969mm on commencement of oral intake to 1.827mm on the 5 th day of measurement and 1.631mm by the time the patients were discharged. In the Kotase ® treatment group, the inflammatory oedema decreased from 1.959mm on the first day of drug treatment to 1.389mm by the 5 th day and 1.018mm by the time the patients were discharged. There was significant difference in the size of the oedema of the two groups on the 5 th day and by the time of discharge. The average visual analogue pain score of patients without Kotase ® decreased from 6.27 on the first day of oral intake to 3.65 by the 5 th day and 1.84 by the time the patients were discharged. The patients that had Kotase ® had an average pain score of 6.32 on the 1 st day and 2.45 on the 5 th day and 0.68 by the time of discharge. Again the drop in pain score was significantly more in the patients that had Kotase ® . Ten patients in the no Kotase ® arm needed extra doses of dipyrone in addition to the set down analgesics to control their pain while only one in the Kotase ® arm needed extra doses of analgesics to control his pain. There were 6 minor wound infections in each treatment arm and one wound breakdown in the no Kotase ® treatment group. There was no unexpected adverse reaction due to the use of Kotase ® . Conclusion : The results show the effectiveness of combination of bromelain and trypsin in reducing post operative inflammatory oedema and operation wound pain that accompany major laparotomy wounds. Keywords : bromelain, trypsin, post op inflammation, systemic enzyme therapy (SET) Journal of College of Medicine Vol. 10(2) 2005: 61-66
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Enabling communicative competence in English an investigation into the language pedagogy of communicative English in the faculties of education in Yemen - Ezzi, Nemah Abdullah Ayash (2005)
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IMPACT OF VOLUNTARY COUNSELLING AND TESTING AND HEALTH EDUCATION ON HIV PREVENTION AMONG SECONDARY SCHOOL STUDENTS IN NORTHERN UGANDA - Fabiani, Massimo; Okwey, Ronald; Conestà, Natalia; Opira, Cyprian; Declich, Silvia (2005)
The study aim was to evaluate the impact of Voluntary Counselling and Testing (VCT) and School Health Education (SHE) on HIV/AIDS related knowledge, behaviours and risk perception among secondary school students in Northern Uganda. A post-test only control group study was conducted among 1,312 secondary school students classified as follows: students involved in SHE and VCT (group 1); only in SHE (group 2); in neither VCT nor SHE (group 3, control group). Almost all students are aware of AIDS and condoms and how to prevent HIV infection: abstinence and condom use were the most reported preventive measures. About 60% of those in groups 2 and 3 were sexually active compared to 31% in group 1 (P<0.001). Students of group 3 had earlier sexual debut (median age=15) than those in group 2 (median age=16) (P<0.001). No significant differences in condom use with any type of partner were observed, although students in group 2 were more likely to report consistent condom use. Overall, two-third of the students say they do not feel they are at risk of infection, but almost 70% of them reported no reason. Despite considerable knowledge about AIDS, many students engage in unprotected sex and re thus at risk of infection . Students exposed to VCT and SHE seemed to have safer behaviour, suggesting that these programs should be expanded and further research should be conducted on the effects. SHE could be the appropriate method to reach youth and their families in poor-resources settings, whereas VCT could be the appropriate choice as part of a comprehensive service delivered to the users.
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Developmental language impairment in Egyptian Arabic - Fahim, Donia (2005)
Three longitudinal case studies were conducted to investigate developmental language impairment (1)1.1) in Egyptian Arabic (EA). While there have been descriptions of adult acquired aphasic deficits in Arabic, this study details the linguistic characteristics of children with impairments specific to language. To select the subjects, an exclusionary checklist was used based on the criteria used for specific language impairment (SLI, Ixronard, 1998). The subjects consisted of two males and one female, first seen at less than 5 (X) years and recorded longitudinally (21 -36 months). Data from 12 normally developing children, aged between 1 00 4,04 years, was also collected for comparative purposes and to detail normal developmental errors in EA. Patterns of language impairment and development were investigated using spontaneous language measures and specific structured tasks. The language samples were phonetically transcribed from video tapes during non-directive therapy and parent child play sessions. The spontaneous language measures included, Mean Morphemes per Unit (MPU), percent structural errors, functional analysis of utterances and an error analysis of specific grammatical morphemes. 'Ihe three EA-DLI children shared similar patterns of errors although cognitively they had different strengths. 'Their patterns of impairment reflected primarily morpho-syntactic difficulties. Many of the linguistic characteristics observed in the EA-DLI children's language were also produced by the controls, but less frequendy. The EA-DLI children's MPUs were found to be restricted with higher percentages of morphological errors than the language matched controls. An unmarked default verb form resembling the Imperfective-stem was a frequent substitution error. The functional analysis revealed that the EA-DLI children were similar to the controls in their use of requests and labels, however they produced more Learnt Repetitive phrases and disordered sentences and fewer Intravcrbals due to their difficulties with abstract verbal reasoning. 'ihe difficulties described in this study compnse of some linguistic features specific to EA and other features that have been reported in cross-linguistic studies of SLI. The shared features included difficulty with grammatical morphology, lack of master)' at expected developmental stages and limited use of inflectional morphology leading to agreement errors. Verbs were difficult, percentages of errors were high and fewer verbs were produced than nouns. In contrast to the findings of SLI in other languages Tense and Aspectual marking was not problematic, but difficulty was with subject verb agreement for gender, number and person. Prepositions, pronouns, plurals and negative particles were either omitted or substituted resulting in error patterns. The grammatical theories developed to account for SLI reported in English, German and Swedish (Hakansson et al., 2003 Clahsen and Hansen, 1997 van der Lely, 2002) were judged against the evidence acquired in this study on the three EA-DLI children. The limitations of these theories are discussed and alternative interpretations are provided.
