Language in education in Ghana: the debate - Ekua, Tekyiwa Amua-Sekyi (IFE Psychologia: An International Journal, 2005)
Recent anxiety over low performance in English of students and graduates of the country's educational institutions expressed by the populace and the print and electronic media led to a cabinet directive that the mother tongue policy medium in the first three years of primary education should give way to a straight-for-English medium policy of instruction and communication at all levels of education in Ghana. This cabinet directive sparked off a language policy debate.This paper examines issues surrounding the use of the English language as a medium of instruction in education in Ghana and the debate over change in education language policy. In considering, particularly, the viability of the mother tongue medium in primary education, a survey of 404 teachers in basic schools in 6 out of the 10 regions of Ghana was conducted to find out about their perceived classroom communication practice and language preference. Responses from teachers sampled indicate that a minority of teachers use the mother tongue exclusively during the teaching/learning process; bilingual code-switching as a communication strategy was commonly used; but the majority of teachers use the English language though more than half of the teachers sampled did not consider themselves proficient in the English language. It is argued that descriptions of classroom communication practice are necessary to inform effective education language planning. The discussion links up with the communicative needs of teachers and learners and implications for teacher training and education.IFE PsychologIA Vol. 13(2) 2005: 164-182
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Further observations on study difficulty among Nigerian students: psychological aspects and psychosocial correlates - Fatoye, F O (IFE Psychologia: An International Journal, 2005)
To investigate how study difficulty is associated with psychiatric morbidity, personality and psychosocial factors, the University College London Study Questionnaire (UCLSQ), Eysenck Personality Questionnaire (EPQ), the 30-item version of the General Health Questionnaire (GHQ-30) and a schedule on psychosocial variables were administered on 2600 randomly selected undergraduates in a Nigerian university. The results from the 2508 analysed questionnaires show that the neuroticism factor of the EPQ had significant positive relationship with disturbance on all seven subscales of the UCLSQ. Anxiety (ANX), Obsessionality (OBS), Depression (DEP), Distractability (DIS), Low motivation (L.MOT), Somatic (SOM) and Work satisfaction (W.SAT). Similarly, psychoticism was significantly associated with disturbance on all aspects except work satisfaction. However, the extroversion factor was observed to be significantly associated with disturbance on only 3 aspects (ANX, OBS and SOM), to be protective on one aspect (W.SAT) and to be unrelated to 3 aspects (DEP, DIS and L.MOT). In addition, GHQ-30 scores were significantly associated with 5 aspects of study difficulty: OBS, DEP, DIS, L.MOT and SOM. This pattern indicates that study difficulty was associated with psychopathology and commoner amongst students who were relatively high scorers on neuroticism and psychoticism. The results also show that self-reported academic problems, financial strain, polygamous family background, strained relationship between respondents parents, self-reported poor mental and physical health were significantly associated with study difficulty. These findings suggest an interplay of personality and psychosocial factors in the development of study difficulty and may be useful in the planning of preventive and psychotherapeutic strategies.Keywords: study difficulty, Nigerian students, psychological aspects, psychosocial correlatesIFE PsychologIA Vol. 13(2) 2005: 204-218
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Mental health of African school children : epidemiological, clinical and neuropsychological studies from Kinshasa, the Democratic Republic of Congo - Kashala, Espérance (2005)
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Peer influence on the study habit of secondary school adolescents in Ogun State, Nigeria - Oloyede, DO; Olatoye, Rafiu Ademola (IFE Psychologia: An International Journal, 2005)
This study investigated the influence of peer group on the study habit of secondary school adolescents. A sample of two hundred and ninety two (292) students was randomly selected from nine schools in two Local Government Areas of Ogun State. Two instruments were used to collect data. They are: Adolescents' Peer Influence Questionnaire (APIQ) and Students' Study Habit Questionnaire (SSHQ). Data was analysed using Pearson Product-Moment correlation, regression and t-test analyses. Histogram was also used to further explain findings. There was no significant relationship between peer influence and study habit (r=-0.010). Also, peer influence did not significantly predict study habit. Peer influence accounted for 0.0% of the total variance in adolescents' study habit (R Square = 0.000). There was no significant difference between male and female adolescents both in the levels of peer influence and study habit. The low relationship between the two variables was probably due to the fact that most of the interactions among adolescents peer groups are not academic.IFE PsychologIA Vol. 13(2) 2005: 56-63
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Hospital Practice Versus Evidence‐Based Obstetrics: Categorizing Practices for Normal Birth in an Egyptian Teaching Hospital^a - Khalil, Karima; Elnoury, Amr; Cherine, M.; Sholkamy, Hania; Hassanein, Nevine; Mohsen, Lamiaa; Breebaart, Miral; Shoubary, Abdel Aziz (Birth: Issues in Perinatal Care, 2005)
Little is known of common normal labor hospital practices in Egypt or of their relationship to evidence-based obstetrics. This study documented facility-based practices for normal labor and delivery in Egypt for the first time by categorizing 44 practices observed in a busy obstetric teaching hospital according to the World Health Organization (WHO) Technical Working Group on Normal Birth classification of normal birth practices.A multidisciplinary approach combined directly observing practices that were applied to individual laboring women and their newborns, observing ward activities, interviews, and focus groups. One hundred seventy-five normal births were observed in their entirety, over 28 days and nights, by medically trained observers using an observation checklist that documented 537 variables for each woman. Mothers were interviewed postpartum, and findings were shared with practitioners for their feedback. Observed practices were categorized according the 1999 WHO classification of 59 practices for normal birth, depending on their usefulness, effectiveness, or harmfulness.There was infrequent use of beneficial practices that should be encouraged and an unexpectedly high level of harmful practices that should be eliminated. Some beneficial practices were applied inappropriately, and practices of unproved benefit were also documented, some of which are potentially harmful to childbearing mothers and their babies.Hospital practices for normal labor were largely not in accordance with the WHO evidence-based classification of practices for normal birth. The findings are worrying, given the increasing proportion of hospital-based births in Egypt and the country's improved but relatively high maternal and neonatal mortality rates. Obstacles to following evidence-based protocols for normal labor require examination.
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Learning amongst ourselves: adaptive forest management through social learning in Zimbabwe - Mutimukuru, T.; Nyirenda, Richard; Matose, F. (2005)
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Using qualitative methodology to elucidate themes for a traditional tooth gauging education tool for use in a remote Ugandan community - Jamieson, Lisa (Health Education Research, 2005)
The gauging of unerupted deciduous canine teeth occurs in approximately one in three children in some areas of Uganda. It is believed that such teeth are ‘maggots’ that cause fever, diarrohea and vomiting. Traditional healers use knitting needles, bicycle spokes, scissors or broken glass to extract the teeth. Post-ebino extraction complications include septicaemia, anaemia, difficulties in feeding and pain. Some children require hospitalization. Health is further compromised when multiple ebino extractions occur at one time, increasing the risk of human immunodeficiency virus/acquired immunodeficiency syndrome transmission. An ebino education initiative was developed in the southwest Ugandan province of Rukungiri, based on the findings of five community-based focus group discussions. The initiative involved role-plays, didactic presentations and discussion/debate workshops to 23 women's groups in 15 communities (total number of women exposed = 1874). After 1.5 years of the programme's inception, community awareness of the scientific causes and alternatives to ebino extractions had increased (as gauged by follow-up focus group discussion findings) and the number of hospital admissions for traditional tooth extraction complications had reduced. The appropriateness of the model in exploring and addressing ebino extraction beliefs and attitudes is discussed, as are implications of the strategy in its implementation in other communities where ebino extractions are prevalent.
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AIDS education for Tanzanian youth: a mediation analysis - Stigler, Melissa H.; Kugler, Kari C.; Komro, Kelli A.; Leshabari, Melkizedeck; Klepp, Knut‐Inge (Health education research, 2005)
Mediation analysis is a statistical technique that can be used to identify mechanisms by which intervention programs achieve their effects. This paper presents the results of a mediation analysis of Ngao, an acquired immunodeficiency syndrome (AIDS) education program that was implemented with school children in Grades 6 and 7 in Tanzania in the mid-1990s and evaluated using a controlled, group-randomized trial. The study examined which variables mediated the effect Ngao had in regard to (i) fostering positive attitudes towards people living with AIDS and (ii) decreasing intentions to be sexually active in the near future. Data from students who participated in a baseline and 12-month follow-up survey (n = 814) were analyzed. Results indicate that increasing exposure to AIDS information and increasing knowledge about human immunodeficiency virus transmission/prevention were significant mediators of the intervention's effect on alleviating the stigma associated with people living with AIDS. Moreover, encouraging more restrictive social norms about sexual intercourse was a significant mediator of the intervention's effect on decreasing students' intentions to be sexually active in the near future. Implications for future AIDS education programs for school children in this part of Africa designed to achieve similar goals are discussed.
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United Methodists help schools keep operating in Congo - Scahill, Allison (2005)
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The Monastic School of Gaza. By BROURIA BITTON-ASHKELONY and ARYEH KOFSKY. - Binns, John (The Journal of Theological Studies, 2005)
Gaza, so the authors of this study claim with some fairness, has been neglected by historians of monasticism. Neighbouring areas, such as Egypt, the Judaean desert, and Syria, had large monastic settlements, were close to centres of ecclesiastical life, had writers such as Palladius, Cyril of Scythopolis, and Theodoret of Cyrrhus to chronicle their histories, and had the benefit of a dry climate and empty desert terrain which allowed the physical structures to leave plentiful remains for the archaeologists of later times. As a result monastic life there has been well researched. Gaza had none of these advantages, and so is lesser known. Gaza did, however, produce a rich and diverse literature, with works such as the Asceticon of Abba Isaiah, the Life of Peter the Iberian, the Questions and Answers of Barsanuphius and John, and the Life of Dorotheus. These witness to a thriving monastic life which began with the achievements of Hilarion in the fourth century and died out in the seventh.
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Overexploitation and continuous drought effects on groundwater yield and marine intrusion: considerations arising from the modelling of Mamora coastal aquifer, Morocco. Brahim Ben Kabbour, Lahcen Zouhri and Jacky Mania (Hydrological Processes, 2005)
Abstract The original article to which this Erratum refers was published in Hydrological Processes 19 (18) 2005, 3765–3782. Copyright © 2005 John Wiley & Sons, Ltd.
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Problem-Based Learning: A Patient Returning from Africa - Jacobs, Jan; Visschers-Pleijers, Astrid J. S. F. (2005)
Students explore the story of a peer student who developed malaria after returning from Africa. The case contains a number of hints with regard to the transmission of the parasite, the identity and behavior of the vector, the implications of the disease for the local population, and the clinical history in the nonimmune host.
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School children\'s accessibility to insecticide-treated bednets in peri-urban Blantyre, Malawi - Muula, Adamson S; Misiri, Humphreys E (African Journal of Health Sciences, 2005)
Malaria is a major cause of childhood morbidity and mortality in Malawi. Use of insecticide treated bed nets (ITNs) could reduce the burden of malaria. The objective of the study was to determine the general health status, and factors that influence reported access to ITNs among school children in a peri-urban area of Blantyre, Malawi. 454 school children participated in the study of which 253 (55.7%) were males and 201 (44.3%) females. Their mean age and range were 14 years (std. deviation, 1.4 years) and 10-19 years respectively. When asked about general health status questions, 263 (57.9%) reported ever having fallen ill while at school, 41.2% having ever came to school knowing they were unwell, and 40.7% of those that reported having fallen ill at school, categorized their illness as malaria. Regarding illness in the month preceding the study, 41.0% indicated that they had been ill. 40 (8.8%) participants reported that they were not allowed by their religious denominations to use medications when ill. 165 (36.3%) participants reported using bed nets themselves, 159 (35.0%) had a household member (other than parent) using nets and 254 (55.9%) had parent(s) sleeping under an ITN. Having someone in the household who uses an ITN was positively associated with ITN use while age of the participants was inversely associated with ITN access in the home. While more females (37.3%) reported using nets than males (35.6%), the difference was not statistically significant (p=0.7). It was concluded that many of the school children experience ill health in Ndirande, Malawi and malaria is perceived to be a common illness. While younger children seem to have higher access to ITNs, there seems to be no statistically significant gender differences in accessibility.African Journal of Health Sciences Vol. 11(3-4) 2004: 98-102
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Hematuria and dysuria in the self-diagnosis of urinary chistosomiasis among school-children in Northern Cameroon - Takougang, Innocent; Meli, Jean; Fotso, Siméon; Angwafo, Fru; Kamajeu, Raoul; Ndumbe, Peter M. (African Journal of Health Sciences, 2005)
The present study was designed to assess the value of self reported hematuria and dysuria in the diagnosis of urinary schistosomiasis at the individual level. A sample of 964 school children of grade 5 and 6 from 15 schools of the French speaking educational system in the Sudano-sahelian zone of northern Cameroon were submitted to a questionnaire related to hematuria and dysuria, and provided a urine sample each. The urine samples were processed using the dip stick and sedimentation methods, and the degree of microhematuria andoviuria determined. In all 964 questionnaires were collected, 843 urine samples examined for microhematuria and 871 for oviuria. The percentage of children reporting hematuria increased with the degree of microhematuria and the intensity of infection. Among the various indicators of urinary schistosome infection, microhematuria had the highest sensitivity (76%), followed by self reported hematuria or dysuria (65%), and dysuria (52%). The specificity was highest for self reported hematuria, and lowest for self reported hematuria or dysuria. The efficiency of self reported hematuria or dysuria increased with the intensity of infection and was highest (100%) for heavy infections (>400 eggs/ml g urine). We advocate the use of self reported hematuria or dysuria for the assessment of S. haematobium at the individual level.African Journal of Health Sciences Vol. 11(3-4) 2004: 121-127
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A rock- and palaeomagnetic study ofgeologically recent lavas and 1995 volcanic glass on Fogo (Cape Verde Islands) - Knudsen, Mads Faurschou; Abrahamsen, Niels (Bulletin of The Geological Society of Denmark, 2005)
Fogo is the only island in the Cape Verde archipelago with accounts of historical volcanic activity. Here we present palaeomagnetic data from seven geologically recent lava flows on Fogo, including one glassy, volcanic flow from the eruption in 1995. Almost all samples behaved well during alternating-field (AF) and thermal demagnetisation, and the characteristic remanent magnetisations (ChRMs) were generally easily isolated. The dominant magnetic mineral in all flow units, including the glassy flow, is titanomagnetite with a varying titanium content. The non-glassy flow units alldisplay pseudo-single-domain (PSD) behaviour, whereas the hysteresis parameters for the glassy flow unit tend to plot in a region associated with mixtures of superparamagnetic (SP) and single-domain (SD) grains. Despite historical accounts of the eruptive activity on Fogo it was impossible toobtain unique correlations between the historical flow flelds and the non-glassy flow units presented in this study. One of six non-glassy flow units yields a direction consistent with existing approximative reference curves for the historical secular variation on Fogo. Consequently, we suspect that some of the non-glassy flow units have been subjected to post-cooling block rotation. The glassy flow from 1995 proved to be a reasonable recorder of the geomagnetic fleld, yielding a direction (dec = 353.8° and inc = 12.9°), quite similar to the International Geomagnetic Reference Field(1995) for this site location (dec = 346.8° and inc = 14.4°).
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AFRICAN AMERICAN LEADERSHIP IN HIGHER EDUCATION - León, David J. (2005)
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Prevalence and Intensity of Schistosomiasis in School Children in a Large Sugar Irrigation Estates of Zimbabwe - Moyo, Dingani; Taonameso, Solomon (Pakistan Journal of Biological Sciences, 2005)
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Study of african dust storm and its effects on tropical cyclones over Atlantic Ocean from space - Qu, John J.; Hao, Xianjun; Wang, Wanting; Wang, Lingli; Kafatos, Menas; Wu, Liguang (2005)
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Percent tree cover estimation using regression tree method: a case study of Africa with very-high resolution QuickBird images as training data - Rokhmatuloh; Nitto, Diana Di; Bilbisi, Hussam Al; Tateishi, Ryosuke (2005)
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Predictors of reading among Herero–English bilingual Namibian school children - Veii, Kazuvire; Everatt, John (Bilingualism: Language and Cognition, 2005)
Predictions derived from the central processing and script dependent hypotheses were assessed by measuring the reading ability of 116 Grade 2–5 Herero–English bilingual children in Namibia ranging in age from 7 to 12 and investigating possible predictors of word reading among measures of cognitive/linguistic processes. Tasks included measures of word reading, decoding, phonological awareness, verbal and spatial memory, rapid naming, semantic fluency, sound discrimination, listening comprehension and non-verbal reasoning. Faster rates of improvement in literacy within the more transparent language (Herero) supported the predictions of the script dependent hypothesis. However, the central processing hypothesis was also supported by evidence indicating that common underlying cognitive-linguistic processing skills predicted literacy levels across the two languages. The results argue for the importance of phonological processing skills for the development of literacy skills across languages/scripts and show that phonological skills in the L2 can be reliable predictors of literacy in the L1.
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Open and Distance Learning in Africa - Daniel, John (2005)
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Open and Distance Learning in Africa - Daniel, John (2005)
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Seeing, thinking and acting against Malaria: a new approach to health worker training for community empowerment in rural Gambia - Dawson, Angela; Joof, Balla Musa (Rural and Remote Health, 2005)
Context: In the Gambia, West Africa, Malaria is a major cause of death among children in rural areas. It has been estimated that in one division in the country malaria accounts for 40% of all deaths in children aged between one and 4 years. Most malaria cases are managed at home assisted by primary healthcare workers. The strategic plan of Gambia's National Malaria Control Programme includes improved training and supervision of all health care providers, at all levels, and increased community awareness in order to reduce the malaria burden by 50% before 2007. Issue: A malaria in-service training program for Community Health Nurses (CHNs) working at village level was piloted in 2004. The program includes a computer-based training (CBT) package, the first of its kind for health professionals in Gambia. The education program is part of a larger initiative funded by the Gates Malaria Partnership, that aims to increase community involvement in malaria control. The objective of the course is to enable CHNs to facilitate the change process. The curriculum was informed by a reference group and stakeholder input. Interviews and evaluation forms were used to gather information about learner experience and learning preferences. Analysis: The CBT package was well received. Learners reported wanting more computer instruction, but felt they had gained confidence. There was resistance from other health professionals regarding the development of information technology skills in CHNs. This related to the perceived role and status of CHNs, as well as confidence in their ability. Some modifications of the CBT package were necessary, including the reworking of some activities and language. Lessons learned: There are issues related to sustainability and resource implications that need to be addressed. Opportunities exist to expand e-learning in the Gambia for pre-service CHNs and other professionals. An investigation into the viability of reproducing this module as a generic planning tool for allied health workers and other extension workers at community level will be undertaken. Key words: community health nurses, computer based training developing contexts, health worker education and training.
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The contribution of the clinical nurse instructor to the development of critical thinking skills of the student nurse in Namibia - Dyk, Agnes Van; Jooste, Karien; Small, LF; Pretorius, Louise (Health Sa Gesondheid, 2005)
A quantitative, non-experimental and exploratory study was undertaken to determine the contribution by the clinical nurse instructor to develop critical thinking skills of student nurses in Namibia.

Opsomming
‘n Kwantitatiewe nie-eksperimentele en verkennende studie is onderneem om te bepaal wat die bydrae van die kliniese verpleeginstrukteur is om kritiese denke by die studentverpleegkundige in Namibië te ontwikkel.

*Please note: This is a reduced version of the abstract. Please refer to PDF for full text.
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Attitudes and practices of students of health sciences of the college of medicine, University of Lagos, Nigeria towards people living with HIV/AIDS (PLWHAS) - Roberts, AA; Olajobi, FO; Bamgbala, AO; Inem, Victor; Ayankogbe, OO (Nigerian quarterly journal of hospital medicine, 2005)
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The Sophists' Education and Social Evolution - A Case for Social Studies Education in Nigeria - Asalu, Vincent (Social Science Research Network, 2005)
Athens experienced its most glorious moment under the leadership of Pericles who led the Greek city state from its former Aristocratic political arrangement to democratic government. This development created a cultural vacuum because older Aristocratic education did not prepare and equip the Athenian citizens for life and its challenges in the new democratic Athens. The arrival of the sophists at this point in time in the history of Athens and the type of education they introduced filled this cultural vacuum and made them relevant in the current evolution stage of the Athenian culture. It is in this direction that it is argued that the introduction of Social Studies Education at all levels of education in Nigeria would help to fill the inherent vacuum created by Nigeria’s return to democratic government after many years of military dictatorship.
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Employee Retention Factors For South African Higher Education Institutions: A Case Study - Netswera, Fulufhelo; Rankhumise, Edward M.; Mavundla, Thandisizwe Redford (SA journal of human resource management, 2005)
The success of the most competitive companies throughout the world, including higher education institutions, lies in their highly skilled employees on which these institutions spend millions to retain. Literature reveals the cost of losing best employees to be enormous – beyond monetary quantification. Also worth noting is that the loss of one competent employee to a competitor institution strengthens the competitor’s advantage. This case study analysed human resources turnover data, and interviewed academic managers and employees in order to examine the possible employee retention factors for a higher education institution in South Africa. The findings reveal different institutional interests between institutional managers and employees. The former are concerned more about profits, business sustenance and justification for spending, while the latter are driven by introverted interests such as development, monetary rewards and personal fulfilment.