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Self-esteem and academic achievement: A comparative study of African American students in a traditional public school and a magnet school - Fairclough, Sheresa L.t. (2005)
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Family life, psychological bonding and sexual activity among students in Botswana - Fako, Thabo T. (Pula: Botswana Journal of African Studies, 2005)
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Writing and Teaching National History in Africa in an Era of Global History - Falọla, Toyin (Africa Spectrum, 2005)
Their ambiguities notwithstanding, nation-states1 are still alive and they remain, for political leaders, the media and many analysts, the framework to understand political and economic realities. While the very notion of 'nation-state' may be controversial, even contested,2 it remains the most common political mechanism to organize people into boundaries and governments, and history writing and teaching are partly formulated around it. For the powerful countries, the agenda of 'global history' is actually to retain their dominance, to build prestige around their location as the centers of the world, and to construct patriotism in such a way that their citizens see the advantages of birth and membership in a nation, such that migrants can be attacked and expelled when necessary. It is the weak nations that are being asked to adjust, to subordinate their national histories to the threatening agenda of a global world and a global history. While strong powers protect their economic and political interests and prevent poor and struggling migrants from entering their borders, weak nations are being accused of reactionary and chauvinistic tendencies, fundamentalism, and excessive traditionalism.3 In this essay,
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Higher Education in Egypt: The Realpolitik of Privatization - Farag, Iman (2005)
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Groundwater dependence and drought within the southern African development community - Farr, J.L.; Gumiremhete, R.; Davies, J.; Robins, N.S. (2005)
A groundwater situation analysis of the SADC region has been undertaken as part of the World Bank GEF Programme as a basis for ensuring equitable use of groundwater resources, particularly during periods of drought, both for human needs and for sustaining ecosystems. Much of the groundwater in the region occurs in weathered crystalline rocks suitable for dispersed supply to rural communities, although there are several aquifers capable of sustaining urban demand that contribute to the supply of several major cities and towns. A number of SADC Member States, such as Botswana, Namibia and South Africa, are very dependent on groundwater, whereas the Democratic Republic of Congo is least dependent. Groundwater dependence and groundwater demand, together providing an indication of drought vulnerability, have been assessed from the availability and coverage of groundwater data, but it is very apparent that reliable and comprehensive groundwater data are major deficiencies throughout the SADC region. Few attempts have thus been made to calculate renewable groundwater resource volumes or develop optimum use of groundwater, despite the fact that susceptibility of many Member States to drought requires them to consider mitigation strategies to lessen the hardships imposed largely on their rural population. Such strategy requires long-term intervention and not short-term emergency responses, a process that is directly related to availability of comprehensive groundwater datasets. Considerable effort in groundwater assessment and monitoring and the accumulation, evaluation and dissemination of essential datasets will thus be required to maintain population livelihoods in future years when water supply is projected to be in deficit in over half of the SADC Member States.
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1984-2004: Twenty Years of Adult Literacy Education in South Africa: A Chronicle of Frustration - Farrar, Ruth (Bridgewater Review, 2005)
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Examining a School-based Professional Development Model in KwaZulu-Natal, South Africa - Farrar, Ruth; Johnson, Eric R. (2005)
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The psychology of adult learning in Africa - Fasokun, Thomas O.; Katahoire, Anne; Oduaran, Akpovire (2005)
Presenting psychology as an applied discipline that can help adult educators be more effective in their work, this book analyses the cultural factors that influence the characteristics, behaviour and thinking of adult learners. It emphasizes the collective orientation of African cultures and the view of the self in terms of interdependent relationships within a community. The chapters provide an introduction to the psychology of adult learning and address the following: characteristics of adult learning; life span development; human motivation and participation; learning styles; facilitating adult learning; and guidance and counselling of adult learners.
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Education and Modernization: An Examination of the Experiences of Japan and Ethiopia - Felleke, Getachew (African and Asian studies (Print), 2005)
Abstract Japan has cultivated an immensely positive image among countries in the Sub-Saharan Region of Africa. Its industrial prowess, its post-war image as champion of peace, and its generous contributions of aid through its ODA lie behind this image. Beyond this, it also has long been regarded as a model of how a non-western and non-European country can successfully undertake a fast paced process of modernization. It is especially appealing as a model for African states to emulate in that the country managed to achieve its modernization without having to bear an undue cost of erosion of sovereignty and cultural integrity. This paper is a comparative examination of the early and divergent approaches to modernization that were adopted by Japan and Ethiopia.