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Training of school librarians for the New Millennium in Nigeria: a review of the past - Egunjobi, Rotimi Adeshina (Lagos Journal of Library and Information Science, 2005)
Training of qualified personnel is of paramount importance in the provision of library services in the school system. This paper takes a critical look at efforts made prior to 1991 to train school librarians in the Colleges and 1991 resolution of the Nigerian School Library Association that Diploma holders be employed to staff school libraries. The vacuum created by the cancellation of Library Studies in Colleges over the past ten years was also examined. As we enter a new millennium, purposive efforts should be made to train School Librarians in Colleges and Universities, with the back ground that training of school librarians could not be totally divorced from teacher training. This would help make up for the mistakes of the past and fill the existing vacuum.Keywords: review, school librarianship, training Lagos Journal of Library and Information Science Vol. 1(1) 2003: 28-31
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User education in tertiary institution in Nigeria - Osagie, J. N. (Lagos Journal of Library and Information Science, 2005)
A survey of library users from University of Lagos, Lagos State Polytechnic and Adeniran Ogunsanya College of Education was conducted between April and May, 2002 for their assessment of the User Education Programme. There were 300 respondents, 100 from each of three academic institutions. The criticisms, problems highlighted by the respondents and suggestions for improvement are discussed.Keywords: education, institution, nigeria, tertiary, userLagos Journal of Library and Information Science Vol. 1(1) 2003: 32-36
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Shelving: shelf reading and upkeep of library stock in high school library in Lagos State, Nigeria - Sokoya, AA (Lagos Journal of Library and Information Science, 2005)
Research findings and experience in Library Service has greatly shown shelve management as a tool for measuring performance, satisfaction and realization of set goal. This paper examines the state of shelving activities in five high school libraries at different local government areas of Lagos State. This includes statistics and period of shelving, staff strength, accuracy, performance and users satisfaction. School libraries are prone to challenges emanating from staff and management style. Shelving accuracy and up keep of stock need to be reappraised as non-professional are found heading these libraries. All the methods in use for shelve management are examined. Some methods are suggested first to equip the staff, reduce the burden of workload and to also boost users satisfaction in order to encourage patronage.Keywords: Lagos, Nigeria, school library, shelving upkeepLagos Journal of Library and Information Science Vol. 1(1) 2003: 12-15
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Improving science education in Zimbabwe : the role of resource teachers in professional development - Chavunduka, K. (2005)
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History of Ultrasound Training in Uganda - Kawooya, Michael; Kasozi, Henry (Ultrasound, 2005)
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‘THE GRANT IS WHAT I EAT’: THE POLITICS OF SOCIAL SECURITY AND DISABILITY IN THE POST-APARTHEID SOUTH AFRICAN STATE - MacGregor, Hayley (Journal of Biosocial Science, 2005)
In South Africa, disability grant allocation has been under review and tensions are evident in government rhetoric stressing welfare provision on the one hand, and encouraging ‘rationalization’ on the other. This ambiguity is traced down to the level of grant negotiations between doctors and ‘clients’ in a psychiatry clinic in Khayelitsha. Here ‘having nerves’ embodies the distress associated with harsh circumstances and is deemed by supplicants as sufficient to secure a grant. The paper illustrates how national discourses influence the presentation and experience of suffering and the way in which doctors mediate diagnoses. The implications of local understandings of ‘health citizenship’ for expectations of the post-apartheid state are explored.
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Deported nursing student fears for her safety in native uganda - Doult, Bill (Nursing Standard, 2005)
A nursing student deported from the UK last month is believed to be in hiding in Uganda because she fears for her life.
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Teaching African American learners to read: perspectives and practices (Choice Reviews Online, 2005)
This collection of original, adapted, and previously published articles fills a critical need for professional literature that documents successful research-based practices and programs that teach African American children to read. Thoughtful commentary on historic and current issues, discussion of research-based best practices, and examples of culturally appropriate instruction help you identify and select the best practices and programs that will lead your African American learners to reading success.
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The Influence of the Number of Science Laboratories on Students' Academic Performance in Senior Secondary Examinations in Ekiti State, Nigeria - Adeyemi, T. O. (Research in Education, 2005)
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Assessing Nigerian University Students’ Knowledge About HIV/AIDS - Aluede, Oyaziwo; Imhonde, Henry O.; Maliki, Agnes Ebi; Alutu, Azuka N. G. (Journal of Social Sciences, 2005)
The HIV/AIDS knowledge survey was carried out among Nigerian university students to assess their level of knowledge about HIV/AIDS. A total of 900 undergraduates of Niger Delta University, Wilberforce Island, Nigeria participated in the study. They consisted of 520 male students and 380 female students within the age bracket of 18years and 40 years (M= 20.62, SD=2.28). The main finding of the study indicated that current students have a highly favourable knowledge about HIV/AIDS. To this end, HIV/AIDS interventions that college counsellors could adopt to sustain this trend were advocated.
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Solar Powered air conditioning as a solution to reduce environmental pollution in Tunisia - Balghouthi, Moncef; Chahbani, Mohamed Hachemi; Guizani, Amenallah (Desalination, 2005)
In Tunisia, during the summer, the demand for electricity greatly increases because of the extensive use of air-conditioning systems. This is a source of major problems in the country’s electricity supply and contributes to an increase of CO2 emissions causing the environmental pollution and global warming. On the other hand, vapor compression air conditioning systems have impacts on stratospheric ozone depletion because of the chlorofluorocarbons (CFC) and the hydrofluorocarbon (HCFC) refrigerants. The use of solar energy to drive cooling cycles is attractive since the cooling load is roughly in phase with solar energy availability. To cool with solar thermal energy, one solution is to use an absorption chillier using water and lithium bromide solution. In this study we present a project aims at assessing the feasibility of solar powered absorption cooling technology under Tunisian conditions. A simulation with the TRNSYS program is carried out in order to select and size the different components of the solar machine to be installed (collectors, storage tank, heat exchangers...).
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Uganda is learning from its Global Fund grant suspension - Bass, Emily (Lancet (British edition), 2005)
The Global Fund's decision to suspend Uganda's five grants sent shock waves through the country, whose robust response to AIDS is a point of national pride. Now, the accounts are unfrozen and Uganda is being seen by the Fund as a test case for country-driven reforms. Emily Bass reports. When in Kampala, Victor Bampoe, East Africa portfolio manager for the Global Fund to Fight AIDS, Tuberculosis, and Malaria (GFATM), works in an office with panoramic views of the downtown area of Uganda's capital city. In mid-November, this area was thronged with riot police and dotted with cars torched by crowds protesting at Ugandan President Yoweri Kaguta Museveni's decision to jail his principal political opponent. Yet when Bampoe was recently asked how he was coping with the ongoing unrest, he was momentarily confused about whether the question referred to the political protests or the Global Fund. Indeed, the decision by the Geneva-based GFATM secretariat to suspend Uganda's five grants—totalling US$367 million—sent shock waves through a country whose robust response to AIDS is a point of national pride. At a meeting during the 11-week suspension, one finance ministry staffer said: “This almost brought the country down.” While this is more than a slight hyperbole, the suspension did tarnish Uganda's reputation for AIDS programmes in sub-Saharan Africa. So the lifting of the suspension on Nov 10 was welcomed as an opportunity for the country to restore its reputation. “The major challenge is to create credibility”, says Chris Kassami, Permanent Secretary/Secretary to the Treasury in the Ministry of Finance, Planning, and Economic Development, who spearheaded the Ugandan response to the suspension. “We want to demonstrate that this project can be managed well. To us that is the most important thing.” The reputation of the GFATM will be affected, too. Besides Uganda, there have been just two other grant suspensions to date: Burma, in which the grant was terminated outright; and Ukraine, where the Fund has removed all decision-making power from the government and handed it over to an international NGO. So far, Uganda is the only country which has been allowed to remain at the helm during and after the suspension process. Now that its accounts are unfrozen, it has become a test case for the feasibility of country-driven reform. Unlike the other two suspensions, which involved decisive action on the part of the secretariat, the intervention in Uganda requires a delicate balancing act, since Geneva is neither completely in control nor out of the loop. It is a balance that the GFATM has struggled with in the past, says Asia Russell, director of international policy for the USA-based AIDS advocacy group Health GAP, and a member of the Northern NGOs delegation to the GFATM board. “One of the most important tensions is between its understanding of itself as an organization that is not an implementer and the reality of implementing cutting-edge infectious disease programs in resource poor settings.” “We did make mistakes [in Uganda]”, says GFATM Chief Operating Officer Brad Herbert. “I think we took certain things for granted when we should have been more forceful. I think we were forceful in areas where we should not have been.” Some of these mistakes stem from the Fund's early attempts at defining its role, Herbert says. “The initial vision was: We are the financing mechanism. We give you the money. You use it for what it was intended for”, he explains. WHO, UNAIDS, and other agencies working in grant-recipient countries were relied upon for technical assistance and problem-solving for issues that came up during implementation. In reality, though, it turned out that the GFATM was often receiving information that the potential problem-solvers did not have, or could not act on. In Uganda, for example, UNAIDS left the country-coordinating mechanism and one WHO employee in Uganda described early responses to its offers of Fund-related technical assistance as tepid at best. Recently, the GFATM has sought to address this issue through the introduction of the Early Alert and Response System (EARS), which will gather and share information on grants with performance issues with in-country partners. The system has been designed to “close the circle” of information between the secretariat and implementing agencies, Herbert says. The EARS system has come too late to be of use in Uganda. But as one of the first countries to receive a sizeable GFATM grant, Uganda does provide an opportunity for an experiment in mid-stream course correction. The template for these changes is the aide memoire that was signed at the lifting of the suspension, and which outlines the interim arrangements that will be put in place for the next year, while the country identifies a permanent structure. Under the previous structure, the Ministry of Finance served as a financial conduit for the funds, which were funnelled to the Ministry of Health and, finally, to the Project Management Unit which sat within the health ministry and was closed as a pre-condition of lifting the suspension. Under the interim arrangement, the Ministry of Finance will play a more active role, convening an operations task force, a beefed-up contracts committee, and liaising with Ernst & Young, which will serve as a “caretaker management firm” overseeing procurement, monitoring, evaluation, and reporting. These financial controls are designed to prevent the types of financial misconduct identified in the PriceWaterhouseCoopers report that triggered the suspension, which included inflated “sitting allowances” for individuals attending meetings; irregularities in procurement processes; falsified receipts; and sub-recipients with little or no prior experience in HIV/AIDS. The interim arrangement also calls for a stronger technical working group to guide and evaluate country activities. This body will provide a formal mechanism for entities like WHO and civil society groups to monitor and affect fund activities. “The technical working groups were always there, but I don't think they were as inclusive as they were proposed to be”, says Felicity Zawaira, acting WHO representative in Uganda. The final structure may also be influenced by an ongoing independent commission of inquiry, headed by Principal Judge James Ogoola. The five-member commission's public hearings began in October and are presently scheduled to continue through late December. For fund-watchers who believe that the financial mismanagement was, in part, used to siphon money into political coffers, the political upheaval surrounding the president's recent decision to seek an unprecedented third term does not bode well for reform efforts. “Given the political environment in which we are right now, where so much money is needed to finance political activities I strongly doubt that there is so much change that is going to happen”, in the Fund's financial affairs, says one Ugandan AIDS activist. In the short-term, one major priority is heading off shortages of essential commodities, including antiretrovirals and condoms. Anti-tuberculosis medications ran out in mid-November and there will be delays in procurement of antiretrovirals (ARVs) covered by Uganda's Round 3 grant, which provided $70 million for ARVs and orphans and vulnerable children. At the time of the suspension, the procurement plan for the first allotment of ARVs had been approved by the Geneva secretariat; steps were also being taken to contract with a third party procurement agent to help execute of the grant. All processes were halted by the suspension. Now, the role of third party procurement agents is being reviewed and expanded to give it more oversight and authority. As a result, the Round 3 contract will likely be assigned at the end of 2005, Bampoe says. This would clear the way for Round 3 antiretroviral procurement to start in early 2006—5 months, at the earliest, after the plan was approved. Bampoe insists that these delays will not result in stock outs of the drugs, since there are still stores left in the country. He also says that he is exploring stop gap measures, including drug donations from the Clinton Foundation, for drugs which may fall into short supply. Rather than casting doubt on the viability of the cash-strapped GFATM as a financing mechanism, Health GAP's Russell hopes that the Uganda experience will bolster the Fund's reputation for effective monitoring. “One would hope that donors start to say more often, ‘Where are the five cases from Uganda this year?’ because if they are not happening, something is wrong.”
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Geography Education in South Africa after a Decade of Democracy - Beets, Peter; Grange, Lesley Le (Geography, 2005)
In 2004 South Africa celebrated ten years of democracy. The past decade has witnessed radical changes to South Africa's socio-politico-geographical milieu. Included in these changes is the introduction of several new education policies. Foremost among these are new national curriculum frameworks for General Education and Training (GET) and Further Education and Training (FET). In the early stages of curriculum renewal, the position of geography in the new curriculum structures seemed somewhat precarious. However, developments in the last four years place geography in a more secure position in the post-apartheid education system. In this article we describe and reflect on these recent developments and provide the reader with a picture of the changing landscape of school geography in contemporary South Africa.
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The Intensive Care Unit of the University Teaching Hospital, Ilorin, Nigeria: A Ten Year Review (1991–2001) - Bolaji, BO; Kolawole, IK (South African journal of anaesthesia and analgesia, 2005)
A retrospective study was conducted on all patients admitted to the Intensive Care Unit (ICU) of the University of Ilorin Teaching Hospital (UITH), Ilorin, Nigeria, over a 10—year period (October 1991—Sept. 2001). This period marks the first decade of the establishment of our ICU. The purpose of this study is to describe the pattern of admission of patients into the ICU, highlighting the variety of cases, indications for admission, outcome and causes of death, and the problems of medical and administrative management of the unit. No similar study has previously been carried out in this institution.A total of 295 patients, consisting of 185 males (62.7%) and 110 females (37.3%) were admitted to the ICU during the study period. The commonest indication for ICU admission was for postoperative high care (54.9%), with post-laparotomy patients accounting for 59.9% of these cases. Medical indications for admission accounted for 21.3%, with respiratory failure and asthma being the commonest and each accounting for 11.5%. One hundred and ten patients (37.3%) died during their ICU admission, giving an ICU survival rate of 62.7%. Late presentation of cases and inadequate staffing and equipment were important factors which may have contributed to mortality in these patients.Improved funding, training of additional staff and acquisition of advanced monitoring and life support equipment would improve the efficiency of our intensive care unit and patient survival.
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Education crisis in south Sudan - Brown, Tim (DOAJ (DOAJ: Directory of Open Access Journals), 2005)
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Neuropsychological Test Performance Among Caribbean-born and U.S.-born African American Elderly: The Role of Age, Education and Reading Level - Byrd, Desiree; Sanchez, Danurys; Manly, Jennifer J. (Journal of Clinical and Experimental Neuropsychology, 2005)
Within-group variation is an important yet under-studied component of cross-cultural neuropsychology. The current study explored this potential source of variation in a neurologically healthy African American elderly sample by comparing the neuropsychological test performance of nondemented groups of Caribbean-born and U.S.-born African American elders who live in New York City. Caribbean-born elders resided in the U.S. for a mean of 41.5 years (SD = 17.0). Results indicate that in general, Caribbean-born elders in this cohort did not demonstrate a unique cognitive testing profile from U.S.-born African American elders. However, the Caribbean-born group demonstrated a higher quality of education than their U.S.-born counterparts. The influence of demographic factors (i.e., age and education) on neuropsychological test performance was markedly attenuated in Caribbean-born elders though reading level was the strongest predictor of test performance for all elders, regardless of birthplace.
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Small Business problems in South Africa : priorities for entrepreneurial education - Cant, Michael Colin; Ligthelm, A.A. (2005)
The objective of this paper is to establish to what extent owners / managers of small businesses in a typical South African setting, experience selected problems or issues with a negative impact on the success of the small business. Problems encountered are numerous, and mostly related to, amongst others, environmental, financial, marketing, human resource, social or managerial issues. The aim is also to investigate whether these problem categories are related to the possession of management qualifications. An awareness of the impact of a wide variety of issues on business success, will enable SMEs to be fore warned and proactive in their decision-making to avoid the main causes for business failure. The results of this study will also enhance the development of management and entrepreneurial training syllabi to ensure coverage of those issues impacting negatively on business success. Starting a business is at best a risky venture but the chances of success are enhanced if the anticipated problems are understood and addressed prior to launching the business.
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Rewriting Narratives and Leadership Vision through a Postmodern Imagination: A Spiritual Imperative to Leading African American Schools - Dantley, Michael E. (Journal of School Leadership, 2005)
This article asks educational leaders to imagine schools from a postmodern perspective in order to address the issues specifically germane to black children in public schools. In fact, this article challenges current as well as prospective school leaders to adopt a radical approach to perceiving schools so that the inequities and undemocratic practices in these institutions may be uncovered and dealt with. All of this is initiated through a spirit of resistance and radical reconstruction aimed at creating schools that are more effective in facilitating crucial education for African American and impoverished students.
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Seeing, thinking and acting against Malaria—A new approach to health worker training in rural Gambia - Dawson, Angela; Joof, Balla Musa (Education for health, 2005)
In the Gambia, West Africa, Malaria is a major cause of death among children in rural areas. It has been estimated that in one division in the country malaria accounts for 40% of all deaths in children aged between one and 4 years. Most malaria cases are managed at home assisted by primary healthcare workers. The strategic plan of Gambia's National Malaria Control Programme includes improved training and supervision of all health care providers, at all levels, and increased community awareness in order to reduce the malaria burden by 50% before 2007.A malaria in-service training program for Community Health Nurses (CHNs) working at village level was piloted in 2004. The program includes a computer-based training (CBT) package, the first of its kind for health professionals in Gambia. The education program is part of a larger initiative, funded by the Gates Malaria Partnership, that aims to increase community involvement in malaria control. The objective of the course is to enable CHNs to facilitate the change process. The curriculum was informed by a reference group and stakeholder input. Interviews and evaluation forms were used to gather information about learner experience and learning preferences.The CBT package was well received. Learners reported wanting more computer instruction, but felt they had gained confidence. There was resistance from other health professionals regarding the development of information technology skills in CHNs. This related to the perceived role and status of CHNs, as well as confidence in their ability. Some modifications of the CBT package were necessary, including the reworking of some activities and language.There are issues related to sustainability and resource implications that need to be addressed. Opportunities exist to expand e-learning in the Gambia for pre-service CHNs and other professionals. An investigation into the viability of reproducing this module as a generic planning tool for allied health workers and other extension workers at community level will be undertaken.
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Students' Reasons for Entering Nigerian Primary Teacher Education and Their Career Plans - Ejieh, Michael U. C. (Research in Education, 2005)
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School-to-Work Transitions in Sub-Saharan Africa: An overview - Guarcello, Lorenzo; Manacorda, Marco; Rosati, Furio C.; Farès, Jean; Lyon, Scott; Valdivia, C. (RePEc: Research Papers in Economics, 2005)
While youth issues are subject of growing attention in the Sub-Saharan Africa (SSA) region, data for indicators relating specifically to youth employment remain scarce in most SSA countries. There is therefore limited empirical basis for formulating policies and programmes promoting youth employment and successful school to work transitions. The study is aimed at beginning to fill this gap by generating and analyzing a set of youth education and employment indicators based on World Bank survey data for a subset of 13 countries in the Sub Saharan Africa region. Study findings highlight the disadvantaged position of young people in the labour force in the region. They face much higher levels of unemployment than their adult counterparts or young people in developed economies, and are much more concentrated in low skill and unstable informal sector work. Youth never attending school emerge as a particular policy concern. Uneducated youth appear to be stuck not only in low income jobs but also face a high risk of unemployment. The study places particular emphasis on measuring the initial transition from school to work for different groups of young people, and on identifying the factors affecting this transition. Results indicate that the average duration of the transition is very long in many SSA countries, suggesting young people in these countries are faced with substantial labour market entry problems upon leaving the school system.
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The context of a dental school in a post-apartheid South Africa–some reflections. - Gugushe, Tshepo Sipho (journal of the South African Dental Association, 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)
Click to increase image sizeClick to decrease image size Additional informationNotes on contributorsDouglas GuiffridaDouglas Guiffrida is Assistant Professor in the Department of Counseling and Human Development, Margaret Warner Graduate School of Education and Human Development, University of Rochester.
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Malocclusion among 12-year-old school children in Mankweng, Limpopo Province of South Africa. - Hlongwa, Phumzile; Jb, Du (journal of the South African Dental Association, 2005)
Consent was obtained from all relevant authorities to undertake an epidemiological survey to determine the occlusal status of a sample of 12-year-old Black school children in Mankweng Circuit, Limpopo Province. The examination was carried out using the Dental Aesthetic Index (DAI) criteria, under conditions prescribed by the WHO in 1987. The results were analysed using the Kotmogorov-Smirnov Test. The results of the study showed that forty seven percent (47%) of the subjects required orthodontic treatment, in the categories: definitive 20%, severe 13% and handicapping 14%. There is a proven need for orthodontic treatment among 12-year-old Black school children in Mankweng. Since there is no government hospital or clinic to provide such treatment, a centre should be established.
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Communal Versus Individual Learning of a Math-Estimation Task: African American Children and the Culture of Learning Contexts - Hurley, Eric A.; Boykin, A. Wade; Allen, Brenda A. (The Journal of Psychology, 2005)
Abstract The authors compared the performance of 78 African American 5th-grade students who studied a math-estimation task in one of two learning contexts. Learning contexts differed in the degree to which they afforded the expression of communalism. ANCOVA confirmed that posttest performance was best for students who studied in the high communal-learning context. The findings support A. W. Boykin's (1994) contention that the cultural context of learning can be a critical mediator of children's performance. Keywords: African Americanat riskcognitive developmentcommunalismcooperative learninglearning groupsmath estimationtalent development
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The “complex reality” of research capacity development in mathematics education in Southern African development community countries - Julie, Cyril; Mikalsen, Øyvind; Persens, Jan (International Journal of Educational Development, 2005)
Abstract This paper explores how an aid-funded Ph.D.-programme in mathematics education instituted in some Southern African Development Community countries measures up to issues related to research capacity development projects. The research capacity development programme is described and reflected against mutual benefit, relevance, sustainability and prioritization of the location of project funding expenditure—some of the constructs in the discourse on research capacity development initiatives. It is found that the benefits of the programme are indeed mutual; the outcomes regarding relevance and sustainability are more uncertain and the location of expenditure of the funding is not overtly in favour of the donor country.