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An investigation into experiential learning experience of South Africa construction management students at universities of technology - Fester, Ferdinand (2005)
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Learning from Tamnougalt. A Workshop on Earth Architecture of the Ksar of Tamnougalt, Morocco - Filippi, Francesca De; Mecca, Saverio; Biondi, Biondo; Cirinnà, Chiara; Comoglio, N. Maritano (2005)
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Racial Equality in Education: How Far Has South Africa Come? Working Papers Series. SAN05-03. - Fiske, Edward B.; Ladd, Helen F. (2005)
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Gender and embodied mobility: Learning in Tarsaw, Northern Ghana. PhD thesis. University of Durham, UK. Abstract. 2 pp. - Flanary, Rachel (2005)
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Voices of Somali children in a Swedish school - Forsman, Arne (2005)
The focus of this paper is the way in which refugee children experience the Swedish school in which they are now enrolled. The children in this study are all aged between nine and twelve years old ...
openalex: W2901942574 mag: 2901942574
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Toward Indigenization of Secondary School Curriculum in Ghana - Fredua-Kwarteng, Eric (African Symposium: An On-Line African Educational Research Journal, 2005)
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The Crisis of Appropriating Identity for African Art and Artists: The Abayomi Barber School Responsorial Paradigm - Freeborn, Odiboh (Journal of African Studies, 2005)
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African Americans and College Choice: The Influence of Family and School - Freeman, Kassie (2005)
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Peer Effects and Textbooks in Primary Education: Evidence from Francophone Sub-Saharan Africa - Frölich, Markus; Michaelowa, Katharina (Social Science Research Network, 2005)
As opposed to many other school inputs, textbooks have frequently been demonstrated to significantly foster student achievement. Using the rich data set provided by the 'Program on the Analysis of Education Systems' (PASEC) for five francophone, sub-Saharan African countries, this paper goes beyond the estimation of direct effects of textbooks on students' learning and focuses on peer effects resulting from textbooks owned by students' classmates. Applying and extending nonparametric estimation methods from the treatment evaluation literature we separate the direct effect of textbooks from their peer effect. The latter clearly dominates but depends upon the initial level of textbook availability.
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Women and Education in the Evangelical Lutheran Church of Cameroon - Frouisou, S. (2005)
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The Gombe School of Environment and Society in Tanzania: Progress report for Project Phase I - Fubusa, Y.; Sharik, Terry L.; Coppock, D. Layne (2005)
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The Gombe School of Environment and Society in Tanzania: Proposed Activity for Project Phase I - Fubusa, Y.; Sharik, Terry L.; Coppock, D. Layne (2005)
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At first blush : examining adolescent-centered HIV/AIDS preventative education in South Africa - Fundak, Carla (2005)
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Higher education in Africa: the Commission for Africa - Furniss, Graham (2005)
African ownership on the Report. Do they not know that majority of the colonial officials and the Slave captors and buyers before them were Africans? Two, attention is also drawn to the fact that two serving African leaders participated in the Commission. Someone should tell Blair that signing up to good intentions has never been an issue with our leaders; action is where the challenge is. Many of them will jump at any opportunity to show a grateful nation that their Dear Leader is respected internationally and has friends in Washington, Paris or London! The same leaders signed up to AU, NEPAD and somehow manage to forget to mention that when the call came through from 10 Downing Street that Blair wants to have a word!
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Community participation in school development: Understanding participation in basic school performance in the Nanumba district of Ghana - Fusheini, Adam (2005)
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The environmental performance of classrooms in Egypt a case study from El-Minya governorate - Gado, Tamer A.; Mohamed, Mady; Unwin, Simon (2005)
openalex: W3046610098 mag: 3046610098
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Hematocrit and red blood cell count values in Rwandan students in Butare - Gahutu, Jean Bosco; Wane, Justin (2005)
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Values of serum electrolytes and proteins in Rwandan students in Butare - Gahutu, Jean Bosco; Wane, Justin (2005)
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Impact of Labeling, Legislation, and Accommodations on the Academic Achievement of African American Students with Learning Disabilities - Gaiters-Fields, Kimberly Suress (2005)
During the last three decades, public schools have positively contemplated the concepts of mainstreaming, least restrictive environment and inclusion and have begun to serve more students with disabilities in K-12 general education classes (Hicks-Coolick & Kurtz, 1996). There has been a corresponding increase in the number of students with disabilities who attend colleges and universities. However, at the postsecondary level, issues of educating students with disabilities are often different than those affecting K-12 education, and the instructional climate is much more challenging. Therefore, this trend calls for a more systematic method of assessing needed accommodations for diverse learning needs. The purpose of this study was to explore the impact of labeling, legislation, and accommodations on the postsecondary academic success of African-American students with learning disabilities (LD). An in-depth analysis of the academic interventions and accommodations that postsecondary students with LD received that contributed to their academic success and barriers that LD students experienced in accessing an appropriate postsecondary education were identified. The participants of the study were three African-American students who were classified as LD and attend Albany State University (ASU), a small public historically Black University (HBCU) in Southwest Georgia (SOWEGA). Participants were interviewed using a two-part survey questionnaire associated with postsecondary success. The interviews were tape recorded to ensure accuracy of description of students’ educational experiences. Further, each participant was observed in an academic setting. Interviews, observations, and field notes were coded and organized. Through questioning the data and reflecting upon the research objectives, interviews, educational records, and observations, emergent themes relevant to academic interventions and accommodations that the three postsecondary students with LD received that contributed to their academic success were obtained and interpretations discussed with participants. By revealing the academic interventions and accommodations that contributed to their academic success, as well as identifying barriers and issues that they experienced in accessing an appropriate postsecondary education, it is hoped that faculty and staff who work in institutions of higher learning will take into consideration the suggested recommendations for increasing the success of students with LD on their campus. Specifically for the participants, their stories will help other students with LD to examine their personal and professional lives. Finally, findings of this study will offer practical implications for educators to improve instruction and create equal opportunities for students with LD. INDEX WORDS: Labeling, Legislation, Accommodations, Academic achievement, Postsecondary African American students, Learning disabilities
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Knowledge and pedagogy: sociological research in mathematics education in South Africa - Galant, Jaamia (2005)
openalex: W775988536 mag: 775988536
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Peer education in the context of school-based HIV prevention programming in Kenya: An examination of process and outcome. - Gallant, Melanie D. (2005)
openalex: W12104158 mag: 12104158
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Natural language processing at the school of information studies for Africa - Gambäck, Björn; Eriksson, Gunnar; Fourla, Athanassia (2005)
The lack of persons trained in computational linguistic methods is a severe obstacle to making the Internet and computers accessible to people all over the world in their own languages. The paper discusses the experiences of designing and teaching an introductory course in Natural Language Processing to graduate computer science students at Addis Ababa University, Ethiopia, in order to initiate the education of computational linguists in the Horn of Africa region.
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Creativity barriers in South African higher education institution - Garnett, A. (2005)
openalex: W781459114 mag: 781459114
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Uplifting a People. Essays on African American Philanthropy and Education - Gasman, Marybeth; Sedgwick, Katherine V. (2005)
www.palgrave-journals.com/ijea Before reading the book, Uplifting a People: African-American Philanthropy and Education , one may falsely assume that the focus will surround the reoccurring theme of success within the African-American community resulting from the benevolent actions of white, affl uent individuals and / or organizations seeking to improve race relations. Nevertheless, the book highlights an overlooked trend within the philanthropic fi eld — Black philanthropy. Defi ned as “ the giving of time, talent, goods, and money for charitable efforts, ” the subject of Black philanthropy represents a paradigmatic shift, as it focuses on the actions of African-Americans to uplift their own communities through modest acts of giving. Gasman and Sedgwick provide the reader with various perspectives that both scholars and students will fi nd interesting, as the book allows the reader to embark upon a historical journey into understanding the role of agency during times of discrimination and oppression. Comprised of 11 chapters, the book “ illuminates the actions and lives of African-Americans who were philanthropic contributors and reviews the agency of Black people ” (Gasman et al ., 2005). In the introduction, the authors acknowledge their intent to explore the impact of AfricanAmerican philanthropy on “ diverse educational institutions such as schools, colleges and universities, community centers, clubs, churches, the courts, and society as a whole ” (Gasman et al ., 2005). Thus, through its initial chapters, the book begins with an overview that presages the linkages between education and philanthropy within the Black community. It is within the fi rst two chapters that the authors provide their audiences with insight into the derivation and development of Black philanthropy. In response to slavery and segregation, Black philanthropic efforts became a means of ensuring survival through self-reliance and economic prosperity. For the reader Uplifting A People: Essays on African-American Philanthropy and Education
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Christian religious education in Kenya: a historical and social cultural perspective - Gatumu, Jane Ciumwari (2005)
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Learning to wage and win wars in Africa: A provisional history of German military activity in Congo, Tanzania, China and Namibia - Gewald, Jan–Bart (2005)
The central tenets of this paper are that genocide and crimes against humanity are learnt practice, and that the seeds of the genocides that occurred in Namibia between 1904 and 1908 were sown in the Congo in the late 19th century. The paper argues that the violence perpetrated by German officers in the service of the Belgian King Leopold in the Congo Free State was formative for the manner in which German colonial forces came to wage war in Tanzania, Namibia and China. In addition it argues that this violence was qualitatively different there where it could be and was checked by the intervention of civil society. [Book abstract, edited]
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Analysing the impact of introducing e-Learning in higher education within developing settings: The case of the University of Botswana - Giannini-Gachago, Daniela; Molelu, G.B.; Uys, Philip (2005)
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Participatory selection of drought tolerant maize varieties using mother and baby methodology: a case study in the semi arid zones of the Central Rift Valley of Ethiopia - Girma, Amanuel (African Crop Science Conference Proceedings, 2005)
In Ethiopia, so far, maize variety selection was without much consideration of farmers' interest. However, farmers have the ability for selecting crop varieties to suit their environments. Mother and baby methodology was adopted by International Maize and Wheat Improvement Center (CIMMYT) and used as a means for obtaining farmers input and feedback on the selection of new maize varieties that are in advanced stages of development. Elite Open Pollinated Varieties (OPVs), which were under a national performance test, were used. These varieties belong to the early and medium maturity group and are suited for the dry agroecologies. The result clearly showed a significant difference among both early and medium set varieties for most agronomic traits at both Wolenchiti and Melkassa in 2003 cropping season. The results also revealed that farmers' preferences in some cases coincide with the breeders' selection. However, in general farmers have shown their own way of selecting a variety for their localities. Hence, it is paramount important to include farmers in a variety selection process. The methodology used in the study was found useful to collect data and identifying new varieties for farmers use.