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Adult Education in Sierra Leone: What Role for Libraries? - Kargbo, John Abdul (2005)
Adult education is gradually receiving priority in the Sierra Leone government's goal as an essential service to national development. This article discusses the role libraries are to play as repositories of the traditional print media and non-print materials in attaining this goal
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Teachers’ strategies of teaching primary school mathematics in a second language: A case of Botswana - Kasule, Dan; Mapolelo, Dumma C. (International Journal of Educational Development, 2005)
Abstract This paper reports the results of a study of primary school mathematics teaching in northern Botswana in order to highlight the strategies teachers use in bi/multilingual classrooms. Questionnaire and interview data collection procedures were used. The findings, which are based on responses of randomly selected primary school teachers, confirmed that monolingual classes were fewer than bilingual and multilingual classes in those parts of Botswana. Furthermore, syllabus analysis confirmed the abstract nature of mathematical concepts. Teachers report to have devised strategies to overcome the difficulties imposed by this classroom situation.
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Introducing HIV/AIDS to South African health sciences students - Kent, Athol; Myer, Landon; Flisher, Alan J.; Mathews, Catherine; Lombard, Carl (Medical Teacher, 2005)
Given the burden of HIV/AIDS in South Africa, there is a need to introduce students to the issues health professionals face about the disease. We developed an introductory peer-led workshop on HIV/AIDS for first year students covering a range of biomedical and social issues. To evaluate the workshops, volunteer students were randomly allocated to participate in one of the workshops or not. At follow-up, students who participated in the workshops showed positive changes in their attitudes and skills regarding HIV. They were also more likely to feel empathy towards HIV-infected people and be more comfortable with the prospect of working with HIV-infected patients, compared to controls. This programme represents a platform for introducing a 'golden thread' of HIV/AIDS into health sciences curricula in countries profoundly affected by the epidemic.
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The role of sports and physical education in Kenyan learning institutions in achieving Millennium Development Goals (MDGs) - Kiganjo, G. M.; Njororai, W. W. S. (2005)
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Gender, education and peace in southern Sudan - Kirk, Jackie (DOAJ (DOAJ: Directory of Open Access Journals), 2005)
The SPLM’s Secretariat of Education (SoE) has explicitly linked gender education and peace within the Directorate of Gender Equity and Social Change. This forward-looking move recognises the potential of education to enhance a gender-just peace. The SoE now has the challenge of addressing very high expectations for education in ways which are regionally ethnically and gender equitable. Regional disparities are significant: girls in Bahr El Ghazal Upper Nile Nuba Mountains and Southern Blue Nile face considerable and practical challenges in accessing education as there are so few schools in these areas. (excerpt)
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Towards a curriculum for the training of subtitlers in South Africa - Kruger, Helena Catharina (Southern African Linguistics and Applied Language Studies, 2005)
This article proposes a curriculum outline for the training of subtitlers in South Africa by integrating domestic user-based parameters (user group profiles, reading speed, non-linguistic audio elements, language structures, phoneme-grapheme correlation, standard of translation, vocabulary) and the aspects that shape existing courses in other countries (national context of subtitling, training aims, academic level, duration, content, equipment and software used, on-the-job training or internships, recognition of prior learning, candidates envisaged, assessment of progress, and the use of film and television scripts). The curriculum is aimed at striking a balance between vocational and purely academic theoretical training, in view of South Africa's unique language-political landscape. It is defined in terms of general and specific outcomes that are broken down into knowledge and skills required for their attainment. Furthermore, the article also suggests that the optimal training environment for subtitlers in South Africa is a university working in collaboration with a dedicated subtitling centre.
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Distinct pathways: tracing the origins and history of private higher education in South Africa - Kruss, Glenda (Globalisation, Societies and Education, 2005)
In much of the literature on the privatisation of higher education, it appears as both a relatively recent phenomenon, and one that is homogenous in its causes, forms and effects. Drawing on the case of South Africa, this study challenges these assumptions, suggesting that without a sense of the long history of private provision and its interwoven relationship with public higher education in that country, it is difficult to appreciate fully the effects of global and local dynamics. The paper draws on an empirical study conducted in 2001 to provide a historical sweep of private provision prior to 1990, before tracing the origins and history of contemporary cases. The analysis demonstrates that there are four distinct pathways to the establishment of private institutions, related to global pressures towards the marketisation and diversification of higher education. Distinct forms of private providers are shaped by the complex global, national and historical dynamics and relationships with the public higher education sector described.
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South African Legal Education in Perspective: Multiculturalism - Letsika, Qhalehang (Journal of Commonwealth Law and Legal Education, 2005)
The 1994 democratic dispensation ushered in new values, which compelled legal educators to restructure the law curriculum to reflect existing aspirations of the ‘new South Africa’. The article exam...
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Origin and Propagation of a Disturbance Associated with an African Easterly Wave as a Precursor of Hurricane Alberto (2000) - Lin, Yuh-Lang; Robertson, Katie Ellen; Hill, Charles H. (Monthly Weather Review, 2005)
Abstract In this study, it is proposed that mesoscale convective complexes (MCCs) and a mesovortex (MV) were embedded within a wavelike disturbance over North Africa that led to the genesis of Hurricane Alberto (2000). The wavelike disturbance observed may be classified as an African easterly wave (AEW). Based on the cloud-top area and brightness values observed from infrared satellite data, four genesis and three lysis stages are identified within a cycle of moist convection associated with the pre-Alberto disturbance. The availability of water vapor is the most essential factor controlling the convective cycle of the pre-Alberto disturbance over the African continent. The presence of significant topography also contributes to the generation or decay of the associated MCCs through regulation of the water vapor supply. Further analysis of Meteosat satellite imagery reveals that the incipient disturbances for 23 of 34 eastern Atlantic tropical cyclones originated from the Ethiopian highlands (EH) region during the period of 1990–2001. The pre-Alberto disturbance was found to have exhibited characteristics of an AEW. At the EH, there existed two modes of disturbance development: a stationary mode and a propagating mode. The stationary mode corresponded with the generation of moist convection over the EH triggered by diurnally variant sensible heating, while the propagating mode corresponded with the generation and propagation of MVs and mesoscale convective systems (MCSs) from the lee side of the EH over a period of about 2 to 3 days. These components of the disturbance propagated westward together within an AEW train at an average speed of 11.6 m s−1. The average wavelength was roughly estimated to be about 2200 km. To prove that disturbances generated at the EH are indeed AEWs, the NCAR Regional Climate Model Version 3.0 is adopted to simulate the event. The simulated fields showed that both the propagating wave and stationary mountain wave modes were present, the convection was generated over the EH, and the pre-Alberto disturbance was generated near the lee of the EH. In addition, the convective cycle detected from NCEP reanalysis data was also reflected in the simulated fields. The simulated AEW possesses similar wave characteristics as the observed pre-Alberto disturbance.
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Teacher Beliefs and Student Achievement in Urban Schools Serving African American Students - Love, Angela; Kruger, Ann Cale (The Journal of Educational Research, 2005)
Successful teachers of African American children create a relational and personal environment. Yet, no known study has developed a measure of teachers' culturally relevant beliefs nor systematically examined how they vary with student achievement. The authors created survey items that measured teachers' culturally relevant beliefs and ascertained which items correlate with higher student achievement. Teachers in 6 urban schools serving African American children endorsed beliefs regarding a communal learning environment, success of all students, teaching as giving back to the community, and the importance of students' ethnicity. In contrast to prior studies, teachers who taught students with high academic achievement viewed their role as disseminators of knowledge and believed in drill and practice.
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Teacher Beliefs and Student Achievement in Urban Schools Serving African American Students - Love, Angela; Kruger, Ann Cale (The Journal of Educational Research, 2005)
Successful teachers of African American children create a relational and personal environment. Yet, no known study has developed a measure of teachers' culturally relevant beliefs nor systematically examined how they vary with student achievement. The authors created survey items that measured teachers' culturally relevant beliefs and ascertained which items correlate with higher student achievement. Teachers in 6 urban schools serving African American children endorsed beliefs regarding a communal learning environment, success of all students, teaching as giving back to the community, and the importance of students' ethnicity. In contrast to prior studies, teachers who taught students with high academic achievement viewed their role as disseminators of knowledge and believed in drill and practice.
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Teacher Beliefs and Student Achievement in Urban Schools Serving African American Students - Love, Angela; Kruger, Ann Cale (The Journal of Educational Research, 2005)
Successful teachers of African American children create a relational and personal environment. Yet, no known study has developed a measure of teachers' culturally relevant beliefs nor systematically examined how they vary with student achievement. The authors created survey items that measured teachers' culturally relevant beliefs and ascertained which items correlate with higher student achievement. Teachers in 6 urban schools serving African American children endorsed beliefs regarding a communal learning environment, success of all students, teaching as giving back to the community, and the importance of students' ethnicity. In contrast to prior studies, teachers who taught students with high academic achievement viewed their role as disseminators of knowledge and believed in drill and practice.
openalex: W2011912592 mag: 2011912592
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Teacher Beliefs and Student Achievement in Urban Schools Serving African American Students - Love, Angela; Kruger, Ann Cale (The Journal of Educational Research, 2005)
Successful teachers of African American children create a relational and personal environment. Yet, no known study has developed a measure of teachers' culturally relevant beliefs nor systematically examined how they vary with student achievement. The authors created survey items that measured teachers' culturally relevant beliefs and ascertained which items correlate with higher student achievement. Teachers in 6 urban schools serving African American children endorsed beliefs regarding a communal learning environment, success of all students, teaching as giving back to the community, and the importance of students' ethnicity. In contrast to prior studies, teachers who taught students with high academic achievement viewed their role as disseminators of knowledge and believed in drill and practice.
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The Health of our Educators : Focus on HIV / AIDS in South African Public Schools, O. Shisana, K. Peltzer, N. Zungu-Dirwayi & J.S. Louw (Eds.) : book review - MacLachlan, Malcolm (SAHARA : Journal of Social Aspects of HIV / AIDS Research Alliance, 2005)
This substantial report is the product of a research consortium comprising the Human Science Research Council (HSRC) and the Medical Research Council (MRC) of South Africa. It was prepared for the Education Labour Relations Council (ELRC) in South Africa to explore the impact of HIV / AIDS on the supply and demand of educators to the education sector.
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Variation of Agro-morphological Characters in Moroccan Barley Landraces Under Near Optimal and Drought Conditions - Madidi, Saïd El; Diani, Zineb; Aameur, F. Bani (Genetic Resources and Crop Evolution, 2005)
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Training needs in relation to management of students' discipline in public secondary schools in Meru central district, Kenya - Maingi, M'inoti (2005)
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Teaching for mathematical literacy in secondary and high schools in Lesotho: a didactic perspective - Mavugara-Shava, Fungai Munashe (2005)
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Costing distance education and open learning in sub‐Saharan Africa - Mays, Tony (Open Learning: The Journal of Open and Distance Learning, 2005)
Abstract This article is based on a report of the same name emanating from research undertaken by a team of South African Institute for Distance Education (SAIDE) researchers for the Association for the Development of Education in Africa (ADEA) under the auspices of the Commonwealth of Learning (COL) during 2003. The article explores the importance of costing distance education and open learning (DEOL) in sub‐Saharan Africa (SSA); describes the research process and research findings; and provides conclusions and recommendations. Keywords: Distance education and open learningSub‐Saharan AfricaCosting
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Beyond Dependency Theory: A postcolonial analysis of educating Papua New Guinean high school students in Australian schools - McLaughlin, Julie; Hickling‐Hudson, Anne (Asia Pacific Journal of Education, 2005)
This paper explores the social and educational implications of the Secondary Schools Scholarship Project (SSSP) in which Australia gave over 1,000 adolescents from Papua New Guinea three-year scholarships to study in Australian high schools. Drawing from postcolonial theory, the paper uses concepts of ambivalence, hybridity, hegemony, contradiction, and national discourse to analyse an array of issues which would not be in the purview of dependency theory. These issues include not only the cultural “border-crossings” and tensions experienced by the Papua New Guinean scholarship winners during their Australian sojourn and return to Papua New Guinea, but also the complex ambiguities in the outcomes and implications of a foreign aid project for a decolonising country. The scholarship programme illustrates the politics of foreign aid in education, including the contradictions of receiving aid from a donor country which is garnering substantial benefits from the recipient country, and the complexity of the postcolonial challenge of utilising this aid in a way that meets national educational goals in a globalising world.
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Analysis of the Health-Related Fitness Status of Lecturers and Students of Kenyatta University, Kenya (2004) - Muasya, Vincent; Mwisukha, A.; Njororai, W. W. S.; Simiyu, Wycliffe W Njororai (2005)
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A comparison of African American and white college students’ affective and attitudinal reactions to lesbian, gay, and bisexual individuals: An exploratory study - Negy, Charles; Eisenman, Russell (Journal of Sex Research, 2005)
African American (n = 70) university students were compared with White students (n = 140) on their affective (homophobia) and attitudinal (homonegativity) reactions to lesbian, gay, and bisexual individuals. The results initially suggested that African Americans had modestly higher homophobia and homonegativity scores than Whites. However, those ethnic differences vanished after controlling for frequency of church attendance, religious commitment, and socioeconomic status. For both ethnic groups, gender and religiosity variables significantly predicted homophobia and homonegativity. Men in both ethnic groups had significantly higher homophobia and homonegativity scores than their female counterparts. Lastly, additional regression analyses revealed that one aspect of African American culture—family practices—significantly predicted homophobia, but not homonegativity, above the predictive ability of religiosity. Implications of the results are discussed.
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Perspectives on the Distribution of Curriculum Materials to Papua New Guinea Schools - Ngatapai, Paul Pasingan (Contemporary PNG Studies, 2005)
The unreliable distribution of curriculum materials to schools in Papua New Guinea has been an area of great concern and it was essential that the system be improved. The Curriculum Development Division, with assistance from the AusAID Curriculum Reform Implementation Project (CRIP) continues to initiate and produce materials to support and progress reform of the curriculum. Syllabuses and teachers guides have been, or are in the process of being rewritten for elementary, primary and secondary school levels. However, the time, cost and effort are ineffective if the materials do not reach their intended destinations. A national study was completed in 2001, funded by CRIP. It identified serious problems related to distribution. The response of the Department of Education was to develop a National Materials Distribution Policy. This paper attempts to capture some of the issues that arose during the 2003-2004 delivery of materials under this policy. The observations made are relevant to the delivery of education and other departmental services such as health, welfare and social development in Papua New Guinea.
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Application of Analytical Modeling to the Far-field Investigation of Tsunami and Oceanic Rayleigh Waves from the 1998 Papua New Guinea Earthquake - Novikova, Tatyana; Huang, Bor‐Shouh; Wen, Kuo‐Liang (2005)
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Book ReviewThe Athens of West Africa: A History of International Education at Fourah Bay College, Freetown, Sierra Leone by Daniel J. Paracka Jr. New York: Routledge, 2003. 324 pp. $90.00 (cloth). ISBN 0‐415‐94795‐2. - Nwauwa, Apollos O. (Comparative Education Review, 2005)
Previous articleNext article No AccessBook Review The Athens of West Africa: A History of International Education at Fourah Bay College, Freetown, Sierra Leone by Daniel J. Paracka Jr. New York: Routledge, 2003. 324 pp. $90.00 (cloth). ISBN 0‐415‐94795‐2.Apollos O. NwauwaApollos O. NwauwaBowling Green State University, Ohio Search for more articles by this author Bowling Green State University, OhioPDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 49, Number 4November 2005Special Issue on Education and Public Health: Mutual Challenges WorldwideGuest Editor: David E. Bloom Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/498200 Views: 27Total views on this site Permission to reprint a book review printed in this section may be obtained only from the author.PDF download Crossref reports no articles citing this article.
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Information technology and information literacy for first year health sciences students in South Africa: matching early and professional needs - Oberprieler, Gudrun; Masters, Ken; Gibbs, Trevor (Medical Teacher, 2005)
The need to develop skills in Information Technology and Information Literacy for a career in the Health Sciences is not in dispute. More debated are the most appropriate ways of assessing existing skills, addressing training needs and incorporating IT/IL learning, and at what stage skills development should begin to be most effective. This article reports on three years of experience with a training model in the Faculty of Health Sciences, University of Cape Town, in providing IT/IL skills to a diverse group of students in South Africa. It provides an evaluation of the activities and discusses the possible advantages of the methodology. This training model is based on measuring rather than assuming existing computer skills in incoming students; it is informed by curriculum demands and focuses on early intervention and close integration into mainstream undergraduate courses.
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An Assessment of the Status of Teachers and the Teaching Profession in Nigeria. - Osunde, A. U.; Omoruyi, F. E. O. (Australian Journal of Adult Learning, 2005)
Marek, J. C. (1978). ‘Beabsichtigen – Verursachen – Verhalten’, in Lenk H. (ed.), Handlungstheorien – interdisziplinar II. Handlungserklarungen und philosophische Handlungsinterpretation, Erster Halbband. Munich: Wilhelm Fink Verlag, pp.255–278. Schneider, K. (2004). Die Teilnahme und die Nicht-Teilnahme Erwachsener an Weiterbildung. Theorienartige Aussage zur Erklarung der Handlungsinitiierung, Bad Heilbrunn/Obb.: Verlag Julius Klinkhardt. Schulz, W. (1977). ‘Unterricht’, in Worterbuch der Padagogik. Vol. 3. Freiburg: Herder, pp.258–261. Sokolowski, K. (1996). ‘Wille und Bewustheit’, in Kuhl J. & Heckhausen H. (eds.), Motivation, volition und handeln (Enzyklopadie der Psychologie, Ser. 4; Motivation und Emotion, Vol. 4), Gottingen: Hogrefe, pp.485–530. Stros, A.M. (1994). ‘Der Erwachsene’, in Lenzen, D. (ed.), Erziehungswissenschaft. Ein Grundkurs, Reinbek bei Hamburg: rororo rowohlts enzyklopadie, pp.406–425. Sunkel, W. (1996). Phanomenologie des Unterrichts. Grundriss der theoretischen Didaktik, Weinheim: Juventa.
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Adapting to Climate Change in a Dryland Mountain Environment in Kenya - Owuor, Bernard; Eriksen, Siri; Mauta, Wycliffe (Mountain Research and Development, 2005)
Global warming is likely to lead to a variety of changes in local climatic conditions, including potential increases in the frequency and intensity of extreme climatic events such as drought, floods, and storms. Present capacity to respond to and manage climatic variability, including extreme events, is an important component of adjustments to climatic changes. In particular, identifying and addressing constraints on local adaptation mechanisms—whether political, economic or social in nature—is critical to developing effective adaptation policies. The drylands of Kenya present great survival challenges to the people living in these areas. The hilltops in the drylands provide favorable climate and resources for adapting to climate change. The present paper examines the role that one particular hilltop, Endau in Kitui District, eastern Kenya, plays in processes of local adaptation to climatic variability and drought. The project presented here investigated how conflict and exclusion from key hilltop resources constrain adaptation among the population groups living around the hilltop, and how these constraints are negotiated, addressed, or even exacerbated through institutional arrangements and development activities.
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A Study of Procrastinatory Behaviour and Academic Performance of Undergraduate Students in South Western Nigeria - Popoola, Bayode Isaiah (Journal of Social Sciences, 2005)
The study investigated the relationship between academic procrastination and academic performance of university students in a Nigerian university. Subjects consisted of 185 final-year education students (Male = 98, Female = 87) of Obafemi Awolowo University, Ile-Ife, Nigeria. One research instrument, the Procrastination Scale (PS), developed and validated by Lay (1986), was used to collect data for the study. Data on subjects’ academic performance using their Cumulative Grade Point Average (CCPA) were also collected from their departments. Results from Pearson Product Moment Correlation analysis and one-way Analysis of Variance indicate that subjects’ academic performance had significant inverse relationship with procrastination. The results also showed that there was a significant difference between the academic performance of low and moderate procrastinators with low procrastinators performing better than moderate procrastinators. The study brings into focus the need for Nigerian counsellors to recognize procrastination as a behavioural problem which requires professional counselling intervention
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Combating AIDS in South Africa and Mozambique: The Role of Open, Distance, and Flexible Learning (ODFL) - Pridmore, Pat; Yates, Chris (Comparative education review, 2005)
Previous articleNext article No AccessCombating AIDS in South Africa and Mozambique: The Role of Open, Distance, and Flexible Learning (ODFL)Pat Pridmore and Chris YatesPat Pridmore Search for more articles by this author and Chris Yates Search for more articles by this author PDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 49, Number 4November 2005Special Issue on Education and Public Health: Mutual Challenges WorldwideGuest Editor: David E. Bloom Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/454371 Views: 65Total views on this site Citations: 14Citations are reported from Crossref © 2005 by the Comparative and International Education Society. All rights reserved.PDF download Crossref reports the following articles citing this article:Bjorn H. Nordtveit Conclusion: Reconstructing Education as Protection, (Apr 2016): 209–221.https://doi.org/10.1007/978-3-319-25651-1_11Matthew C.H. Jukes, Catherine M. Jere, Pat Pridmore Evaluating the provision of flexible learning for children at risk of primary school dropout in Malawi, International Journal of Educational Development 39 (Nov 2014): 181–192.https://doi.org/10.1016/j.ijedudev.2014.07.006Moeketsi Letseka The Illusion of Education in South Africa, Procedia - Social and Behavioral Sciences 116 (Feb 2014): 4864–4869.https://doi.org/10.1016/j.sbspro.2014.01.1039Catherine M. Jere Improving educational access of vulnerable children in high HIV prevalence communities of Malawi: The potential of open and flexible learning strategies, International Journal of Educational Development 32, no.66 (Nov 2012): 756–763.https://doi.org/10.1016/j.ijedudev.2011.09.004Pat Pridmore, Catherine Jere Disrupting patterns of educational inequality and disadvantage in Malawi, Compare: A Journal of Comparative and International Education 41, no.44 (Jul 2011): 513–531.https://doi.org/10.1080/03057925.2011.581518Francesco Burchi Child nutrition in Mozambique in 2003: The role of mother's schooling and nutrition knowledge, Economics & Human Biology 8, no.33 (Dec 2010): 331–345.https://doi.org/10.1016/j.ehb.2010.05.010Tanja R. Müller AIDS mitigation through agriculture-based interventions in rural contexts: Junior farmer field and life schools and future livelihoods in central Mozambique, Singapore Journal of Tropical Geography 31, no.33 (Nov 2010): 330–342.https://doi.org/10.1111/j.1467-9493.2010.00411.xMarisa Casale, Scott Drimie ‘Key to a good life’ or just a bad investment? How do carers of children view and value education in the context of high HIV and AIDS?, Vulnerable Children and Youth Studies 5, no.22 (Jun 2010): 163–173.https://doi.org/10.1080/17450121003668335Bjorn Harald Nordtveit Schools as Agencies of Protection in Namibia and Swaziland: Can They Prevent Dropout and Child Labor in the Context of HIV/AIDS and Poverty? Nordtveit, Comparative Education Review 54, no.22 (Jul 2015): 223–242.https://doi.org/10.1086/651261C. W.S. Sukati, Nokuthula Vilakati, Chandraiah Esampally HIV/AIDS education: what works for Swaziland University students?, Educational Research 52, no.11 (Feb 2010): 101–113.https://doi.org/10.1080/00131881003588352Francis N. Onuoha, Tsunetsugu Munakata, Philip A. E. Serumaga-Zake, Rebecca M. Nyonyintono, Stephen M. Bogere Negative Mental Health Factors in Children Orphaned by AIDS: Natural Mentoring as a Palliative Care, AIDS and Behavior 13, no.55 (Oct 2008): 980–988.https://doi.org/10.1007/s10461-008-9459-0Morgan Chitiyo, Darlington M. Changara, George Chitiyo Providing psychosocial support to special needs children: A case of orphans and vulnerable children in Zimbabwe, International Journal of Educational Development 28, no.44 (Jul 2008): 384–392.https://doi.org/10.1016/j.ijedudev.2007.05.009Fiona Leach 4. Violence against girls: are schools doing enough to protect them against HIV and AIDS?, (Apr 2015): 60–83.https://doi.org/10.3362/9780855987480.004Pat Pridmore Adapting the primary‐school curriculum for multigrade classes in developing countries: a five‐step plan and an agenda for change, Journal of Curriculum Studies 39, no.55 (Oct 2007): 559–576.https://doi.org/10.1080/00220270701488093
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Evolution of the 2002-2004 drought over northern South Africa and potential forcing mechanisms : research article - Reason, C. J. C.; Phaladi, Raesetje Florina (South African Journal of Science, 2005)
We consider the evolution of the 2003/04 summer drought over northern South Africa to wetter than average conditions by the end of the season. This season was neutral (that is, it did not coincide with either an El Nino or a La Nina event) and yet recorded well-below- average rainfall for at least the first four months of the summer (October-January) with a transition to above-average rainfall by March. Previous work investigating other neutral summers with significantly below-average rainfall over the region (1951/52, 1967/68, 1981/82) have indicated that, in contrast to El Nino dry summers, there are mid-latitude circulation anomalies south and southwest of South Africa that lead to an increase (decrease) in the advection of cool, dry (warm, moist) South Atlantic (South Indian) air masses over South Africa and hence dry conditions. It is shown that a similar situation occurred in October-December 2003 but these circulation anomalies started to break down in January 2004, resulting in a transition towards above average rainfall by the end of summer. Although the basic mechanism (modulated air mass advection) behind the early summer drought is clear, the midlatitude circulation anomalies that lead to this situation for each significantly dry neutral summer (1951/52, 1967/68, 1981/82, 2003/04) are somewhat different. As a result, early identification of these patterns and potential forecasting of dry conditions prior to the start of summer is difficult.
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VALUE-BASED EDUCATION FOR HUMAN DEVELOPMENT – ERITREAN PERSPECTIVE - Rena, Ravinder (RePEc: Research Papers in Economics, 2005)
Education is important in any country since it promotes the knowledge, skills, habits, and values. The learning does not solely come from the teacher. Hence the educator for the child is both the teacher and his peer group. The societal values have been diminishing over the past few decades. Therefore, it is necessary develop the holistic citizenship education. The problem of value education of the young African nation Eritrea is gaining prominence in educational discussions during the recent times. Hence, Eritrea emphasises on values in education and attempted to incorporate its National Curriculum Framework for School Education-2003. An attempt is made in this paper to discuss the Eritrean societal values in fighting for their freedom and it provides some conclusions and implications to develop the value education in Eritrea.
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Limited Health Care Access Impairs Glycemic Control in Low Income Urban African Americans With Type 2 Diabetes - Rhee, Mary K.; Cook, Curtiss B.; Dunbar, Virginia G.; Panayioto, Rita M.; Berkowitz, Kathy J.; Boyd, Barbara; George, Christopher D.; Lyles, Robert H.; El‐Kebbi, Imad M.; Phillips, Lawrence S. (Journal of health care for the poor and underserved, 2005)
Limited access to health care is associated with adverse outcomes, but few studies have examined its effect on glycemic control in minority populations. Our observational cross-sectional study examined whether differences in health care access affected hemoglobin A1c (HbA1c) levels in 605 patients with diabetes (56% women; 89% African American; average age, 50 years; 95% with type 2 diabetes) initially treated at a municipal diabetes clinic. Patients who had difficulty obtaining care had higher A1c levels (9.4% vs. 8.7%; p=0.001), as did patients who used acute care facilities (9.5%; p<0.001) or who had no usual source of care (10.3%; p<0.001) compared with those who sought care at doctors' offices or clinics (8.6%). In adjusted analyses, HbA1c was higher in persons who gave a history of trouble obtaining medical care (0.57%; p=0.04), among persons who primarily used an acute care facility to receive their health care (0.49%; p=0.047), and in patients who reported not having a usual source of care (1.08%; p=0.009). Policy decisions for improving diabetes outcomes should target barriers to health care access and focus on developing programs to help high-risk populations maintain a regular place of health care.
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Influence of significant others in socialization into sports: The case of Kenyan Secondary School Athletes - Rintaugu, E.G.; Njororai, W. W. S.; Wamukoya, Edwin K.; Mwangi, Wanderi P. (2005)
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Increasing Access and Participation of Pastoralist Communities in Primary Education in Kenya - Sifuna, Daniel N. (International Review of Education, 2005)
This study shows how the provision of educational facilities in Kenya since the colonial era has been skewed in favour of densely populated agricultural communities. It analyses interventions to redress the resultant imbalances, such as the school-fees waiver, free primary education, the construction of boarding schools, and school feeding programmes. These measures are shown to have had little impact on increasing access and participation of pastoralist communities in primary education; for they have usually been introduced without serious consideration of the prevailing socio-economic conditions. It is proposed here that for their future development, the government needs to articulate clearer policies and involve such communities in planning as well as incorporate elements of their existing traditional education institutions.
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Sons and Fathers/Boys to Men in the Time of AIDS: Learning Masculinity in Zambia^* - Simpson, Anthony (Journal of Southern African Studies, 2005)
The spread of the HIV/AIDS pandemic in Africa is driven, at least in part, by particular expressions of heterosexual masculinities, especially those that entail aggressive sexuality. More needs to be known about how boys come to construct, experience and define themselves as men and about how hegemonic constructions are, and might be, contested. The recognition that masculinities are historically, socially and economically constructed, and that gender is a process, offers the potential for change. Many studies have described women's vulnerability to HIV along a number of dimensions, among them biological, economic, social and cultural. What is perhaps less self-evident in view of the real power exercised by many men in everyday life in Zambia and elsewhere is the vulnerability of men because of the demands made upon them by particular constructions of masculinity. This article draws upon life-histories collected from a cohort of men educated at a Zambian Catholic mission to explore their recollections of how they learnt to be men and their discovery of themselves as engendered sexual beings. The roots of many understandings of masculinity are to be found in domestic and extra-domestic worlds where boys observed the ways in which men took precedence and exercised power over women and children. The particular contributions of the father and the male peer group to the development of masculine identities are the focus of this discussion.
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Approaches to Gender Equity in Science Education: Two Initiatives in Sub-Saharan Africa Seen Through A Lens Derived From Feminist Critique of Science - Sinnes, Astrid Tonette (Nordic Studies in Science Education, 2005)
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FIELD EVALUATION OF THE MEADE READIVIEW HANDHELD MICROSCOPE FOR DIAGNOSIS OF INTESTINAL SCHISTOSOMIASIS IN UGANDAN SCHOOL CHILDREN - Stothard, J. Russell; Kabatereine, Narcis B.; Tukahebwa, Edridah M.; Kazibwe, Francis; Mathieson, William; Webster, Joanne P.; Fenwick, Alan (American Journal of Tropical Medicine and Hygiene, 2005)
A novel, inexpensive handheld microscope, the Meade Readiview, was evaluated for field diagnosis of intestinal schistosomiasis by comparison of sensitivity, specificity, positive predictive value (PPV), and negative predictive value (NPV) against conventional compound microscopy as part of a parasitologic survey in nine sentinel schools and a rapid mapping survey across 22 schools in Uganda. Fecal smears from 685 primary school children were examined and the overall prevalence of Schistosoma mansoni was 45%. However, prevalence by school ranged widely from 0% to 100%. For individual diagnosis the Readiview had a sensitivity of 85%, a specificity of 96%, a PPV of 95%, and an NPV of 88%. Due to the poorer movement control of the glass slide on the Readiview stage, fecal smears with less than four eggs could be overlooked. At the highest magnification (160x), egg-like objects could be confounding. Estimating prevalence by school was usually within +/- 7% of that of conventional microscopy. Since the Readiview is more robust and portable, both in size and weight, and one-tenth as expensive as the traditional compound microscope, a change in the logistics and costs associated with field infection surveillance is possible. This inexpensive microscope is a pragmatic alternative to the compound microscope. It could play an important role in the collection of prevalence data to better guide anthelmintic drug delivery and also empower the diagnostic capacity of peripheral health centers where compound microscopes are few or absent.
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Teachers’ career ladder policy in Ethiopia: an opportunity for professional growth or “a stick disguised as a carrot?” - Tekleselassie, Abebayehu Aemero (International Journal of Educational Development, 2005)
Abstract In response to the ever-declining status of the teaching profession, and its adverse effects on the country's educational system, the Federal Ministry of Education in Ethiopia introduced a policy of the teachers’ career ladder in 1994. While reformers believe that the introduction of the policy has improved the condition of the teaching profession, the net gains of the policy remain deceptive and even, in part, reduce some of the benefits teachers used to enjoy in the single salary scheme in the past. Among other things, central to the claims of the policy's advocates stands an improved salary scale for teachers. While this was admittedly true by the time the policy was introduced, the gain in salary raise has gradually been lost to the bureaucratic hurdles and watchdog structures erected to screen teachers’ eligibility at each stage of the career ladder. After critically assessing the major aspects of the policy, along with the voices of Ethiopian teachers, the current study argues that the policy of the teachers’ career ladder in Ethiopia is another prototypical case of a failed experiment both in terms of improving the lives of teachers and maintaining their professional rights.
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Scaling Up: Developing an Approach to Measuring Progress on girls' education in Commonwealth Countries in Africa - Unterhalter, Elaine; Kioko-Echessa, Emily; Pattman, Rob; N’Jai, Fatmatta; Rajagopalan, Rajee (2005)
in 2004 and 2005 on measurement issues in Africa.No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording or otherwise without the permission of the publisher.The views expressed in this publication do not necessarily reflect the officialviews of the Commonwealth SecretariatWherever possible, the Commonwealth Secretariat uses paper sourced from sustainable forests or from sources that minimise a destructive impact on the environment.Published by the Commonwealth SecretariatDesigned by WayzgoosePrinted by Copies of this publication may be ordered direct from:The Publications ManagerCommunications and Public Affairs DivisionCommonwealth SecretariatMarlborough HousePall Mall, London SW1Y 5HXUnited KingdomTel: +44 (0) 20 7747 6342 Fax: +44 (0) 20 7839 9081E-mail: CPAD@commonwealth.intWebsites: www.thecommonwealth.orgwww.csdrms.org
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Opening and transforming South African education - Vambe, Maurice Taonezvi (Open Learning: The Journal of Open and Distance Learning, 2005)
This article examines the challenge of opening and transforming South African education. ‘Openness’ and ‘transformation’ of any education programme in any society are ethicopolitical processes. In the case of South Africa, the transition from an autocratic education system serving the interests of a minority to a more modern and democratic educational dispensation demands a critical rethinking of the meaning of these twin concepts of openness and transformation. The policy of outcomes‐based education (OBE) has been used as a strategy for educational change. This article argues that, although OBE can be understood in the context of the desire for change, the programme’s implementation does not lead to radical opening and qualitative transformation of the South African educational sector. Any pedagogy of radical empowerment through political and deliberate advocacy policies needs to take into consideration the content of the new system of education, the professional quality of the educators, and the calibre of the new learners.
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Africentric Cultural Values, Psychological Help-Seeking Attitudes, and Self-Concealment in African American College Students - Wallace, Barbara C.; Constantine, Madonna G. (Journal of Black Psychology, 2005)
This study investigated the relationships among Africentric cultural values (i.e., the extent to which an individual adheres to a worldview emphasizing communalism, unity, harmony, spirituality, and authenticity), favorable psychological help-seeking attitudes, perceived counseling stigma, and selfconcealment (i.e., the tendency to withhold personal, sensitive information that is perceived as negative or upsetting) in a sample of African American college students. The authors found that for both African American women and men, higher degrees of Africentric cultural values were associated with greater perceived stigma about counseling and greater self-concealment. In addition, findings indicated that neither favorable psychological help-seeking attitudes nor perceived counseling stigma significantly mediated the relationship between Africentric cultural values and self-concealment behavior. Implication of the findings and future research directions are discussed.
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Assessment of the Physical Training Programme at the Kenya Police Training College, Kiganjo - Wamukoya, Edwin K.; Wabuyabo, Issah K.; Onywera, V.O. (2005)
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Assessment of the Physical Training Programme at the Kenya Police Training College, Kiganjo - Wamukoya, Edwin K.; Wabuyabo, Issah K.; Onywera, V.O. (2005)
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A Numerical Investigation of Boumerdes-Zemmouri (Algeria) Earthquake and Tsunami - Wang, Xiaoming; Liu, Philip L.‐F. (Cmes-computer Modeling in Engineering & Sciences, 2005)
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An Alderfer perspective of the higher education restructuring in South Africa - Arnolds, Cecil (SA journal of industrial psychology (Print), 2005)
The consequences of the restructuring of higher education in South Africa have not yet been thoroughly investigated. This study investigates the impact of the abovementioned restructuring on employee motivation (as measured by Alderfer’s ERG theory), organisational commitment and job performance. The results show that the respondents exhibit low levels of organisational commitment and low satisfaction with monetary remuneration and fringe benefits. The results, however, show high levels of satisfaction with growth factors, peer relations and performance intentions. These results are interpreted in the light of the multiple regression analyses conducted of the interrelationships among the variables. Opsomming Die nagevolge van die herkonstruksie van hër-onderwys in Suid-Afrika is nog nie deeglik ondersoek nie. Hierdie studie ondersoek die invloed wat bogenoemde rekonstruksie op die motivering (soos gemeet deur Alderfer se teorie), organisatories toegewydheid en werksprestasie van werknemers het. Die resultate toon dat die respondente lae vlakke van organisatoriese toegewydheid en lae tevredenheid ten opsigte van monetêre beloning en byvoordele tentoonstel. Die resultate toon egter hoë vlakke van tevredenheid in soverre groeifaktore, kollegiale verhoudinge en werkprestasievoornemens betref. Hierdie resultate word vertolk teen die agtergrond van veelvoudige regressie-analises wat op die inderlinge verwantskappe tussen die veranderlikes uitgevoer is.
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Occupational stress, organisational commitment and ill-health of employees at a higher education institution in South Africa - Coetzee, S. E.; Rothmann, Sebastiaan (Sa Journal of Industrial Psychology, 2005)
The objectives of this study were to assess the indicators and moderators of occupational stress at a higher education institution in South Africa, as well as differences based on language and years of experience at the institution. A cross-sectional survey design was used. The participants included academic and support staff at a higher education institution (N = 372). An Organisational Stress Screening Tool (ASSET) and a biographical questionnaire were administered. Workload, control, work-relationships and pay and benefits were the major occupational stressors in the institution. Compared to the international norm, participants reported higher levels of physical and psychological ill-health and perceived lack of commitment from the organisation. Analysis of variance revealed differences in occupational stress levels for all the biographical variables tested. Organisational commitment moderated the effect of occupational stress on ill-health. Opsomming Die doelstellings van hierdie studie was om die aanwysers en verligtende faktore van beroepstres in ’n hoëronderwysinstansie in Suid-Afrika te identifiseer, asook moontlike verskille gebaseer op taal en jare ervaring by die instansie te bepaal. ’n Dwarsdeursnee-opnameontwerp is gebruik. Die deelnemers het bestaan uit akademiese en ondersteuningspersoneel verbonde aan ’n hoëronderwysinstansie (N = 372). ’n Organisasiestresgraderingsinstrument (ASSET) en ’n biografiese vraelys is afgeneem. Oorlading, kontrole, werksverhoudinge en salaris en byvoordele was die vernaamste stressore in die instelling. Vergeleke met die internasionale norm, het deelnemers hoër vlakke van fisieke en psigologiese ongesondheid gerapporteer, en ook ’n gebrek aan verbondenheid komende van die werkgewer ervaar. Variansieanalise het verskille in werkstresvlakke uitgewys vir al die biografiese veranderlikes wat getoets is. Organisasieverbondenheid het die effek van beroepstres op ongesondheid gematig.
openalex: W2110873708 mag: 2110873708
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Bacterial isolates from cerebrospinal fluids and their antibiotic susceptibility patterns in Gondar University Teaching Hospital, Northwest Ethiopia - Mulu, Andargachew; Kassu, Afework; Tassema, Belay (Ethiopian Journal of Health Development, 2005)
Abstract Background: Bacterial meningitis remains a common disease worldwide. Its most frequent causes are Nessieria meningitidis, Streptococcus pneumoniae, and Haemophilus influenzae. Information on the relative frequency of the isolation and antibiotic susceptibility patterns of these pathogens is scarce in Ethiopia. Objectives: To identify bacterial pathogens that cause meningitis and to assess the antibiotic susceptibility patterns of the isolates from the cerebrospinal fluids (CSF) of acute bacterial meningitis cases/specimens. Methods: A retrospective analysis of 390 cerebrospinal fluid specimens submitted for culture and antibiotic susceptibility patterns to the bacteriology laboratory of Gondar University Teaching Hospital was conducted between September 2002 and August 2003. Results: Bacterial pathogens were isolated from 22 patients showing an isolation rate of 5.6%. The most commonly isolated bacteria were Neisseria meningitidis 10(45.5%) and Streptococcus pneumoniae 7(31.8%). Among gram positive organisms S. pneumoniae showed a high level of drug resistance against chloramphenicol 4(57%), tetracycline 3 (43%), co-trimoxazole 3(43%), ampicillin 3(43%), and gentamicin 1(14%). Among gram negative bacteria, N. meningitidis was found to be resistant to co-trimoxazole 5(50%), chloramphenicol 3(30%), gentamicin 3(30%) and ampicillin 2(20%). The single isolate from Proteus species was found to be resistant to co-trimoxazole and tetracycline. E. coli was found to be resistant to all antibiotics except for gentamicin and ciprofloxacin. Multiple drug resistance was observed in 50% of the isolates. No organism was found to be resistant to ciprofloxacin. Conclusions: The isolation rate of bacterial pathogens from cerebrospinal fluids was found to be low. However, the frequency of single as well as multiple drug resistance was very high among the bacterial isolates. Ciprofloxacin may be used for the empirical treatment of bacterial meningitis when culture and sensitivity report is not available for adult patients. [Ethiop.J.Health Dev. 2005; 19(2):160-164]
openalex: W1985256131 mag: 1985256131
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The prevalence of intestinal helminthic infections and associated risk factors among school children in Babile town, eastern Ethiopia - Tadesse, Girum (Ethiopian Journal of Health Development, 2005)
Abstract Background: The effective prevention and control of intestinal helminthic infections requires the identification of local risk factors, particularly among high-risk groups. Objectives: To determine the prevalence and associated risk factors of intestinal helminthic infections among school children. Methods: A cross-sectional study, involving 415 schoolchildren, techniques was conducted between May and June of 2001. Interviews, observation, and anthropometric indices assessment were used to identify the risk factors. Stool specimens were examined using the formal ether concentration technique. Data were analysed done using the SPSS statistical software. Results: Nine species of intestinal helminths were identified with an overall prevalence of 27.2% (113 of 415 children). The predominant parasites involved were Hymenolepis nana 42 (10.1%) and hookworm 28 (6.7%). In this study, the prevalence of Schistosoma mansoni was determined to be 4.3%, which contrasts with the prevalence of 43% reported previously for schoolchildren in Babile town. Prevalence of intestinal helminthic infections was not related to the availability, type and usage of latrines (p>0.05). A higher prevalence of H. nana was found among children with poor personal hygiene (p
openalex: W1995445200 mag: 1995445200
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The association of Blastocystis hominis and Endolimax nana with diarrheal stools in Zambian school-age children - Graczyk, Thaddeus K.; Shiff, Clive K.; Tamang, Leena; Munsaka, Fair; Beitin, Anna M.; Moss, William J. (Parasitology Research, 2005)
openalex: W2007475896 mag: 2007475896
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Gerontology Education and Research in Kenya - King, Sharon V.; Gachuhi, Mugo J.; Ice, Gillian H.; Cattell, Maria G.; Whittington, Frank J. (Gerontology & Geriatrics Education, 2005)
This article reprises four presentations on Gerontology Education in Kenya, a seminar at the 2004 Annual Meeting of the Association of Gerontology in Higher Education. It describes the process by which the Gerontology Institute of Georgia State University established a 3-year gerontology education and research partnership with Kenyatta University in Nairobi, Kenya, and the field experiences of two scholars who have conducted aging research in Kenya. We provide four key elements of cultural competence and recommendations for American gerontologists wishing to establish international linkages.