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Teacher Trainees in Ghana in the Early 1960s - Glotzer, Richard; Engberg, Lila E. (Ghana Studies, 2005)
> I was happy I could impress Ghanaian illiterate women … these women are old and will die away soon, giving way to the young folk; … why not help the young girls to develop in one way or another? I therefore concluded to try and have a Housecraft course … Young women were presented with
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Teacher Trainees in Ghana in the Early 1960s: Women and the Teaching of Home Science - Glotzer, Richard; Engberg, Lila E. (Ghana Studies, 2005)
GHANA STUDIES / Volume 8 ISSN 1536-5514 / E-ISSN 2333-7168© 2007 by the Board of Regents of the University of Wisconsin System 103 TEACHER TRAINEES IN GHANA IN THE EARLY 1960s Women and the Teaching of Home Science RICHARD GLOTZER LILA ENGBERG I was happy I could impress Ghanaian illiterate women ... these women are old and will die away soon, giving way to the young folk; ... why not help the young girls to develop in one way or another? I therefore concluded to try and have a Housecraft course ... Prologue1 Young women were presented with unprecedented opportunities and challenges in the newly independent Ghana of the early 1960s. In their own words, a small group of teacher trainees reflect on how their upbringings and early education prepared them for the challenge of making a place for themselves in a society where rapid transition to western style modernity and resilient traditional values coexisted in uneasy rivalry, often mediated by vestiges of colonialism. Relying on interviews with their former teachers, archival sources, and autobiographies, this article examines three aspects of these women’s lives: their use of critical thinking skills—developed in a school curriculum discouraging critical thought; the influence of families on school achievement; and their assessment of future life and career aspirations. 1. Drafts this paper were presented at the Canadian Association for African Studies Annual Meeting, Sherbrooke, Quebec (May, 1999), and the Midwest Alliance for African Studies, University of Kansas at Lawrence (October, 1999). Grants from the Rockefeller Archives Center, North Tarrytown, N.Y. to the first author for a larger project on Anglo-American relations in post-war Africa, supported portions of this research. 104 Ghana Studies • volume 8 • 2005 Introduction In 1943 Fred Clarke, one of Britain’s foremost educators, prepared a typescript memorandum, Mass Education of African Peoples, recommending greatly expanded opportunities for girls and women in education and society . Looking ahead to the post war period, Clarke sought a gradual inclusion of women into an expanded educational system leading to broader roles in African societies. Writing for colleagues on a Colonial Office Subcommittee , his ideas were subsumed in Mass Education in African Society (1944), a report largely silent about women. Tampering with African family roles and social structure at a time when large numbers of young African men would be demobilizing after war service seemed inadvisable.2 Within a few short years Britain’s post-war African development plans would be in disarray. The Gold Coast Colony, believed to be the most advanced and stable of Britain’ s West African territories achieved home rule in 1951 and independence as Ghana in 1957. Gone were the gradualist notions of infrastructure development.3 In its place was the scramble to develop national institutions, embracing Ghanaian aspirations and western style modernity while preserving African authenticity. The government’s rapid expansion of places in primary education led to increased competition for scarce places at the secondary level.4 With elementary education now compulsory, just over 500,000 children were 2. CO 879/148, CO No. 186., 1944, Colonial Office Archives, Kew, London, U. K., also Timothy Parsons, “Dangerous Education? The Army as School in Colonial East Africa”, Journal of Imperial and Commonwealth History, 28, 1 2000, pp. 112–134. 3. In the 1940s the Elliot Commission on Higher Education in West Africa recommended establishing one English speaking University for the whole of British West Africa to serve Sierra Leone, Ghana and Nigeria. By the l950s, popular sentiment, symbolized by the 1958 All Africa People’s Party Conference in Accra, dashed plans for a single university (to be based in Ibadan, Nigeria) in favor of national institutions. Clive Whitehead (1987) “The ‘Two-way Pull’ and the Establishment of University Education in British West Africa”, History of Education, 16, 2, pp. 119–133. 4. Foster, Philip (1965), Education and Social Change in Ghana. Chicago, University of Chicago Press, pp. 179–219. Glotzer and Engberg • Teacher Trainees in Ghana in the Early 1960s 105 in school, with many expecting to go on for post-primary education, also slated to become compulsory. While twice as many boys were at primary and middle school as girls, this represented a marked improvement over the...
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Income and collective action: group sales and farmer field schools in the cocoa sectors of Cameroon and Cote dIvoire - Gockowski, J.; Nyemeck, Joachim; Florent, D.K.; Nkamleu, Guy Blaise (2005)
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Positive teacher-pupil interaction and challenging behaviours in elementary classrooms : an intervention study in an elementary echool in Addis Ababa, Ethiopia - Godana, Andenet Hailie (2005)
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LEARNING, PRODUCT INNOVATION AND FIRM HETEROGENEITY IN TANZANIA - Goedhuys, Micheline (RePEc: Research Papers in Economics, 2005)
Using a unique firm level data set on learning and product innovation in Tanzanian manufacturing and commercial farming, this paper sheds light on the various sources of firm learning, investment and collaboration and their relative importance for product innovation. The results indicate that larger and foreign owned firms invest significantly more in human and physical capital than do local micro, small and medium sized firms, and they are better connected to the internet. Their ways of upgrading technology also reveals a better financial endowment. Small and medium sized firms on the other hand report to collaborate more intensively with other local firms on product development, marketing and on the input market and upgrade technology through in-house activities, imitation and cooperation with suppliers and universities. By doing so, they are able to offset the scale disadvantages they face in competing for the market information and inputs ‐ new machinery and specialised labour necessary for product innovation in imperfect markets.