openalex: W2029405186 mag: 2029405186
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AIDS knowledge, attitude and behavioural patterns among high school students in southwestern Nigeria - Opaleye, Oluyinka Oladele; Olowe, Olugbenga Adekunle; Taiwo, SS; Ojurongbe, Olusola; Ayelagbe, OG (African Journal of Clinical and Experimental Microbiology, 2005)
An evaluation of knowledge, attitude and behavioural patterns of high school students in Oyo and Osun States, Southwestern Nigeria, towards HIV/AIDS was undertaken. A structured questionnaire was administered to respondents from six secondary schools that were selected by systematic random sampling method from the two States. The questionnaire focused on specific aspects of knowledge, attitude and behavioural patterns related to HIV/AIDS, its mode of transmission and preventive measures. Results from the study showed that 362 (73%) of the 496 respondents had correct knowledge of the causative agent of AIDS, 69% had correct knowledge of the mode of transmission, 83.2% had correct knowledge of the people at risk and 80.2% had good knowledge of methods of prevention. Attitude toward AIDS victims was however relatively poor with 21% believing that AIDS patients should be isolated and avoided and additional 7% believing that people should not eat or share utensils with AIDS patients. Only 57.7% believed that people should relate freely with AIDS patients. This study showed an improvement in the knowledge and attitude towards HIV/AIDS over a previous one carried out over a decade ago in the same locality, highlighting the importance of mass media campaign programme embarked upon by the States over the years. However, there is need to further increase the awareness campaign especially as it relates to attitude towards AIDS patients and also on information dissemination, which should be more detailed and formal. Incorporating sex education into the curriculum of secondary schools will be a welcome development in stemming the tide of this dreaded disease.Keywords: knowledge, attitude, sexual behaviour, HIV, AIDS African Journal of Clinical and Experimental Microbiology Vol. 6 (3) 2005: 247-252
openalex: W1990401537 mag: 1990401537
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Pattern of congenital orthopeadic malformations in an African teaching hospital - Omololu, B; Ogunlade, SO; Alonge, T O (West African journal of medicine, 2005)
Congenital Orthopaedic malformations are common malformations that are usually unacceptable to the common populace in the West African sub-region. There is paucity of knowledge about the common types of Orthopaedic congenital malformations in our environment This study was undertaken to determine the pattern of congenital Orthopaedic malformations in a Teaching Hospital.This was a prospective study of all the Orthopaedic congenital malformations seen in our surgical outpatient departments and the inpatient referrals from the wards between January 1995 and December 2003.There were 284 patients in total with a male to female ratio of 2:1 and age range between two days to nine years. Clubfoot (CTEV) accounted for 52.8% of all the malformations while Congenital knee dislocation (CDK) and calcaneovalgus deformity accounted for 8%. Congenital hip dislocation (CDH) accounted for only 2.2% of all the cases.Congenital talipes equinovarus deformity is the most common congenital orthopaedic malformation in this environment while congenital hip dislocation (CDH) is rare when compared with the Caucasians.
openalex: W2040396448 mag: 2040396448
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Relevance of routine preoperation laborotary tests before cataract surgery in a Nigerian teaching hospital - Ademola–Popoola, DS; Ayanniyi, Abdulkabir Ayansiji (Nigerian journal of ophthalmology, 2005)
Objective: To investigate the outcome and the relevance of routine laboratory tests, i.e., full blood count (FBC), packed cell volume (PCV), haemoglobin (Hb), and fasting blood sugar (FBS) before cataract and glaucoma surgery.Materials and Methods: A retrospective review of records of all patients who had cataract/glaucoma surgery at University of Ilorin Teaching Hospital (UITH) over a one and a half year period October 2002 - March 2004) was carried out. Data assessed include age, sex, type of surgery done, laboratory tests done and the results.Results: The records of 250 patients who were operated on at the University of Ilorin Teaching Hospital (UITH)during the period under study were reviewed. The age range was between 1 and 90 years, with a mean age of 56.54 years SD &#177 19. The male to female ratio was 1.2:1. The majority of the patients (94.0%) had normal (2-6mmol/L) fasting blood sugar, while 6.0% had high FBS (> 6mmol/L). The mean FBS was 3.49 SD &#177 1.87. Out of the 186 patients whose PCV records were available for review, 178 (71.2%) had normal PCV
openalex: W2017158067 mag: 2017158067
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Active learning in optics and photonics: experiences in Africa - Alarcon, Minella C.; Arthurs, Eugene G.; Lakhdar, Z. Ben; Culaba, Ivan B.; Lakshminarayanan, Vasudevan; Maquiling, Joel T.; Mazzolini, Alexander P.; Niemela, Joseph; Sokoloff, David R. (Proceedings of SPIE, 2005)
The UNESCO Active Learning in Optics and Photonics project is designed for the benefit of teachers of introductory university physics from developing countries. Initial implementation has taken place in two African nations, Ghana and Tunisia. The training curriculum includes student materials to teach topics in geometrical and physical optics in an active way with a high level of student involvement in the learning process. The curriculum makes use of simple, inexpensive materials. A conceptual learning assessment instrument is being developed as part of the project. Follow-up activities are planned. Experiences of the international group of workshop trainers are reported.
openalex: W1779785513 mag: 1779785513
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The Neonatal Resuscitation Training Project in Rural South Africa - Couper, Ian; Thurley, Jim; Hugo, Jannie (Rural and Remote Health, 2005)
A paediatrician trainer from Australia (JT) spent 3 months in South Africa to assist with the development of neonatal resuscitation training in rural areas, particularly in district hospitals. The project was initiated by the Rural Health Unit at the University of the Witwatersrand and coordinated through the Family Medicine Education Consortium (FaMEC). The Rural Workforce Agency of Victoria together with General Practice and Primary Health Care Northern Territory covered the salary and international travel costs of the trainer, while local costs were funded by provincial departments of health, participants and a Belgian funded FaMEC project. The trainer developed an appropriate one-day skills training course in neonatal resuscitation (NNR), using the South African Paediatric Association Manual of Resuscitation of the Newborn as pre-reading, and a course to train trainers in neonatal resuscitation. From July to October 2004 he moved around the country running the neonatal resuscitation course, and, more importantly, training and accrediting trainers to run their own courses on an ongoing basis. The neonatal resuscitation course involved pre- and post-course multiple-choice question tests to assess knowledge and application, and, later, pre- and post-course skills tests to assess competence. A total of 415 people, including 215 nurses and 192 doctors, attended the neonatal resuscitation courses in 28 different sites in eight provinces. In addition, 97 trainers were trained, in nine sites. The participants rated the course highly. Pre- and post-course tests showed a high level of learning and improved confidence. The logistical arrangements, through the departments of family medicine, worked well, but the programme was very demanding of the trainer. Lessons and experiences were not shared between provinces, leading to repetition of some problems. A clear issue around the country was a lack of adequate equipment in hospitals for neonatal resuscitation, which needs to be addressed by health authorities. A process of ongoing training has been established, with provincial coordinators taking responsibility for standards and the roll-out of training. A formal evaluation of the project is planned. The project serves as a model for skills training in rural areas in South Africa, and for collaboration between organisations. A number of specific recommendations are made for the future of this NNR training project, which offer lessons for similar programmes. Keywords: collaboration, emergency medicine, neonatal resuscitation, resuscitation skills, rural hospitals, skills training, training the trainers.
openalex: W2429554301 mag: 2429554301
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Local and Indigenous knowledge in urban environmental education in the US and South Africa - Krasny, Marianne E.; O’Donoghue, Robert J.J.; Tidball, Keith G. (2005)
openalex: W2241365336 mag: 2241365336
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Distance education and the role of the library : a case study at the University of Botswana - Oladokun, Olugbade (2005)
openalex: W330497424 mag: 330497424
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Social distance towards people with mental illness amongst Nigerian university students - Adewuya, Abiodun O.; Makanjuola, R. O. A. (Social Psychiatry and Psychiatric Epidemiology, 2005)
openalex: W2010571881 mag: 2010571881
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Tubes, Tenure and Turbulence: The effects of drought related migration on tenure issues and resource management in Northern Senegal - Juul, Kristine (2005)
openalex: W2674711959 mag: 2674711959
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Learning individual group skills for software analysis and design in Africa - Backhouse, Judy (2005)
Software development projects are usually carried out in teams with analysts and designers having to work together towards a common solution. In order to succeed in this environment graduates need to be able to listen to users and to each other, to express their ideas to users and colleagues, to defend their designs, debate design decisions and reach agreement on design compromises and trade-offs.Monash includes the learning of team skills in their graduate attributes. However, teaching of these skills is not explicitly addressed in the teaching program. In many of the units taught in the School of IT at Monash, students are expected to work in groups on projects. However there is no attempt to ensure that they work effectively in these groups and no evaluation of these specific skills in the course of the program.This paper examines the experiences of students in a 2nd year analysis unit and a 3rd year design unit. Students were asked to discuss in an open-ended questionnaire their experiences of working in groups and to evaluate their own skills and those of their colleagues. Of particular interest is the diverse profile of the students who come from across Africa and whether this affected their group skills and what they learned in group work.Students felt that they did learn explicit group skills from the group experience, and they felt that there was a gradual improvement in their group skills over the course of their studies. They felt that being aware of the skills required would increase their learning. Students also reported several negative elements to the experience. The results have implications for how the units are run and ways in which this can be improved will be examined.
openalex: W2163885192 mag: 2163885192
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Digital Dermatoglyphics In students Of Delta State University, Nigeria - Odokuma, EI; Igbigbi, Patrick Sunday (Journal of Experimental and Clinical Anatomy, 2005)
Dermatoglyphic studies have established that palmer and digital ridges form well defined patterns exhibiting traits that are genetically determined, appear to be conservative conservative in their evolution and are therefore very reliable for establishing and confirming the historical relationship and within populations. Unilateral thumbprints of 248 students were recorded, studied and classified using standard methods. The results obtained showed that loops were the most predominant pattern type in both sexes followed by whorls and arches. However, no significant differences occurred between sexes in the pattern types (p>0.05). This study documents for the first time fingerprint patterns in undergraduates of Delta state university and further confirms findings in other parts of Africa Journal of Experimental and Clinical Anatomy Vol. 4 (1) 2005: 30-32
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[Medical specialist training at the College of Medicine in Malawi; the value of the Dutch contribution]. - Ee, Zijlstra (PubMed, 2005)
Malawi, one of the world's poorest nations, has been until recently largely dependent on foreign doctors. In 1991 the College of Medicine was founded in Blantyre, Malawi, to train doctors locally, using a curriculum that meets international standards and is tailored to local needs. The Dutch government has supported this initiative financially and by providing medical specialists to help develop the curriculum, to teach and to assist in clinical and research tasks. The College has been remarkably successful. Most graduates remain to practice in Malawi and student numbers have increased from 30 to 65 per year. A training programme for medical specialists has been recently started that is aimed at providing university staff who can take over from the expatriates. It will still take several years before the College is able to train sufficient, qualified local teaching staff. Continued support from the Dutch government is essential as well as intensified cooperation with Dutch academic centres in medical education, specialist training and research.
openalex: W2414873813 mag: 2414873813
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Khat and alcohol use and risky sex behaviour among in-school and out-of-school youth in Ethiopia - Kebede, Derege; Alem, Atalay; Mitike, Getnet; Enquselassie, Fikre; Berhane, Frehiwot; Abebe, Yewelsew; Ayele, Reta; Lemma, Wuleta; Assefa, Tamrat; Gebremichael, Tewodros (BMC Public Health, 2005)
Khat (an evergreen plant with amphetamine-like properties) and alcohol are widely consumed among the youth of Ethiopia. However, their relationship to risky sexual behaviour is not well described. This study was conducted to describe the magnitude of risky sexual behaviour (unprotected sex and early initiation of sexual activity) and its association with Khat and alcohol consumption in Ethiopian youths.A probabilistic national sample of 20,434 in-school and out-of-school youths aged between 15 and 24 years of age was selected and interviewed regarding their sexual behavior and substance use.Over 20% of out-of-school youth had unprotected sex during the 12-month period prior to interview compared to 1.4% of in-school youth. Daily Khat intake was also associated with unprotected sex: adjusted OR (95% CI) = 2.26 (1.92, 2.67). There was a significant and linear association between alcohol intake and unprotected sex, with those using alcohol daily having a three fold increased odds compared to those not using it: adj. OR (95% CI) = 3.05 (2.38, 3.91). Use of substances other than Khat was not associated with unprotected sex, but was associated with initiation of sexual activity: adj. OR (95% CI) = 2.54 (1.84, 3.51).A substantial proportion of out-of-school youth engage in risky sex. The use of Khat and alcohol and other substances is significantly and independently associated with risky sexual behaviour among Ethiopian youths.
openalex: W1820164594 mag: 1820164594
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Indigenous education in colonial Papua New Guinea: Australian government policy (1945‐1975) - Megarrity, Lyndon (History of education review, 2005)
The main focus of the study is education policy issued from “above”: that is, it is largely an examination of the contribution of Canberra officials and politicians towards education for future PNG autonomy and/or independence. It will be argued that Commonwealth policy towards PNG education in the colonial period was limited conceptually by the relatively low priority accorded to PNG affairs by the Australian government, as well as the Commonwealth’s overwhelming emphasis on narrow vocational outcomes for Indigenous people. This meant that educational outcomes vital to successful independence ‐ such as civic awareness and a solid pool of professional workers ‐ were neglected, much to the future cost of PNG as a nation.
openalex: W2021697141 mag: 2021697141
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Health in Africa: Let's learn from the success stories from other poor countries… - Jayasinghe, Saroj (The BMJ, 2005)
EDITOR—Why is it that donor agencies and policy advisers continue to ignore success stories from …
openalex: W2019586885 mag: 2019586885
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Pattern Of Seminal Fluid Indices Among Infertile Male Partners Attending The Infertility Clinic Of University Of Maiduguri Teaching Hospital, Maiduguri Nigeria - Okon, Kenneth O.; Nwaogwu, M; Zailani, SO; Chama, C (Highland Medical Research Journal, 2005)
Objective: To determine the pattern of seminal fluid indices among infertile male partners attending University of Maiduguri teaching hospital infertility clinic. Method: Two hundred consecutive male partners between January- December 2003 were recruited for the study.Duration of marriage without evidence of conception were between 2-6 years.Seminal fluid were collected and analysed. Results: The mean age of the males was 35.5 +7.4 years, males within the age-group 30-39 years(51.0%) and 40-49 years(21.0%) constituted the highest cases of infertility and bacteriospermia.About 108(54.0%) were normospermic, 52(26.0%) were oligospermic and 40(20.0%) azoospermic.Staphylococcus aureus(62.5%) was the most commonest bacteria isolated followed by Klebsiella spp(28.2%) and Candida spp 3.1%).Comparing the seminal fluid analysis of bacteriospermia and nonbacteriospermia, there was reduction in the volume and motility. Conclusion: The study revealed that male infertility remains a problem in this environment. The high incidence of asymatomatic bacteriospermia among the male partners and the consequential effect on the seminal fluid indices constituted major factors in male infertility evaluation. Therefore, standardized seminal fluid procedures/analysis is recommended for proper evaluation of male infertility and periodic data analysis of seminal fluid indices at different location would assist in better understanding and peculiarity of the situation. Key words : seminal fluid, male infertility, bacterial infection Highland Medical Research Journal Vol. 3 (1) 2005: 18-23
openalex: W1527577401 mag: 1527577401
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Learners’ understanding of their right to freedom of expression in South Africa - Vollenhoven, van; Johannes, Willem (2005)
openalex: W254890870 mag: 254890870
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Current perfomance of the education sector in Zimbabwe: key policy challenges facing the sector - Msuko, Louis (2005)
Paper presented at a workshop on Sectorial Economic Development, Policy Challenges and the Way Forward held at Harare International Conference Centre, 26-27 June 2003. The workshop was jointly organized by Zimbabwe National Chamber of Commerce and Freiddreich Ebert Stiftun
openalex: W2242120958 mag: 2242120958
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Current perfomance of the education sector in Zimbabwe: key policy challenges facing the sector - Msuko, Louis (2005)
Paper presented at a workshop on Sectorial Economic Development, Policy Challenges and the Way Forward held at Harare International Conference Centre, 26-27 June 2003. The workshop was jointly organized by Zimbabwe National Chamber of Commerce and Freiddreich Ebert Stiftun
openalex: W2242120958 mag: 2242120958
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Antiretroviral Adherence in an HIV Clinic with an Adherence Training Program in Accra, Ghana - Blackstock, Oni J. (43rd Annual Meeting, 2005)
openalex: W2318794149 mag: 2318794149
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Volcanic stratigraphy of large-volume silicic pyroclastic eruptions during Oligocene Afro-Arabian flood volcanism in Yemen - Ukstins, Ingrid; Baker, Joel A.; Al-Kadasi, Mohamed; Al-Subbary, Abdulkarim; Knight, Kim B.; Riisager, Peter; Thirlwall, Matthew; Peate, David W.; Renne, Paul R.; Menzies, Martin (Bulletin of Volcanology, 2005)
openalex: W1978434939 mag: 1978434939
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Soil Erosion and Nutrient Losses from a Volcanic Ash Soil in Kilimanjaro Region, Tanzania - Våje, Per Ivar; Singh, Bal Ram; Lal, Rattan (Journal of sustainable agriculture, 2005)
ABSTRACT Effect of soil erosion on productivity is not known for many soils of the tropics. This study was conducted to determine effect of erosion on nutrient losses from a Mollic Andosol in Kilimanjaro Region, Tanzania. The extent of previous erosion at the study site was determined by a survey of thickness of the Ah horizon as follows: 12-16 cm (severely eroded), 18 cm to 23 cm (moderately eroded), and 25 cm to 32 cm (slightly eroded). Three runoff plots of 4 m × 10 m were established on each erosion phase in order to quantify effect of past erosion on present runoff and erosion. Samples of sediments and runoff-water were analyzed to quantify losses of N, P and C. Maize (Zea mays var. Kilima) was planted in the plots at the onset of the rainy season in 1995 and 1996. Total amount of runoff measured from the plots was 44.6 mm in 1995 and 142 mm in 1996, while soil loss was 12 and 32 t ha−1 in 1995 and 1996, respectively. Depth of Ah horizon had no significant effect on soil loss, but runoff increased with increasing topsoil depth (TSD) for both years. The total losses of N, P and C through runoff and soil loss in 1996 were 109, 13 and 969 kg ha−1, respectively. These results indicated that nutrient loss due to erosion is a major contributor to soil fertility decline for this soil.
openalex: W1967856001 mag: 1967856001
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Heterophile Antibodies Amongst Normal University of Benin Undergraduate Students - Agwu, Ekenma Julia; Ohihion, A A; Ogbimi, A. O.; Ongey, J Y; Agba, MI; Igbinovia, O (shiraz e medical journal, 2005)
Abstract: The Paul-Bunnel presumptive test for infectious mononucleosis was used to determine the incidence of Heterophile antibodies in sera of under-graduate students of University of Benin. A high incidence (71.6%) of heterophile antibodies in sera of those subjects is reported. Significant heterophile antibody titer of 1 in 80 and above was obtained in 5.9% of subjects. Female had a higher incidence of heterophile antibodies (75.9%) than males (66.7). The age groups 25 - 29 years had the highest incidence (78.5%) of heterophile antibodies. Serological testing of patients blood was necessary to distinguish the clinical symptoms of infectious mononucleosis from those of other infectious diseases such as influenza, rubella and hepatitis. Our findings are of public health importance.
openalex: W2264032556 mag: 2264032556
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Sexuality of black South African university students in the context of HIV/AIDS - Peltzer, Karl (Journal of Psychology in Africa, 2005)
The aim of this study was to better understand the sexuality of youth in the context of HIV/AIDS in South Africa. The sample included 206 male and 202 female third-year African/black South African university students, with a mean age of 22.5 years (SD = 1.9), chosen from one university in a classroom setting. Results indicate that more women than men engage in steady relationships lasting on average more than a year, while most men and many women have sexual affairs and also concurrent relationships outside the steady relationships. Much of sexual intercourse did not take place in steady relationships but in concurrent or serial relationships. While almost all students were sexually experienced a significant minority did not currently wish to be in a steady relationship. There was a lack of condom use and moderate HIV risk perception. By better linking HIV prevention to research on human sexuality, it should prove possible to advance the effectiveness of HIV/AIDS prevention efforts. Keywords: attitudes, condom use, HIV risk, relationship, sexual behaviour, youthJournal of Psychology in Africa 2005, 15(1): 17–24
openalex: W2049815598 mag: 2049815598
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Hurricane Katrina's Devastating Effect on African-American Higher Education (The Journal of blacks in higher education, 2005)
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Students’ Unrests and University Governance in Nigeria - Adisa, Jinmi; Aderinto, Adeyinka Abideen; Okoosi, Taiye (Caderno de Resumos da ... Feira de Iniciação em Engenharia de Limeira, 2005)
This paper examines the philosophical framework of Nigeria’s Economic Empowerment and development Strategy (NEEDS), its desirability, and the efficacy of its strategies. It argues that its philosophy has its roots in the African Alternative Framework to the Structural Adjustment programme (AAFSAP). The author concludes, based on a number of scenarios that the effectiveness of the NEEDS strategies are doubtful.