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An assessment of the implementation of national development plans in Kenya: The case of education sector programmes - Gor, SO (2005)
This study assessed the success or failure of plan implementation in Kenya by investigating the extent to which planned estimates for educational projects were actually attained. Using six sets of five-year national development plans, we calculated an implementation ratio for each program showing actual expenditure as a ratio of planned expenditure. Our results indicated that out of the 78 implementation cases examined, there were 73 cases of overspending, and only five, of balanced spending, an indication of 93.3% implementation failure rate. We concluded that there is a persistent and substantial shortfall in the attainment of plan targets, a situation that calls for restructuring of the entire planning process.
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Teacher union-state relations in South Africa: caught in a time warp? - Govender, Logan (2005)
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Does Decentralization Lead to School Improvement? Findings and Lessons from Research in West-Africa - Grauwe, Anton De; Lugaz, Candy; Balde, Dino; Diakhaté, Cheikh; Dougnon, D.; Moustapha, Moussiliou; Odushina, David (2005)
Abstract Decentralization is a fashionable reform, adopted by many countries with different characteristics. There are doubts, though, about its objectives and impact. Did inspiration come from a desire to improve quality or from a need to share the financial burden? Does it not increase disparities and the workload for local officials and headteachers? Against this background, the International Institute for Educational Planning, in collaboration with ministries of education, a national institute and the NGO Plan, co-ordinated research on the challenges that local offices and schools encounter. Results are partly disheartening, as they indicate the limits to the implementation of decentralization but they also show that successful innovations are taking place. They help to identify principles of good practice: complementarity between actors; equilibrium between their mandate and resources; reform of school supervision; and the need to counterbalance autonomy by an effective accountability framework. One principle stands central: decentralization does not imply that the State is abandoning control, but rather a change in its role.
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Promising Prevention and Early Intervention Strategies to Reduce Overrepresentation of African American Students in Special Education. - Green, Tonika Duran (2005)
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Bridging the great divide: exploring the relationship between student engagement and educational outcomes for African American and Hispanic community college students in the State of Florida - Greene, Thomas G. (2005)
openalex: W1908312573 mag: 1908312573
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Exploring issues for information architecture of web-based learning in South Africa. - Greunen, Darelle van; Wesson, Janet (South African Computer Journal, 2005)
Web-based learning (WBL) can be defined as any form of learning that is partly or fully based on material, applications or communication that is delivered over the World Wide Web (WWW). WBL tools provide integrated environments of various technologies to support diverse educators' and learners' needs via the Internet. One of the biggest challenges facing WBL environments is the organization, communication and presentation of information in a logical and usable manner via the WWW. A good information architecture design can increase the usability of a website. Information architecture is concerned with the design of organization, labeling, navigation and searching systems to help users find and manage information. Several Higher Education (HE) institutions in South Africa have developed their own WBL tools some of these, however, exhibit usability problems with respect to information architecture (IA). The goal of this paper is to investigate and discuss the issues involved with the IA of WBL tools developed in South Africa.
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The labour market drop-out rate : a new approach to estimating the returns to government investment in higher education : the case for marine science in South Africa - Grootes, Pieter Brian (2005)
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Higher Education Reform in Benin in a Context of Growing Privatization - Guedegbe, Corbin Michel (2005)
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Othermothering as a Framework for Understanding African American Students' Definitions of Student-Centered Faculty - Guiffrida, Douglas A. (The Journal of Higher Education, 2005)
In this qualitative study, African American students attending a predominantly White institution (PWI) were interviewed to understand their definitions of student-centered faculty. The results suggest that a tradition of education within the African American community called "othermothering" provides a useful framework for conceptualizing the unique needs and expectations of some African American students attending PWIs.
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The history of Niger women's education : from Qurʾanic-based literacy to the internet : towards increased female empowerment? - Hadari, Zeinabou (2005)
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Polygamy and Livestock: Security During the 2002 Drought in an Ila Chiefdom in Zambia - Haller, Tobias; Merten, Sonja (2005)
openalex: W10124380 mag: 10124380
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The perceptions of the campus administrators' role in the prereferral processes related to the placement of African American students in special education - Hamlett, John Wesley (2005)
openalex: W1631582201 mag: 1631582201
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Activity Theory as a framework for understanding teachers\' perceptions of computer usage at a primary school level in South Africa - Hardman, Joanne (South African Journal of Education, 2005)
Educational underachievement in gateway subjects such as mathematics and science is a continuing challenge in South African schools. In a bid to develop technologically competent mathematicians and scientists while addressing the shortage of teacher capacity in the country, the government has turned to computer technology to support and strengthen teaching and learning in disadvantaged classrooms. The assumption underlying the use of computers in these schools is that computers will enable students to cover the curriculum more efficiently and effectively, leading to improved performance. However, the extent to which a computer can impact positively on students' achievement depends on how a computer is used as a learning / teaching tool. I seek to illustrate the potential use of Activity Theory as a framework for understanding how teachers use technology to mediate the teaching and learning of mathematics in primary schools. To this end, I argue for an understanding of the notion of an 'object' as a methodological concept capable of tracking shifts within and between activity systems. Drawing on interview data collected from four case studies carried out in the Western Cape, South Africa, an account of teachers' perceptions regarding how pedagogy shifts across the different contexts of the traditional lesson and the computer laboratory is developed. I conclude by arguing that the strength of Activity Theory lies in its ability to enable one to understand learning as the complex result of tool-mediated interactions, rather than as something opaque, which happens in a student's mind.