openalex: W3134941914 mag: 3134941914
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A Pilot Study of the Attitude of Nigerian University Students Towards Female Genital Mutilation - Aigbodion, A.I.; Imhonde, Henry O.; Aluede, Oyaziwo (The Anthropologist, 2005)
AbstractThis study investigated the attitude of undergraduates of the University of Ibadan, Nigeria towards female genitalmutilation (FGM). The sample for the study made up of 180 undergraduates of the university of Ibadan, Nigeria. The questionnairewas used in eliciting information from the participants drawn from all the faculties of the university. Results indicated that studentsdid not on the basis of sex and religion differ in their attitude towards female genital mutilation. However, a significant differenceexisted in their attitude on the basis of educational background and level of awareness. Based on these findings, the need tointensify enlightenment campaigns in Nigerian universities was emphasized.Key Words: Female Genital MutilationFemale CircumcisionUniversity StudentsUndergraduatesReproductive Health
openalex: W1426383861 mag: 1426383861
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Effect of Drought and Weed Management on Maize Genotypes and the Tensiometric Soil Water Content of an Eutric Nitisol in South Western Nigeria - Azeez, J. O.; Chikoye, David; Kamara, Alpha Y.; Menkir, Abebe; Adetunji, M. T. (Plant and Soil, 2005)
openalex: W2034475507 mag: 2034475507
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Child-Centered Group Play Therapy With African American Boys at the Elementary School Level - Baggerly, Jennifer; Parker, Max (Journal of Counseling & Development, 2005)
Culturally sensitive counseling interventions are needed for African American boys in elementary school. Two important components of counseling African American boys are honoring the African worldview and building self-confidence. Child-centered group play therapy is a common intervention for elementary school children. In this article, the authors describe how child-centered group play therapy with African American boys at the elementary school level honors the African worldview and facilitates their self-confidence. Counseling implications and recommendations for research are discussed.
openalex: W2154074656 mag: 2154074656
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Pedestrian Accidents in Ghana - The Plight of the Ghanaian School Child - Boamah, Paulina A (Road Safety on Four Continents: 13th International ConferenceSwedish National Road and Transport Research Institute (VTI)Ministry of Infrastructure, PolandGlobal Road Safety PartnershipForum of European Road Safety Research InstitutesEuropean Conference of Transport Research InstitutesTransportation Research BoardCouncil for Scientific and Industrial ResearchNational Road Safety Council, Poland, 2005)
In the light of heavy pedestrian casualties in the country involving children of school going age there is need for recognition of the importance of child traffic safety needs to and from school to ensure a safe walk to school. The children encounter diverse traffic problems on their journeys to and from school. These problems span with road crossing, walking within roadway due to the absence of walkway, bad driver behavior, poor roadway features etc. Most of them often make quite serious mistakes when having to cross the road or stop at traffic signals. They fail to cross at demarcated sections even when they are available; they cross at junctions and run across the road when crossing. Some cross the road in fear and confusion due to their inability to discern whether a vehicle will stop or not which is very dangerous. Most drivers infringe on various traffic safety rules without consideration for the caution needed at school zones. Most of them drive at top speeds even at demarcated crossing points with total disregard for the presence of children. Waiting time for road crossing is long within a range of about 10 seconds to 1 minute which make the children anxious and confused thus resulting in irregular crossing behavior. Coupled with these, the road environment is characterized with a number of problems which aggravates the traffic safety problems of the child. Most of the roads around the schools do not have sidewalks or where they are available; are obstructed by trading activities, trees, poles etc. Some are also narrow, bushy, unpaved etc. Such situations force the children to walk on the paved sections of the road. By so doing the children share the road with motorists with its associated dangers. Others are irregular and inconsistent roadway signing, marking and traffic control devices with some roads having one or the other and others not having at all. Some of the essential traffic calming interventions proposed include, the construction of speed ramps, construction of sidewalks and guardrails, removal of obstructions from walkways, marking for Zebra crossings, installation of pelican crossing points and the posting of traffic wardens to assist children in road crossing. Others are education and enforcement of traffic regulations. There is need for a comprehensive policy on child traffic safety interventions to provide safety, access and mobility for the children.
openalex: W271615854 mag: 271615854
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The Need for Policy Framework in Maintaining Quality in Open and Distance Education Programmes in Southern Africa - Braimoh, Dele; Lekoko, Rebecca Nthogo (The Turkish Online Journal of Distance Education, 2005)
The ideals of education for all as proposed by UNESCO (2000) cannot be achieved without tapping into all the existing educational delivery systems. Open and distance education system has caught the attention of a number of Southern African Universities as a viable and ‘Siamese’ twin of the conventional education in achieving flexibility, open and greater access for the heterogeneous clientele of the region. Despite the glowing virtues of distance education, this mode is still looked down upon by some people as inferior to the conventional teaching and learning processes. Paradoxically, learning through the distance education mode has a greater potential to provide education for more learners than the conventional education system.
openalex: W2120343817 mag: 2120343817
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School-Based Peace Building in Sierra Leone - Bretherton, Diane; Weston, Jane; Zbar, Vic (Theory Into Practice, 2005)
This article describes the development of a peace education project, including the Peace Education Kit, in schools in Sierra Leone. The program, initiated by the World Bank, has involved working partnerships between local and international agencies and provides a case study of how schools can work with the community to contribute to a national peace-building effort. The project is based in peace theory and the materials developed are integrated into the school curriculum. The approach taken is one of capacity building-working with teachers, workers from nongovernment organizations (NGOs), and mentors. Some of the issues that affect peace education in a postconflict situation, including trauma and religion, are discussed.
openalex: W2008757659 mag: 2008757659
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African Americans and School Leadership: An Introduction - Brown, Frank (Educational Administration Quarterly, 2005)
Elementary and secondary education is constantly discussed by the public media and scholars as the best medicine to help America compete effectively in the latest version of economic globalization. This article examines public education in an open political system involving racial, cultural, and ethnically diverse society and argues that such a diverse education should be reflected among school leaders. The author concludes that given this diversity, many African Americans live in single-race communities and attend single-race schools; we need to broaden our theory of leadership to include the views of African American scholars and practitioners and improve leadership preparation programs. The setting for this shift in educational paradigms is more imperative given the ending of the desegregation era. Much of the information can be applied to other racial and ethnic groups but is aimed specifically at African Americans.
openalex: W1994191066 mag: 1994191066
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The Methodist Episcopal Church and the Education of African Americans after the Civil War - Butner, Bonita (Christian Higher Education, 2005)
Abstract Religious denominations have a long history of benevolent outreach to individuals considered “less fortunate.” The institution of slavery in the United States created an opportunity for most denominations in the North to advance an image of “patron saint” to an oppressed African American community. Immediately following the Civil War, the church became a significant conduit for the education of African Americans. In particular, the Methodist Episcopal Church established a number of schools throughout the South that provided both rudimentary and, ultimately, college-level coursework for the newly freed slaves. This article examines the college curriculum of one Methodist-affiliated institution and how it was shaped by the interaction of social and religious ideas of the day.
openalex: W2046375339 mag: 2046375339
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Timing of Pubertal Maturation and the Onset of Sexual Behavior among Zimbabwe School Boys - Campbell, Benjamin; Prossinger, Hermann; Mbzivo, Michael (Archives of Sexual Behavior, 2005)
openalex: W2020272241 mag: 2020272241
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Social representations of diversity: multi/intercultural education in a South African urban school^1 - Carignan, Nicole; Pourdavood, Roland G.; King, Lonnie C.; Feza, Nosisi (Intercultural Education, 2005)
The story of School X started in South Africa in 1875. At that time, the school was built for white children only. More than hundred years later, the 1994 elections demarcated the end of the apartheid era and the school enrolled black Xhosa‐speaking children for the first time. As a result, in 2004, 90% of the students were black Xhosa‐speaking. The theoretical perspectives of our study are based on notions of multicultural and intercultural education, and of diversity. Our study is embedded in a socio‐constructivist inquiry paradigm. Using questionnaires and interviews, we aimed to understand the social representations regarding diversity of a principal, a teacher, seven students and four parents in a K‐7 open school. We examined diversity of values, cultures, religions, languages, attitudes, beliefs, behaviors, etc. regarding a multi/intercultural perspective in education. We attempted to discern what the participants’ understandings of diversity were, how they identified diversity, and why they justified their practices and actions with respect to diversity. The song can only be beautiful if we all play the same tune. (Esmé Goosen, Multimedia, 2004) This is the title of a painting that is part of an exhibition in Nelson Mandela Metropolitan Museum of Art, Port Elizabeth, South Africa
openalex: W2019264132 mag: 2019264132
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Africa-America Institute-Iowa Math and Science Professional Development Workshop: A Distance Learning Approach for Math and Science Literacy in Africa - Cavagnetto, Andy; Dunkhase, John A.; Yager, Robert E.; Burketta, Vicki (Bulletin of Science, Technology & Society, 2005)
Six African countries participated in an intercontinental professional development workshop developed by the science and math staff at the University of Iowa and supported by the Africa-America Institute. The 11-day workshop was designed to produce changes in goal setting, assessment practices, instruction, and curriculum structures for high school teachers. The article provides a detailed description of the workshop and discusses evidence of workshop successes. Preworkshop and postworkshop vision statements and curriculum units were used to track the progression of five Kenyan educators as they moved toward constructivist-based practices. Teachers enhanced their views of science and math learning outcomes and learning environment as the workshop progressed. Specifically, teachers moved from emphasizing better grades and exam scores to greater student use of science and math skills. They also shifted from a heavily teacher-centered classroom view to a more student-centered classroom view.
openalex: W1995589066 mag: 1995589066
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Adult identity mentoring: Reducing sexual risk for African-American seventh grade students - Clark, Leslie F.; Miller, Kim S.; Nagy, Stephen; Avery, Jason B.; Roth, David L.; Liddon, Nicole; Mukherjee, Snigdha (Journal of Adolescent Health, 2005)
Purpose This study was undertaken to determine whether the Adult Identity Mentoring (AIM) project successfully promotes abstinence, delays initiation of sex, and decreases intention to engage in sex. Methods Twenty middle school classes of African-American seventh graders were randomly assigned to receive either the AIM intervention or a standard health education control curriculum. The AIM is a 10-session curriculum based on the theory of possible selves. Class exercises encourage students to articulate a possible future self-identity and to develop self-promotion skills. Surveys about sexual activity were conducted before the intervention, 19 weeks after baseline, and again at 1 year after the intervention. Results Hierarchical logistic regression analyses showed significant effects for the intervention on sexual intentions, abstinence, and a trend toward fewer virgins initiating intercourse for the first time, 19 weeks after baseline. Specifically, students who received the intervention showed decreased intention to engage in sex and increased abstinence compared with students not receiving the intervention. Effects for 1-year follow-up, with smaller sample size, showed only that AIM male participants maintained the significant abstinence effect. Conclusions A new intervention, AIM was evaluated among African-American seventh graders. This program, by focusing students on positive future selves, effectively modified sexual risk without directly providing instruction on sexually explicit topics.
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The Experiences of an African American Male Learning Mathematics in the Traditional and Online Classroom–A Case Study. - Corey, Darryl; Bower, Beverly L. (Journal of Negro Education, 2005)
purpose of this study was to compare the learning experience of an African American male mathematics student within an online learning environment and in a traditional mathematics classroom. This case study examined the experiences of one African American male whose mathematics performance had historically been below average. Data collection methods included interviews, observations, and student artifacts. study examined the presence of cultural exchange within the traditional classroom and the online learning environment, and how these environments impacted this student's learning in algebra I. Findings supported the online environment over the traditional classroom. online classroom provided this student with access to information that facilitated his understanding of algebra at a pace and in an environment more supportive of his learning style. All names for individuals and institutions involved in this study are pseudonyms. INTRODUCTION Reports in the literature on student achievement indicate that African American students, particularly African American males, have historically performed lower academically than their White counterparts (National Assessment of Educational Progress (NAEP), 2000, 2003; National Center for Education Statistics (NCES), 2003). No where is this phenomenon more prevalent than in the discipline of mathematics (NAEP, 2003). For a number of years, researchers have conducted studies that focus on the status of African American male students in mathematics (Snipes, 1997). Oakes (1986) reported that African American male students have historically found the mathematics classroom to be a difficult atmosphere in which to succeed. For example, the NAEP (2003) reported the gap in mathematics test scores for Sth-grade African American males and their White counterparts as ranging from 41 points in 1996 to 35 points in 2003. While this gap in test scores has been narrowing, African American males continue to produce lower than average results (NAEP, 2003). A popular explanation given by some researchers for this low mathematics performance by African American males is based on the contrast in cultural norms and beliefs between Black male students and their mostly Caucasian female teachers (Porter, 1997; Stiff & Harvey, 1988). The mathematics classroom functions under a set of values, orientations, and expectations that are unlikely to be the same as those in the African American culture (Snipes, 1997, p. 15). Many teachers are not aware of these cultural differences and, therefore, do not take them into consideration in the mathematics classroom. Concurrently, discussions in the distance-learning literature refer to the social and cultural divides that take place between the teacher and student within a web-based environment (see Hiltz, 1986; Peters, 1993; Vrasidas, 1999). Distance learning via computer delivery is expanding at extremely rapid rates. Technology such as the Internet, e-mail, and a variety of conferencing systems (e.g., web board, chat rooms) are now widely used for educational purposes. However, these courses can sometimes seem less personal since the nuances of socio-emotional exchange are expunged (Hiltz, 1986). Peters (1993) further states that distance education reduces education to an industrial production process that lacks the human dimension of group interaction and alienates the learner from teacher. These parallel discussions lead one to ask, Does distance learning via the Web present a possible solution to the cultural disconnect in mathematics instruction? These two environments serve as appropriate mechanisms for studying the effect of cultural differences between African American male students and their Caucasian female teachers on how these students learn mathematics. PURPOSE OF THE STUDY purpose of this study was to examine if learning mathematics at a distance, within a Web-supported environment, provided a more effective learning atmosphere than the traditional classroom for an African American male student. …
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African American Spirituality and Cornel West’s Notions of Prophetic Pragmatism: Restructuring Educational Leadership in American Urban Schools - Dantley, Michael E. (Educational administration quarterly, 2005)
Schools in America are facing rapidly changing demographics, and because of those changing demographics, this article makes the following propositions. First, the increasing demographic changes in urban schools demand new leadership approaches. Second, because many of the urban educational demands are shaped by ongoing social and cultural issues for addressing needs of African American students, perhaps the answer to leadership changes lies in African American culture. Third, and finally, one possible feature of the African American culture, the application of personal spirituality to community issues of social change and social justice, may provide a direction for educational leadership. The purpose of this article is to propose a theoretical base for reforming educational leadership in demographically changing public schools. With critical theory and antifoundational tenets of pragmatic thinking and postmodern thought interrogating the traditional canon of educational administration, educational leadership has had to, even if reluctantly, include voices of alternative perspectives into its discourse. This essay applies Cornel West’s notions of prophetic pragmatism along with the tenets of African American spirituality to serve as the foundation for this progressive transformation of leadership especially in urban schools.
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Geophysical evidence of gas hydrates in shallow submarine mud volcanoes on the Moroccan margin - Depreiter, D.; Poort, Jeffrey; Rensbergen, P. Van; Henriet, J.-P. (Journal of Geophysical Research, 2005)
Gas hydrates inside mud volcanoes have been observed in several locations but are generally found at water depths of 1000 m and deeper. We present the first observation of the base of a gas hydrate stability zone within a shallow mud volcano in the El Arraiche mud volcano field on the Moroccan Atlantic margin. The mud volcano base is located at about 475 m and is over 125 m high. On high‐resolution seismics we observed an anomalous but coherent reflection under the slopes of the mud volcano. The event was interpreted as the base of a gas hydrate stability zone because of its inverse polarity and its morphology. Far from the crater, the event is nearly parallel to the seafloor. Closer toward the crater, the event shallows. Inside the mud volcano crater, no event is observed. A stability model using thermogenic gas compositions is applied to local P‐T conditions, indicating that thermogenic gas hydrates can be stable at this depth. The high modeled heat flow in the crater of the mud volcano indicates a focused flow of warm fluids. Below the slopes of the mud volcano, the inferred heat flow is also elevated but less high. In areas of thermogenic gas production, gas hydrates can occur at shallow water depths, even in areas with high heat flow. This also suggests that dewatering of the accretionary wedge complex is mainly focused along fault surfaces and through seafloor structures, such as mud volcanoes.
openalex: W1984520192 mag: 1984520192
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Development of Distance Education in Mauritius. - Dhurbarrylall, Roshun (The Quarterly Review of Distance Education, 2005)
openalex: W1582412503 mag: 1582412503
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Parents’ Experiences of Their Rights in the Implementation of Inclusive Education in South Africa - Engelbrecht, Petra; Oswald, Marietjie; Swart, Estelle; Kitching, Ansie Elizabeth; Eloff, Irma (School Psychology International, 2005)
Parental involvement was a driving and decisive factor in the development of inclusive education worldwide. In South Africa parents also became the advocates of the inclusive education movement in the 1990s, paving the way for parents to be involved in the decision-making process regarding the school placement of their children with disabilities. The purpose of this article is to focus on the way in which equity, individual rights and freedom of choice manifest itself in the implementation of inclusive education with specific reference to the way in which parents experience it. Results indicate that the inclusion of a child into mainstream education is a challenging and dynamic process that starts with the parents’ decision to place their child in a mainstream setting. In spite of legislation and the desires of parents, the development of inclusive educational practises in South Africa does not always reflect the values of equity and individual rights. Failure to establish collaborative and trusting relationships between teachers, parents and professionals poses a major challenge and can have a serious impact on the outcomes of inclusive education.
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Parents’ Experiences of Their Rights in the Implementation of Inclusive Education in South Africa - Engelbrecht, Petra; Oswald, Marietjie; Swart, Estelle; Kitching, Ansie Elizabeth; Eloff, Irma (School Psychology International, 2005)
Parental involvement was a driving and decisive factor in the development of inclusive education worldwide. In South Africa parents also became the advocates of the inclusive education movement in the 1990s, paving the way for parents to be involved in the decision-making process regarding the school placement of their children with disabilities. The purpose of this article is to focus on the way in which equity, individual rights and freedom of choice manifest itself in the implementation of inclusive education with specific reference to the way in which parents experience it. Results indicate that the inclusion of a child into mainstream education is a challenging and dynamic process that starts with the parents’ decision to place their child in a mainstream setting. In spite of legislation and the desires of parents, the development of inclusive educational practises in South Africa does not always reflect the values of equity and individual rights. Failure to establish collaborative and trusting relationships between teachers, parents and professionals poses a major challenge and can have a serious impact on the outcomes of inclusive education.
openalex: W2040946400 mag: 2040946400
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Parents’ Experiences of Their Rights in the Implementation of Inclusive Education in South Africa - Engelbrecht, Petra; Oswald, Marietjie; Swart, Estelle; Kitching, Ansie Elizabeth; Eloff, Irma (School Psychology International, 2005)
Parental involvement was a driving and decisive factor in the development of inclusive education worldwide. In South Africa parents also became the advocates of the inclusive education movement in the 1990s, paving the way for parents to be involved in the decision-making process regarding the school placement of their children with disabilities. The purpose of this article is to focus on the way in which equity, individual rights and freedom of choice manifest itself in the implementation of inclusive education with specific reference to the way in which parents experience it. Results indicate that the inclusion of a child into mainstream education is a challenging and dynamic process that starts with the parents’ decision to place their child in a mainstream setting. In spite of legislation and the desires of parents, the development of inclusive educational practises in South Africa does not always reflect the values of equity and individual rights. Failure to establish collaborative and trusting relationships between teachers, parents and professionals poses a major challenge and can have a serious impact on the outcomes of inclusive education.
openalex: W2040946400 mag: 2040946400
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Parents’ Experiences of Their Rights in the Implementation of Inclusive Education in South Africa - Engelbrecht, Petra; Oswald, Marietjie; Swart, Estelle; Kitching, Ansie Elizabeth; Eloff, Irma (School Psychology International, 2005)
Parental involvement was a driving and decisive factor in the development of inclusive education worldwide. In South Africa parents also became the advocates of the inclusive education movement in the 1990s, paving the way for parents to be involved in the decision-making process regarding the school placement of their children with disabilities. The purpose of this article is to focus on the way in which equity, individual rights and freedom of choice manifest itself in the implementation of inclusive education with specific reference to the way in which parents experience it. Results indicate that the inclusion of a child into mainstream education is a challenging and dynamic process that starts with the parents’ decision to place their child in a mainstream setting. In spite of legislation and the desires of parents, the development of inclusive educational practises in South Africa does not always reflect the values of equity and individual rights. Failure to establish collaborative and trusting relationships between teachers, parents and professionals poses a major challenge and can have a serious impact on the outcomes of inclusive education.
openalex: W2040946400 mag: 2040946400
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Gender-besed violence among high school students in north west Ethiopia. - Fitaw, Yohannis; Haddis, Kullehe; Million, Fasil; Selassie, Kibrom; Delil, Miftah; Yohannes, Muluken; Bekele, Nebiyu; Selassie, Samuel (PubMed, 2005)
Gender-based violence exists in all societies and individual woman experience it in every social and economic group. Different studies in Africa have showed that there are significant percentages of females that have suffered from the violence. Most societies encourage manifestation of manliness through violence in workplace, among friends and in the community as a whole.The study tried to see the prevalence of Gender-based Violence and the various patterns and correlates of Gender-Based Violence among female high-school students, Northwest Ethiopia.This study is a cross–sectional study done on 367 female high–school students who were given self-administered questionnaires to assess the prevalence of gender-based violence against these students in Dabat High school.This study showed 11.4% of the students have started sexual intercourse and of these, 33.3% were raped cases. Twenty percent (20.4%) from the total of 367 students have survived attempted rape. In addition 44% of the students were sexually harassed. Among the study participants considerable proportion are mainly responsible for the housework. Around 8% of the students have undergone Female Genital Mutilation.Generally, the prevalence of gender-based violence is high in Dabat High-School, Northwest Ethiopia and attention should be given by policy-makers and law enforcing bodies to adequately address the problem.
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The Practice of Educational Leadership in African American Communities of Learning: Context, Scope, and Meaning - Foster, Lenoar (Educational Administration Quarterly, 2005)
This article provides a synthesis that delineates the scope and context that give meaning, purpose, and setting to the exercise of effective educational leadership and to the attainment of meaningful student achievement within schools that serve large numbers of African American students. Historical, theoretical, and empirical frames of inquiry provide the background for understanding good leadership and leadership practices that address the learning needs of African American students. Understanding the interconnectedness of good leadership and cultural practices that support and sustain African American student achievement are to be found through an awareness of the unique framework of cultural uplift and interpersonal and institutional caring, hallmarks that have characterized effective school leadership and student achievement in African American learning communities.
openalex: W2032577606 mag: 2032577606
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MALARIA AND NUTRITIONAL STATUS AMONG PRE-SCHOOL CHILDREN: RESULTS FROM CROSS-SECTIONAL SURVEYS IN WESTERN KENYA - Friedman, Jennifer F.; Kwena, Arthur; Mirel, Lisa B.; Kariuki, Simon; Terlouw, Dianne J.; Phillips–Howard, Penelope A.; Hawley, William A.; Nahlen, Bernard L.; Shi, Ya Ping; Kuile, Feiko O. Ter (The American journal of tropical medicine and hygiene, 2005)
Protein-energy malnutrition (PEM) affects millions of children in the developing world. The relationship between malaria and PEM is controversial. The goal of this study was to evaluate whether undernutrition is associated with increased or decreased malaria attributable morbidity. Three cross-sectional surveys were conducted using insecticide-treated bed nets (ITNs) among children aged 0-36 months living in an area with intense malaria transmission. Data were collected on nutritional status, recent history of clinical illness, socioeconomic status, current malaria infection status, and hemoglobin. In multivariate models, stunted children had more malaria parasitemia (odds ratio [OR] 1.98, P < 0.0001), high-density parasitemia (OR 1.84; P < 0.0001), clinical malaria (OR 1.77; P < 0.06), and severe malarial anemia (OR 2.65; P < 0.0001) than nonstunted children. The association was evident in children with mild-to-moderate (-3 < height-for-age Z-score [HAZ] < -2) and severe stunting (HAZ < -3). The cross-sectional nature of the study limits the interpretation of causality, but the data provide further observational support that the presence of undernutrition, in particular chronic undernutrition, places children at higher, not lower risk of malaria-related morbidity.
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A model for branding practices in a new South African Higher Education landscape - Gensen, Van; Allister, Garth (2005)
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Maternal micronutrient status and decreased growth of Zambian infants born during and after the maize price increases resulting from the southern African drought of 2001–2002 - Gitau, Rachel; Makasa, Mpundu; Kasonka, Lackson; Sinkala, Moses; Chintu, Chifumbe; Tomkins, Andrew; Filteau, Suzanne (Public Health Nutrition, 2005)
To investigate the effects on maternal micronutrient status and infant growth of the increased maize prices that resulted from the southern African drought of 2001-2002.Longitudinal cohort study.A maternal and child health clinic in Lusaka, Zambia.Maternal and infant health and nutrition data and maternal plasma were being collected for a study of breast-feeding and postpartum health. Samples and data were analysed according to whether they were collected before (June to December 2001), during (January 2002 to April 2003) or after (May 2003 to January 2004) the period of increased maize price. Season and maternal HIV status were controlled for in analyses.Maize price increases were associated with decreased maternal plasma vitamin A during pregnancy (P = 0.028) and vitamin E postpartum (P = 0.042), with the lowest values among samples collected after May 2003 (vitamin A: 0.96 micromol l(-1), 95% confidence interval (CI) 0.84-1.09, n = 38; vitamin E: 30.8 micromol mmol(-1) triglycerides, 95% CI 27.2-34.8, n = 64) compared with before January 2002 (vitamin A: 1.03 micromol l(-1), 95% CI 0.93-1.12, n = 104; vitamin E: 38.9 micromol mmol(-1) triglycerides, 95% CI 34.5-43.8, n = 47). There were no significant effects of sampling date on maternal weight, haemoglobin or acute-phase proteins and only marginal effects on infant weight. Infant length at 6 and 16 weeks of age decreased progressively throughout the study (P-values for time of data collection were 0.51 at birth, 0.051 at 6 weeks and 0.026 at 16 weeks).The results show modest effects of the maize price increases on maternal micronutrient status. The most serious consequence of the price increases is likely to be the increased stunting among infants whose mothers experienced high maize prices while pregnant. During periods of food shortages it might be advisable to provide micronutrient supplements even to those who are less food-insecure.
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The Role of an African American Principal in an Urban Information Technology High School - Gooden, Mark A. (Educational Administration Quarterly, 2005)
The research reported here is the result of an exploration of the challenges and triumphs of an African American secondary principal who used a culture-specific leadership style in his quest to raise the standards at an information technology high school. This case study of the principal explores his combining of the elements of traditional notions of leadership with the nontraditional notions of an ethnohumanist role to create a style that complemented the changing climate in a newly restructured urban school.
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Re-Constructing the Leadership Model of Social Justice for African-American Women in Education - Grimes, Mary Loftin (Advancing Women in Leadership Journal, 2005)
The mainstream epistemology about in educational leadership roles has been constructed, canonized, and theorized from a white hegemonic female perspective. The early literature about as leaders include The Managerial Woman (Henning & Jardim, 1977); Men and Women of the Corporation (Kanter, 1977); Paths to Power (Josefowitz, 1980); The Androgynous Manager (Sargent, 1981); Women and Men as Leaders (Heller, 1982); In a Different Voice (Gilligan, 1982); and Feminine Leadership (Loden, 1985). This literature suggests that lead from a different frame of reference due to their socialization process. Because of male dominated managerial customs that exist in the workplace, in some instances, they experience obstacles to leadership. Recent mainstream white female scholars like Shakeshaft (1989) and Bensimon (1989) suggest that the feminist perspective is not recognized in the leadership literature. Shakeshaft posits that women's leadership experiences are generalized into one category and that the leadership discussion appears androcentric in nature. Bensimon (1989) suggests that the prevailing leadership theories do not take into account that women experience the social world differently than men do and that this translates into a particular epistemology and a particular ethic.it translates into a different experience of leadership.gender must be taken into consideration (Bensimon, 1989, p. 146).
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The Value of Children’s Drawings as an Evaluation Tool in Road Safety Education Programmes: A South African Example. - Groenewald, Karien (Road Safety on Four Continents: 13th International ConferenceSwedish National Road and Transport Research Institute (VTI)Ministry of Infrastructure, PolandGlobal Road Safety PartnershipForum of European Road Safety Research InstitutesEuropean Conference of Transport Research InstitutesTransportation Research BoardCouncil for Scientific and Industrial ResearchNational Road Safety Council, Poland, 2005)
One of the main criticisms against road safety educational programs has been that these programs are not evaluated properly. This paper aims to discuss the value that children s drawings have as an evaluative tool. Drawings (posters) are one of the most popular ways in which children choose to demonstrate their knowledge about road safety. An image is an aspect or dimension of a conscious experience. Drawings can become an important medium for human insight. Children s drawings ought to be considered due to the cognitive information they contain relating to memory, knowledge retention, the recall of information, as well as, the display of knowledge through their drawings.
openalex: W1561118563 mag: 1561118563
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Teaching for Transformation: Insights from Fiji, India, South Africa, and Jamaica - Hill, Jack A. (Teaching theology & religion (Print), 2005)
Abstract. How can teaching and living abroad impact our teaching in North America? This article explores how what I do teaching religion and ethics to undergraduates at Texas Christian University has been influenced by twelve years of teaching in the two-thirds world. It is structured in terms of three insights that correlate with what I call the past, present, and future dimensions of ethics, respectively. First, we need to begin where our students are – taking their contexts seriously. Second, we should expose them to the moral and religious experience of others, so that they might be pulled by those others toward broader perspectives. Third, we should challenge them to envision new ways of living, including new self-understandings and images of society. Drawing on examples of how I use these insights in courses at TCU, I contend that we can best promote transformation in our students by holding these three insights in creative tension.
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Teaching the African American Experience: A Review of Resources and Curricular Options - HINKS, PETER P. (Connecticut history, 2005)
Research Article| October 01 2005 Teaching the African American Experience: A Review of Resources and Curricular Options PETER P. HINKS PETER P. HINKS Search for other works by this author on: This Site Google Connecticut History Review (2005) 44 (2): 291–310. https://doi.org/10.2307/44369696 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation PETER P. HINKS; Teaching the African American Experience: A Review of Resources and Curricular Options. Connecticut History Review 1 January 2005; 44 (2): 291–310. doi: https://doi.org/10.2307/44369696 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All Scholarly Publishing CollectiveUniversity of Illinois PressConnecticut History Review Search Advanced Search The text of this article is only available as a PDF. Article PDF first page preview Close Modal You do not currently have access to this content.
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Linking Climate Adaptation and Development: A Synthesis of Six Case Studies from Asia and Africa - Huq, Saleemul; Yamin, Farhana; Rahman, Atiq; Chatterjee, Anish; Yang, Xiangdong; Wade, Salimata; Orindi, Victor; Chigwada, Johannes (IDS Bulletin, 2005)
IDS BulletinVolume 36, Issue 4 p. 117-122 Linking Climate Adaptation and Development: A Synthesis of Six Case Studies from Asia and Africa Saleemul Huq, Saleemul HuqSearch for more papers by this authorFarhana Yamin, Farhana YaminSearch for more papers by this authorAtiq Rahman, Atiq RahmanSearch for more papers by this authorAnish Chatterjee, Anish ChatterjeeSearch for more papers by this authorXiu Yang, Xiu YangSearch for more papers by this authorSalimata Wade, Salimata WadeSearch for more papers by this authorVictor Orindi, Victor OrindiSearch for more papers by this authorJohannes Chigwada, Johannes ChigwadaSearch for more papers by this author Saleemul Huq, Saleemul HuqSearch for more papers by this authorFarhana Yamin, Farhana YaminSearch for more papers by this authorAtiq Rahman, Atiq RahmanSearch for more papers by this authorAnish Chatterjee, Anish ChatterjeeSearch for more papers by this authorXiu Yang, Xiu YangSearch for more papers by this authorSalimata Wade, Salimata WadeSearch for more papers by this authorVictor Orindi, Victor OrindiSearch for more papers by this authorJohannes Chigwada, Johannes ChigwadaSearch for more papers by this author First published: 02 February 2009 https://doi.org/10.1111/j.1759-5436.2005.tb00238.xCitations: 2AboutPDF ToolsExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onEmailFacebookTwitterLinkedInRedditWechat References CRS, ODI, ICRISAT 2002, Seed Vouchers and Fairs: A Manual for Seed-Based Agricultural Recovery After Disaster in Africa, Nairobi: Catholic Relief Services, Overseas Development Institute and International Crops Research Institute for the Semi Arid Tropics. Google Scholar Bangladesh LCA Project Case Study (in this IDS Bulletin). Google Scholar China LCA Project Case Study (in this IDS Bulletin). Google Scholar India LCA Project Case Study (in this IDS Bulletin). Google Scholar Intergovernmental Panel on Climate Change (IPCC), 2001, Third Assessment Report, Cambridge: Cambridge University Press. Google Scholar Kenya LCA Project Case Study (in this IDS Bulletin). Google Scholar Senegal LCA Project Case Study (in this IDS Bulletin). Google Scholar Zimbabwe LCA Project Case Study (in this IDS Bulletin). Google Scholar Citing Literature Volume36, Issue4October 2005Pages 117-122 ReferencesRelatedInformation
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Travelling Drum with Different Beats: experiencing African music and culture in Australian teacher education - Joseph, Dawn (Teacher Development, 2005)
Abstract This article reports on a study that examined the effectiveness of introducing African music and culture to Australian non-specialist primary teacher education students at Deakin University in Melbourne (Australia). The study demonstrates that African music enhanced the generic musical experiences, learning, motivation, interest, confidence and competence of students in their fourth year of teacher education. The research also addressed the significance and contribution of African music and culture as a cross-cultural experience for these beginning teachers who in turn could provide similar experiences for their own students. This study highlighted the author's role and cultural identity as a South African music educator in transmitting the music and culture represented in 'the travelling drum' to a cohort of students with a predominantly Eurocentric orientation. By extension, this curriculum initiative broadened students' understanding and application of indigenous methods of teaching and learni...
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Travelling Drum with Different Beats: experiencing African music and culture in Australian teacher education - Joseph, Dawn (Teacher Development, 2005)
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African American Student Representation in Special Education Programs. - Kearns, Tori; Ford, Laurie; Linney, Jean Ann (Journal of Negro Education, 2005)
In the present quantitative and qualitative study, school psychologists provided responses to a paper-and-pencil survey about their perceptions of the disproportionate representation of African American students in special education. They described their perceptions of the causes and solutions for overrepresentation by providing ratings on structured items as well as responding to open-ended questions. Respondents' previous training in multicultural issues was assessed using an original scale based on recommendations for school psychological practice with racially and culturally diverse students. An important goal of the study was to understand school psychologists' beliefs about disproportionate representation because they are often considered the doorkeepers of special education. Results of a principle components factor analysis revealed that participants considered lack of parental involvement and broadly defined cultural disadvantage, the failures of both the regular education and special education systems, and pressures from parents and teachers to place African American students as the most influential factors that represent African American students in special education. Furthermore, the self-reported cross-cultural competence of participants was found to be associated with the likelihood that solutions to the above named problems would be implemented. INTRODUCTION It has been argued that African American and other minority students are overrepresented in special education programs for students with mild disabilities (Hilliard, 1997; Obi & Obiakor, 2001; Obiakor, 1999). It has also been questioned whether overrepresentation is really a problem (Heller, Holtzman, & Messick, 1982; Reschly, 1988). Regardless of one's perspective on this issue, African American students receive special education services at a disproportionately high rate in relation to their overall population in public schools (Obiakor, 1999). Whether special education services are beneficial to students of any race is questionable (Harry & Anderson, 1994; Heller, Holtzman, & Messick, 1982; Hilliard, 1992; Obi & Obiakor, 2001). The effectiveness of the special education system, especially the assessment and treatment approaches used by educational professionals, are areas in need of further research. Given the exceptionally high percentage of African American students receiving these services, the effectiveness of the special education system and remedial approaches for African American students should be thoroughly researched. NATIONAL STATISTICS OF AFRICAN AMERICAN STUDENTS IN SPECIAL EDUCATION Data collected in the early 1990s estimated that while African American students represented 16.1 percent of students attending public schools, they made up 32 percent of students with a mild mental disability (MMD), 24 percent of students with serious emotional disturbance (SED), and 18 percent of students with a specific learning disability (LD, U.S. Department of Education, 1994). According to more recent reports, African American students account for approximately 17 percent of the public school population, yet 33 percent of all students with a mental disability (MD), 27 percent of students with SED, and 18 percent of students with an LD (U.S. Department of Education, 2000). These figures appear to support arguments that African American students may be over-identified for special education programs (Agbenyega & Jiggetts, 1999; Burnette, 1998; Chinn & Hughes, 1987; Harry & Anderson, 1994; Hilliard, 1992; Morrison, White, & Feuer, 1996; Oswald, Coutinho, Best, & Singh, 1999). Southern Regional Statistics of African American Students in Special Education This study focuses on the Southern region of the United States because more than one-half of all African American students attending public school are in the South (Ghedam, 2000). In the southern states including Delaware, Maryland, Virginia, West Virginia, Kentucky, Tennessee, North Carolina, South Carolina, Georgia, Florida, Alabama, Mississippi, Arkansas, Louisiana, Oklahoma, and Texas, African American students are estimated to be overrepresented in special education programs for mild disabilities (U. …
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Acculturation attitudes, perceived attitudes of the majority, and adjustment of Israeli-Arab and Jewish-Ethiopian students to an Israeli University. - Kurman, Jenny; Eshel, Yohanan; Sbeit, Khalil (PubMed, 2005)
The authors investigated adjustment to an Israeli university by students from two minority groups, Israeli Arabs and Jewish Ethiopians, as a function of their different acculturation attitudes (J. W. Berry, 1990). Social adjustment of both Arabs and Ethiopians was contingent on acculturation attitudes supporting participation with the majority. Psychological adjustment of both groups was negatively associated with personal acculturation preferences that deviated from the shared acculturation attitudes of the respective in-group (i.e., assimilation in the Arab group, and separation in the Ethiopian group). The perceived attitude of the majority also contributed to the psychological adjustment of both groups. Major theoretical implications are that both attitudes of the majority and adjustment to the in-group play an important role in psychological adjustment of immigrants.
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4D Technologies: appropriating handheld computers to serve the needs of teachers and learners in rural African settings - Leach, Jennifer; Power, Tom; Thomas, Rhodri; Fadani, Xolisa; Mbebe, Andile (2005)
4D Technologies: appropriating handheld computers to serve the needs of teachers and learners in rural African settings Conference Item How to cite: Leach, Jennifer; Power, Tom; Thomas, Rhodri; Fadani, Xolisa and Mbebe, Andile (2005). 4D Technologies: appropriating handheld computers to serve the needs of teachers and learners in rural African settings. In: mLearn 2005, 25-28th October 2005, Cape Town, South Africa.
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Scaling up antiretroviral therapy in Africa: learning from tuberculosis control programmes–the case of Malawi. - Libamba, Edwin; Makombe, Simon D; Harries, A. D.; Chimzizi, R; Salaniponi, FM; Schouten, EJ; Mpazanje, Rex (PubMed, 2005)
The rapid and massive scale-up of antiretroviral drug therapy (ART) so needed in sub-Saharan Africa will not be possible using a 'medicalised' model. A more simple approach is required. DOTS has been used now for many years to provide successful anti-tuberculosis treatment to millions of patients in poor countries of the world, and many of the established concepts can be used for the delivery of ART. Malawi, a small and impoverished country in sub-Saharan Africa, is embarking on a national scale-up of ART. In this review we describe how we have adopted several of the principles of DOTS for delivering ART in Malawi: case finding and registration, treatment, monitoring, drug procurement, staffing and the issue of free drugs. We also discuss ART for HIV-infected TB patients. We hope that by using the DOTS approach we will be able to deliver ART to large numbers of HIV-infected patients under controlled conditions, and minimise the risk of developing drug resistance.
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Sibship Size, Family Organization and Children's Education in South Africa: Black-White Variations - Lu, Yao (California Center for Population Research, 2005)
Recent studies suggest that the generally observed negative sibsize-education association is much less consistent in developing nations, partly because of different cultural customs reflected in family organization. Using data from a national survey in the early 1990s and from the 1996 census, the present study assesses the effect of number of siblings on education in South Africa. In a multi-level framework, I link family arrangements to the sibship size effect on education for two major population groups with distinctive family arrangements, Whites and Blacks. A negative effect exists for Whites, who have adopted a Western nuclear family system, whereas no effect is shown for Blacks, whose family life operates under extended family organization. The study goes beyond previous efforts by explicitly testing the hypothesis that it is extended family arrangements that protect children from negative sibship size effects: results show that the absence of a negative sibship size effect is restricted to extended households; in Black nuclear and fostering families, by contrast, the negative effect holds just as it does for White families. Sensitivity tests are performed to gauge the extent to which the observed sibship size effect is contaminated by endogeneity and a confounding birth order effect. Results suggest the observed differential sibship size effect is relatively robust for Blacks, whereas for Whites it tends to be exaggerated by endogenous factors.
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Clinicians' perspective of a training programme in syndromic management of sexually transmitted infections in Northern Tanzania - Martín, David; Klouman, Elise; Masatu, Melkiory C.; Klepp, Knut‐Inge (International Journal of STD & AIDS, 2005)
This process evaluation study was designed to investigate clinicians' perception of a training programme on syndromic management of sexually transmitted infections (STIs) and their experiences in applying the skills learnt during the course. Out of 136 eligible course participants from Arusha and Kilimanjaro regions, Tanzania, 47 were invited to take part in the study and 40 agreed to participate (85%). The research instruments consisted of a structured interview including open- and close-ended questions, a self-administered questionnaire, and an observation checklist. While the clinicians reported to be satisfied with the course itself, the results revealed insufficient practical training. The clinicians reported problems with condom promotion and partner notification, and frequent shortage of equipment and drugs in the clinics was observed. Future courses on syndromic management of STI should focus on skills training related to health education and counselling, and have a stronger emphasis on practical, clinical work. There is need to address barriers to condom promotion and partner referral.
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Multi-faith Religious Education in Botswana^1 - Matemba, Yonah Hisbon (Religious Education, 2005)
Abstract This article presents a historical approach to the multi-faith Religious Education introduced at the junior secondary level in Botswana in 1996. The article begins by examining the Christian confessional approach introduced during the missionary era and notes that despite various forms of earlier government opposition the Christian syllabus became popular again in the 1970s. In 1993, a movement toward a multi-faith syllabus gained momentum. Some of the background to this is given including the influence of British experience. This new syllabus is then subjected to some critique. An attempt to classify the new syllabus' methodology is also provided. A discussion of the public and religious groups' response to the multi-faith syllabus follows. Finally, through a small survey, views of teachers (n = 48) on the new syllabus are recorded and discussed and the overall outcome appears positive. The conclusion is that the Botswana multi-faith syllabus, with adjustments, is relevant to the educational needs of a homogenous society.