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Activity theory as a framework for understanding teachers' perceptions of computer usage at a primary school level in South Africa. South African Journal of Education, 25(4): 258-265 - Hardman, Joanne (South African journal of higher education, 2005)
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Values in the Negotiation of Educational Barriers: Somali College Students' Achievement as Investments in Community Success - Hardt, Hillary Anne (2005)
openalex: W2899106432 mag: 2899106432
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Do African Americans really resist school: An in-depth examination of the oppositional culture theory. - Harris, Angel L. (Deep Blue (University of Michigan), 2005)
openalex: W2766660634 mag: 2766660634
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Working Paper T12. Exploring the Linkages between Children's Independent Migration and Education: Evidence from Ghana. - Hashim, I.M. (2005)
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Exploring the Linkages between Children's Independent Migration and Education: Evidence from Ghana. - Hashim, Iman (2005)
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Teaching democracy for political action : on the aims of democracy education in Palestine - Hashweh, Maher Z. (2005)
openalex: W2762544669 mag: 2762544669
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Land Mis-use: Behavioural effects of environmental pollution and sustainable development in nigeria - Hassan, Eunice Modupe; Adejumo, G.O. (2005)
Mis-use of land is now a threat to human survival because of its impact on environment and other social implications. This paper sought to identify various forms of land mis-use and to highlights son: of its attendant implications. This article uses a cross-national data available on land mis-use ·, substantiate its claims. The result indicated that most public and private landowners tamper with lana resources without considering its impact on the well being of the eco-system as a whole. The concern is limited to the financial costs and technical feasibility of projects intended to meet immediate narrmri' defined objectives. Behavioural implication of environmental pollution and implementation oj sustainable development plan as means of evolving solutions to problems that may arise from land mL1• use were highlighted.
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Effective literacy education for the inner city African American male: Key elements of a technology-based program - Hathorn, Pauline Pearson (2005)
openalex: W1545131947 mag: 1545131947
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Assessing the attainment of learner outcomes in Natural Science of the New South African Curriculum - Hattingh, Annemarie; Rogan, John M.; Aldous, Colleen; Howie, Sarah J.; Venter, Elsie (African Journal of Research in Mathematics Science and Technology Education, 2005)
The second phase of the Mpumalanga Secondary Science Initiative (MSSI) was launched in Mpumalanga Province, South Africa in 2003. The MSSI seeks to improve the teaching and learning of mathematics and science in all secondary schools in the province over a period of three years. To achieve this goal an in-service system has been developed. The long-term research of the MSSI is aimed at examining the effect of the intervention on the three science learning outcomes as defined by the new curriculum. Tests were developed to assess 10 learners in each of Grades 8 and 9 in 40 schools, representing a 6% sample. This paper reports on the methodology of the baseline assessments undertaken and the extent of learners' attainment levels in the three Natural Science outcomes. It then looks at the results in terms of learners' socio-economic backgrounds. Finally it discusses some of the dilemmas encountered in this research, such as the issue of validity in the light of possible misalignments between the instrument, practice and policy.
openalex: W2143226609 mag: 2143226609
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Dramatic Learning Spaces: A South African Research Conference University of KwaZulu-Natal, Pietermaritzburg, 23–25 April 2004 - Hauptfleisch, Temple (South African Theatre Journal, 2005)
The aim of this well-attended three-day conference was to get the practicing theatre researchers in the country together to consider the current state of theatre research in the country and the way forward, and was organized by the Department of Drama Studies at the University of KwaZulu-Natal, supported by a grant from the National Research Foundation (NRF) in the focus area Indigenous Knowledge Systems.
openalex: W2616394920 mag: 2616394920
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The Contribution of Post-Basic Education and Training (PBET) to Poverty Reduction in Rwanda: balancing short-term goals andlong-term visions in the face of capacity constraints. Post-Basic Education and TrainingWorking Paper Series - Nº3 - Hayman, Rachel (2005)
openalex: W1581270118 mag: 1581270118
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Education and the san of Southern Africa - Hays, Jennifer; SIEGRüHN, Amanda (Indigenous affairs, 2005)
openalex: W2258660336 mag: 2258660336
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Mexico, Mozambique and Macedonia: Music Morsels for the Primary School - Heath, Nisha (2005)
Including world music in school curricula is an important way to encourage an awareness of varied cultures and traditions. Linking quality world music recordings with age-appropriate practical activities is an assured way to engage children's interest. Nisha Heath will demonstrate ways in which classroom music teacher can use dance, rhythm and song with appreciation of world music artists. Activities will include: Macedonian Accordion Dance Music (prep to year two) - performing a repeated rhythm with a recording by Igne Kitanovski. Music of the Ukraine (prep to year two) - singing and dancing to a recording by the Ukrainian Bandhurist Ensemble. Mexican Mariachi Music (year 3 and 4) - chanting a rhythmic accompaniment with a recording by Los Romanticos. Celtic Music (year 3 and 4) - learning the form of a jig and indicating when sections occur whilst listening to a recording by The Coogans. Music from Mozambique (year 5 and 6) - singing call-and-response style with a recording by Carlos Xavier Panguana. Music of Kurdistan (year 5 and 6) - singing an instrumental melody with a recording by Dursan Acar. Details will be provided of some of the resources that are useful for teachers wishing to include world music in their school curriculum.
openalex: W1773708894 mag: 1773708894
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Fighting CO2 Pollution and Poverty While Promoting Growth: Searching for Triple Dividends in South Africa - Heerden, Jan van; Gerlagh, Reyer; Blignaut, James Nelson; Horridge, Mark; Hess, Sebastiaan; Mabugu, Ramos; Chitiga‐Mabugu, Margaret (Social Science Research Network, 2005)
A CGE model of South Africa is used to find the potential for a ‘double or triple dividend’, if the revenues raised from an energy related environmental tax are recycled into households and industry through lowering existing taxes. Four environmental taxes and three revenue-recycling schemes are compared. The environmental taxes are (i) a tax on greenhouse gas emissions, (ii) a fuel tax, (iii) a tax on electricity use, and (iv) an energy tax. The four taxes are constructed such that they have a comparable effect on emissions. The revenue is recycled through either (i) a direct tax break on both labour and capital, (ii) an indirect tax break to all households, or (iii) a reduction in the price of food. A triple dividend is found when any one of the environmental taxes is recycled through a reduction in food prices.
openalex: W1543116089 mag: 1543116089
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Perceived Barriers of Urban African American Students: A Group Study - Heilmann, Meade W. (2005)
6 Problem 7 Racial Identity 10 Perceived Barriers 13 Group Therapy 22 Goals and Objectives 24 Method 27 Participants 27 Setting 27 Procedure 28 Intervention 29 Perceived Barriers 4
openalex: W1585418071 mag: 1585418071
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School Libraries in a Democratic South Africa - Hell, Maud (2005)
openalex: W1568963941 mag: 1568963941
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'Don't Forget Us': The Education and Gender-Based Violence Protection Needs of Adolescent Girls From Darfur in Chad - Heninger, Lori; McKenna, Miriam Bak (2005)
The Women’s Commission for Refugee Women and Children visited 10 of the 11 refugee camps in eastern Chad in January 2005 as part of a nearly three-week mission to examine the protection of adolescent girls with a particular focus on education and reproductive health in the camps. Two filmmakers accompanied the Women’s Commission for a part of the mission which was funded by the Ford Foundation. As in many refugee situations each camp had different characteristics strengths and weaknesses. Given time constraints staff of the Women’s Commission were not able to systematically assess the education and reproductive health situation of adolescent girls but tried as much as possible to ask the same questions in each camp about the lives of adolescent girls education and reproductive health. In some camps staff were able to speak with educators in others with women’s groups and in still others with healthcare personnel; when there was more time staff was able to meet with more than one group. The report begins with background information then moves to chapters on adolescent girls education and reproductive health as well as additional information about the situation in Chad. Each chapter contains recommendations for action. (excerpt)
openalex: W2263184297 mag: 2263184297
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Peristalsis in the Guinea Pig Small Intestine In Vitro Is Impaired by Acetaminophen but Not Aspirin and Dipyrone - Herbert, M. K.; Weis, Rebecca; Holzer, Peter; Roewer, Norbert (Anesthesia & Analgesia, 2005)
In Brief Inhibition of intestinal peristalsis is a major side effect of opioid analgesics. It is unknown whether non-opioid analgesics, such as acetaminophen, acetylsalicylic acid, and dipyrone, exert any effect on intestinal motility. In the current in vitro study we examined the effect of these analgesics on intestinal peristalsis and analyzed some of their mechanisms of action. In isolated segments of the guinea pig small intestine peristalsis was triggered by a perfusion-induced increase of the intraluminal pressure. The peristaltic pressure threshold (PPT) at which peristaltic waves were elicited was used to quantify drug effects on peristalsis. Vehicle (Tyrode’s solution), acetaminophen (0.01–100 μM), acetylsalicylic acid (100–300 μM), and dipyrone (10–100 μM) were added extraserosally to the organ bath. Acetaminophen concentration-dependently increased PPT and abolished peristalsis in four of six segments at the concentration of 10 μM and in all segments tested at 100 μM (EC50 = 6.0 μM). The increase in PPT resulting from 3 μM acetaminophen was reduced by naloxone and apamin but not changed by l-nitro-arginine methylester (l-NAME), its inactive enantiomer d-NAME, acetylsalicylic acid, methysergide, or tropisetron. Acetylsalicylic acid and dipyrone did not affect peristalsis. The results reveal, for the first time, that acetaminophen concentration-dependently impairs intestinal peristalsis, whereas acetylsalicylic acid and dipyrone lacked such an effect. The inhibition caused by acetaminophen involves transmitters acting via small conductance Ca2+-activated potassium channels, endogenous opioidergic pathways, and presumably inhibition of cyclooxygenase-3. IMPLICATIONS: Acetaminophen (paracetamol) concentration-dependently impairs peristalsis in the guinea pig small intestine in vitro. The inhibitory action is mediated through activation of endogenous opioidergic pathways, small conductance Ca2+-activated potassium channels, and, presumably, cyclooxygenase -3. Acetylsalicylic acid (aspirin) and dipyrone (metamizol) have no inhibitory effect.
openalex: W1977791621 mag: 1977791621
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