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Cultural validity of the Almost Perfect Scale–Revised for African American college students. - Mobley, Michael; Slaney, Robert B.; Rice, Kenneth G. (Journal of Counseling Psychology, 2005)
This study investigated the cross-cultural construct validity of perfectionism using the Almost Perfect Scale-Revised (APS-R; R. B. Slaney, M. Mobley, J. Trippi, J. S. Ashby, & D. G. Johnson, 1996) with 251 African American college students. A LISREL confirmatory factor analysis (CFA) offered support for the 3 subscales of the APS-R: High Standards, Order, and Discrepancy. Multigroup CFA results for a sample of 314 White college students supported factorial equivalence across the 2 cultural groups. Correlations between the subscales of the APS-R and measures of self-esteem, self-reported grade point average (GPA), satisfaction with GPA, trait anxiety, and depression were consistent with the results of previous research. A cluster analysis was performed on the APS-R; the cluster results were similar to those found in previous studies. Finally, the limitations of the present study and the implications for future research with African Americans are discussed.
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Cape Verde : Improving Education and Training - Mohan, P.C. (RePEc: Research Papers in Economics, 2005)
This Credit equivalent of US $6 million was intended to develop, through the Education and Training Consolidation and Modernization project (ETCMP ) - 1999-2003 - a technically and financially sustainable education and training system to ensure an educated and flexible work force capable of responding to the country's social and economic goals. The project was a follow-up to the previous IDA-funded Basic Education and Training project.
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Understanding the discipline gap through a cultural lens: implications for the education of African American students - Monroe, Carla R. (Intercultural Education, 2005)
African American students are disciplined at rates that are disproportionately higher than Black students’ statistical representation in public schools. Coined as the discipline gap, racial and ethnic disparities are present in virtually every major school system across the United States. Because African American students seldom share the cultural frameworks of their teachers, the overrepresentation of Black students on measures of school discipline may, in part, be a function of cultural mismatches in the classroom. This article contains a synopsis of what is currently known about the discipline gap, and sets forth suggestions to address the issue. Recommendations focus on the roles of culturally responsive discipline, teacher recruitment and cultural immersion experiences. Irvine’s construct of cultural synchronization serves as the article’s interpretive basis.
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Development and Initial Validation of the Collectivistic Coping Styles Measure with African, Asian, and Latin American International Students - Moore, James L.; Constantine, Madonna G. (Journal of mental health counseling, 2005)
We developed and provided initial empirical validation of the Collectivistic Coping Styles Measure (CCSM), a 9-item scale that assessed the degree to which African,Asian, and Latin American international students utilized social support seeking and forbearance to cope with their problems or concerns. We found evidence of good construct and concurrent validity and good internal consistency and test-retest reliability for the CCSM. Implications of the findings for mental health counseling are discussed.
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Reflecting the Burden of Road Traffic Injuries at Lusaka S University Teaching Hospital:-Are Developed World Injury Prevention StrategiesWorking In Zambia? - Mtonga, Robert E (Road Safety on Four Continents: 13th International ConferenceSwedish National Road and Transport Research Institute (VTI)Ministry of Infrastructure, PolandGlobal Road Safety PartnershipForum of European Road Safety Research InstitutesEuropean Conference of Transport Research InstitutesTransportation Research BoardCouncil for Scientific and Industrial ResearchNational Road Safety Council, Poland, 2005)
Zambia is a highly indebted poor developing country with a Gross Domestic Product of just around US$330 according to the World Bank and International Monetary Fund. Because of lack of locally done evidence-based research on Road Traffic injury prevention and mitigation, Zambia employs strategies modeled on research and experience from the north or western world in preventing and mitigating Road Traffic injuries. These interventions do not often fit the indigenous situation as they tend to rely on advanced technology and practices that are alien to countries in the south such as Zambia. Road traffic accidents (RTAs) were the leading cause of morbidity and mortality due to all accidents at Lusaka s University Teaching Hospital (UTH) between 1999 and 2002. Of admissions due to all accidents 17.2% were due to RTAs, with the death toll from RTAs standing at 30.4% of all accidents reported at UTH during the period understudy. During the same period 7099 or 1.85% of the total hospital admissions and 466 or 0.92% of hospital deaths due to all causes were attributable to RTAs underscoring the magnitude of the RTA burden. It is certain that the cost associated with preventing and mitigating RTAs and attendant social and mental trauma are considerably huge. A clear case can be made out that the status quo needs to be challenged with a view to stemming the tide. Encouraging and commissioning of local research and promulgating of appropriate, homegrown solutions be done to inform policy and evaluate current interventions and best practice seeing that experiences from the north may not work in the south for a myriad of reasons including lack of resources and entrenched traditions.
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Linking the Struggle for Education and Social Justice: Historical Perspectives of African American Leadership in Schools - Murtadha, Khaula; Watts, Daud Malik (Educational Administration Quarterly, 2005)
Societal barriers to the successful education of Black children were identified by the noted historian Carter G. Woodson more than 70 years ago in his classic text The Mis-Education of the Negro. Woodson argued that there were serious problems with inaccurate, ill-planned, depoliticized curriculum content and lack of resources, as well as problems with the poor, unethical preparation of teachers. Historically, Black educational leaders had to overcome these barriers as well as others to be of service to the African American community. They created schools where none existed, struggled against the perpetuation of unequal educational environments, or built viable alternative schools. Motivated by the belief that education would“uplift the race,” women and men organized and developed institutions to mitigate the harsh realities of Black life Through socially critical writings, oratorical power, and activism, many leaders succeeded in making a difference in the educational settings that served Black people. Their narratives and critiques, however, have not been incorporated as a central element in the literature of school administration, leadership, reform, and change.
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Developing an Instructional Design for Media Education in Eritrea - Murthy, C.S.H.N. (E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, 2005)
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The Development of Distance Education in Botswana - Nage-Sibande, Bogadi (The Quarterly Review of Distance Education, 2005)
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Coal Dust Pollution Effects on Wetland Tree Species in Richards Bay,South Africa - Naidoo, G.; Naidoo, Yougasphree (Wetlands Ecology and Management, 2005)
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Case Study 5: KenyaSeed Fairs as a Drought Recovery Strategy in Kenya - Orindi, Victor; Ochieng, Andrew (IDS Bulletin, 2005)
IDS BulletinVolume 36, Issue 4 p. 87-102 Case Study 5: Kenya Seed Fairs as a Drought Recovery Strategy in Kenya Victor A. Orindi, Victor A. OrindiSearch for more papers by this authorAndrew Ochieng, Andrew Ochieng The authors wish to thank Dr Paul Omanga of CRS/Kenya and Mr Eric Kisiangani of ITDG-EA who provided their time and shared their knowledge and perspectives on seed fairs in Kenya. We would also like to thank Saleemul Huq, Farhana Yamin and Siri Eriksen for useful comments on earlier drafts of this article.Search for more papers by this author Victor A. Orindi, Victor A. OrindiSearch for more papers by this authorAndrew Ochieng, Andrew Ochieng The authors wish to thank Dr Paul Omanga of CRS/Kenya and Mr Eric Kisiangani of ITDG-EA who provided their time and shared their knowledge and perspectives on seed fairs in Kenya. We would also like to thank Saleemul Huq, Farhana Yamin and Siri Eriksen for useful comments on earlier drafts of this article.Search for more papers by this author First published: 02 February 2009 https://doi.org/10.1111/j.1759-5436.2005.tb00236.xCitations: 1 AboutPDF ToolsExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Citing Literature Volume36, Issue4October 2005Pages 87-102 RelatedInformation
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Post-Oil-Spill Fires at Ugbomro (Niger Delta): A New Vista in Soil-Pollution Studies - Osuji, Leo C.; Ukale, Eseoghene E. (Chemistry & biodiversity (Print), 2005)
Reconnaissance of the post-oil-spill, fire-scourged site at Ugbomro, in the Niger Delta, was contingent upon the loud public outcry and galvanizing hue that ensued the widespread conflagration. Sampling was carried out by the grid technique, and fire-scourged soils and their unaffected controls were analyzed. Contrary to the ‘celebrated’ opinion of some that the fires improvised bush fallowing for cropping, the site had witnessed severe impoverishment as evidenced by the hitherto neglected insidious impact of such infernos on soil macronutrients. Alterations in physico-chemical properties (pH, conductivity, etc.) provided adequate bases for this conclusion, and offered broad explanations for the paucity of macronutrients in affected soils. For instance, a pH range of 3.1–3.8 hindered N2 fixation and other metabolic activities that enhance mineralization. Elaeis guineensis in a density of 3 stands/m2 at the control site was the only tree-form not charred beyond recognition. Against future fires, it is important to strengthen contingencies for more-expedient clean-up responses to oil spills to severe possibilities of in situ conflagrations. Nutrient supplementations, revegetation, and site surveillance should disengage the ‘unsighted fingers’ of sabotage. A careful husbandry of these measures might re-establish nutrient stability, and forestall future re-occurrence of such effacing incidents.
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Increasing Positive Outcomes for African American Males in Special Education with the Use of Guided Notes - Patterson, Karen (Journal of Negro Education, 2005)
The use of appropriate interventions is a critical component of educating students, particularly African Americans in special education. The purpose of this study was to examine the effects of guided notes on the academic performance of eight African American boys identified as having emotional or behavioral disorders (EBD) and learning disabilities (LD) in special education. Findings indicate that the use of guided notes could be an effective intervention strategy for improving academic performance and positive outcomes for students with EBD. This study supported earlier findings in which guided notes were used during class instruction. African American students are disproportionately represented in special education, and, as the numbers continue to increase, so does the challenge facing educators and school districts. More than any other group, the problem of over-representation of minority students, particularly African American males in special education (Office of Special Education Programs, 2001), is disconcerting. Disproportionate representation relates to the extent to which students with particular characteristics (e.g., race, ethnicity, language background, socioeconomic status, gender, and age) are placed in a specific type of educational program or provided access to services, resources, curriculum, and instructional and classroom management strategies (Salend & Garrick Duhaney, 2005; Salend, Garrick Duhaney, & Montgomery, 2002). For example, African American and Native American students, particularly males, are over-represented in terms of their classification as students with highincidence disabilities, such as mental retardation, learning disabilities, and emotional disturbance (Yates, 1998). High incidence disabilities require an extensive degree of professional judgment for a consensus to determine the disability (Arnold & Lassmann, 2003; MacMillan, & Reschley, 1998). Arnold and Lassmann (2003) posit that because there is no standard definition for these high incidence disabilities, a student can move from one state to another and get over a high incidence diagnosis. Furthermore, it is the very nature of these high incidence disabilities and the frequency with which they occur that contribute to errors in the public school's referral to placement process (Arnold & Lassmann, 2003; Eads, Arnold, & Tyler, 1995; Reschly, 1997). Researchers have examined the plight of urban schools and the outcomes for students exiting the system for more than 30 years, and the results continue to be bleak. Osher and Hanley (2001) assert that children and youth with emotional and behavioral problems generally receive inadequate services and achieve poor educational and community outcomes. Furthermore, the roles schools play in producing these poor outcomes include poor instruction, punishment, adult hostility, and curriculum and teaching that focus on controlling their behavior (Osher & Hanley, 2001). In reviewing the research on underachievement in urban settings, Arroyo, Rhoad, and Drew (1999) found the level of parents' education, poverty or low income, and parental expectations and involvement to be among the top variables identified. The No Child Left Behind Act (2001) promises that students with disabilities will achieve at the same levels as other students by having access to the general education curriculum. Will children of color, particularly African American males with EBD, LD, and other learning difficulties, also achieve at the same levels as other students? According to Landrum, Tankersley, and Kauffman (2003), students with EBD generally earn lower grades, fail more courses, are retained in grade (left back) more often, pass minimum competency tests at lower rates, and have more difficulty adjusting to adult life than do students with other disabilities (Frank, Sitlington, & Carson, 1995 ; Koyangi & Gaines, 1993). It has been estimated that 43% to 56% of students with EBD drop out of school-a rate almost twice that for all students with disabilities (Marder, 1992; Landrum Tankersley, & Kauffman, 2003). …
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‘Boys and Girls should not be too Close’: Sexuality, the Identities of African Boys and Girls and HIV/AIDS Education - Pattman, Rob (Sexualities, 2005)
This article explores the significance of sexuality in relation to the ways boys and girls in southern and eastern Africa construct their identities. It draws on a UNICEF-funded study conducted in the region with 6-18-year-olds from 2001 to 2002. This addressed young people as active and intelligent beings and encouraged them (in interviews and diaries) to elaborate upon their interests, pleasures and anxieties, and their relations with contemporaries and adults of either sex. It seemed impossible, at times, for the young people not to allude to sexuality, and this and their emotional engagement when addressing sexuality in the interviews suggested that sexuality was fundamental in their lives. Focusing in particular on young people’s accounts of contemporaries and others of the opposite sex, the article investigates how sexuality was invoked (and contested) by boys and girls and the sorts of identities they assumed in relation to the ways they spoke and wrote about sexuality. In the conclusion I argue that the issues raised by Carole Vance about female sexuality are extremely pertinent for understanding and working with both girls and boys in sex education, being introduced in many African countries in response to HIV/AIDS. The implications of this research for developing student-centred, gender-sensitive and relevant forms of HIV/AIDS and life skills education which address the sexual and non-sexual cultures, pleasures and anxieties of girls and boys are discussed in some detail.
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Evidence-Based Literacy Education and the African American Child - Perkins, J. Helen; Cooter, Robert B. (The Reading Teacher, 2005)
The authors review two evidence-based literacy studies conducted with low-income, urban, African American children. The first was a longitudinal study focused on developing prerequisite early literacy skills with preschoolers living at the poverty level. The second study focused on effective literacy practices at the elementary level.
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Cultural and Interpersonal Factors Affecting African American Academic Performance in Higher Education: A Review and Synthesis of the Research Literature. - Rovai, Alfred P.; Gallien, Louis B.; Wighting, Mervyn J. (Journal of Negro Education, 2005)
The disparity in educational outcomes between majority White and minority African American populations has become known as the African American achievement gap. The authors examine the under performance of African American university students by providing an overview of the major cultural, communication, and learning style characteristics of Black students and the schooling conditions and practices at predominantly White universities. By not teaching based on diversity, professors may be unintentionally setting up some students for frustration and possible failure. INTRODUCTION The minority achievement gap remains one of the most pressing and perplexing problems in U.S. education today. Diverse and sustained research is needed to gain a better understanding of the persistent academic under achievement of minority students in U.S. higher education (Alien, 1985). The research literature suggests that efforts to close the academic achievement gap between racial minority and Caucasian students have been largely unsuccessful and that differences in educational performance persist at all achievement levels-the greatest gap between students of color, and their White and Asian American peers with higher achievement levels (Schwartz, 2000). The reasons for this lack of minority student progress are not entirely clear and many causes have been suggested to include claims that the hip-hop and gangsta cultures, as popularized by the media, and the general move away from the more positive images of Blacks, may have contributed to greater sentiments of apathy and alienation of young Blacks in a misdirected attempt to reaffirm Black culture (Boyd, 1997). Additionally, during the Reagan administration, the Black inner-city communities were hard hit by government economic and social policies, which rolled back many of The Great Society programs of the Johnson administration (Patillo-McCoy, 1999). Affirmative action came under attack as more conservative voices arose in both the White and Black communities regarding equity and the issue of the social advancement of Black people (McWhorter, 2000). At the same time, the urban economy lost more jobs previously held by Blacks in factories to ones in technologies, located primarily in the White suburbs (Boyd, 1997). Moreover, the following factors are frequently mentioned in the research literature as contributing to the achievement gap: limited education levels of parents, students' lack of access to high-quality preschool and K-12 education, weak study habits, negative peer influences, White faculty and administrators who have low-academic expectations of Blacks, Eurocentric curricula and pedagogy, poor campus racial climate, relatively limited financial resources among many Black college students, and the absence of a strong and relatively large core of Black students on campus (e.g., Bennett, 2002; Hale-Benson, 1986; McWhorter, 2000; Persisting Racial Gap, 2004). While many educational researchers focus on examining student achievement in the K-12 student population, the U.S. still struggles to bridge the achievement gap in higher education (e.g., Wilds, 2000). Fewer African Americans go on to college than White high school graduates 39 % versus 44 % among 18 to 24 year olds (Haycock, Jerald, & Huang, 2001), and many of those who do well academically on predominantly White campuses exhibit a marked decrease in performance from their high school grades beyond what is expected for adjustment to college-level work (Alien, 1985). Moreover, Black students obtain college degrees at substantially lower rates than White students (Haycock, Jerald, & Huang, 2001; Hoffman, LIagas, & Snyder, 2003), and many of those students who do earn degrees take longer than the traditional four years (Forte, 2002). The nationwide college graduation rate for Black students is a distressing 40% (Persisting Racial Gap, 2004). This figure is 21 percentage points below the 61 % rate for White students. …
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A study of the ethical views of final year South African accounting students, using vignettes as examples - Sadler, E.; Barac, Karin (Meditari : Research Journal of the School of Accounting Sciences, 2005)
The aim of this paper is to gauge the ethical views of male and female final year Accounting students in South Africa and to compare the results with similar studies performed in Australia and Ireland. The study also discusses the desirability of including an ethics course in the Accounting curriculum as a strategy to improve the ethical standing of the accounting profession. The most important self‐reported factor that influenced students’ ethical behaviour was the fear of getting caught. It was recommended that professional accountancy bodies should be more transparent in respect of their disciplinary procedures in order to discourage unethical behaviour. Ethics training initiatives should also address whistleblowing, and whistleblowing should be encouraged. Furthermore, universities should integrate ethics more fully into all courses in the Accounting curriculum of prospective professional accountants.
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The "Germanization" of Africa: White Education in German South-West Africa - Shibata, Atsuko (2005)
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Towards a Theory of National Consciousness: Values and Beliefs in Education as a Contribution to ‘Cultural Capital’ in Post-Apartheid South Africa - Singh, Anand (Journal of Asian and African Studies, 2005)
This article is a by-product of research carried out on the interface between African isiZulu-speaking primary school learners and mainly English-speaking teachers of Indian origin. This took place in six schools in Indian-dominated residential areas, situated in five suburbs of Durban, South Africa. It is an attempt to create a theoretical framework out of two issues: ethnographic data from fieldwork with teachers in schools in the city of Durban, and the current reality of South Africa's political transformation. After the preliminary data was gathered on learner–teacher language communication for another project, it begged for further observations and interviews to be carried out. Teachers were asked to respond to three questions relating to awareness and consciousness on national issues that have had an impact on their situations in their classrooms. After a brief discussion on the historical and contemporary issues pertaining to South Africa, the article focuses on three issues that are intrinsic to the need for a theoretical framework to inform, inspire, and capacitate teachers in their roles as educators: outcomes-based education as it appears in the Revised National Curriculum Statement of 2002, cultural capital, and national consciousness. Analysis of the ethnographic data that appears in tabulated form in this article reveals serious complexities and the need to ensure an inter-connection of these three issues in order to achieve such a result – but which, it concludes, is only achievable within an ideological framework that converges with national economic goals.
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Preparing Academic Staff for e-Learning at the University of Botswana - Thurab‐Nkhosi, Dianne; Lee, Marilyn; Gachago, Daniela (Innovate: Journal of Online Education, 2005)
The University of Botswana (UB), established in 1982, offers majority of its courses in traditional classroom settings that incorporate limited use of information and communication technologies (ICTs). However, in 2001, UB implemented a university-wide e-learning initiative (UBel) that provided a strategic plan to develop technology-enhanced education. Created within Educational Technology Unit (EduTech) in Centre for Academic Development (CAD), this plan includes a comprehensive procedure for use of e-learning technology in both graduate and undergraduate programs. Recognizing that decisions about technology should proceed from clear educational and policy goals (Bates 1992), university administrators and faculty define e-learning at UB as the appropriate organisation of information and communication technologies for advancing student-oriented, active, open, collaborative, and life-long teaching-learning processes (Centre for Academic Development 2004). In accordance with this definition, UB recognizes a wide range of e-learning activities from incorporating PowerPoint presentations in traditional classes to offerning online courses. The focus on e-learning at UB therefore reflects a blended approach to teaching and learning that integrates various modes, methods, and media.
openalex: W299363083 mag: 299363083
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Education Choices in Ethiopia - Woldehanna, Tassew; Mekonnen, Alemu; Jones, N. S. Carey; Tefera, Bekele; Seager, Jennifer; Alemu, Tekie; Asgedom, Getachew (2005)
This paper investigates the link between micro-level outcomes and macro-level policy initiatives for a sample of eight-year-old children in Ethiopia. It uses school enrolment data from a 2002 survey of 1,000 rural and urban households from food insecure communities. This study investigated external factors associated with children’s enrolment in school, such as lack of income, labour, economic shocks, social capital and education of adults in the household. We found that household wealth, cognitive social capital (defined as perceived levels of trust and reciprocity), adult education levels, and ownership of land had a positive impact on whether eight-year-old children were attending school. Household wealth had the strongest impact followed by cognitive social capital, the maximum level of education attained by female adults in the household, ownership or rental or land, and the maximum level of education attained by male adults in the household. In contrast, child enrolment was found to be negatively associated with the number of household members over the age of 15, birth order, ownership of livestock, economic shocks experienced, distance to primary school and child labour, in declining magnitude. The findings in general suggest that increasing child enrolment in primary school – a key aspiration of Ethiopia’s Sustainable Development and Poverty Reduction Programme and its Education Sector Development Programme – requires education policies to address regional, gender and wealth disparities. Education programmes are also needed for adults who take care of children. Broader inter-sectoral policies are needed to ensure that policies relating to credit, labour and infrastructure facilitate rather than hinder children’s education.
openalex: W2107986922 mag: 2107986922
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The perception of society towards girl-child education in Kenya: a case of secondary schools in Ainabkoi division of Uasin Gishu district. - Yungungu, Alice (2005)
openalex: W2940330084 mag: 2940330084
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Characteristics and outcomes of stroke at Tikur Anbessa Teaching Hospital, Ethiopia. - Zenebe, Guta; Alemayehu, Mengistu; Asmera, J (PubMed, 2005)
Hospital studies have shown that stroke is an important cause of hospital morbidity and mortality in Ethiopia. The aim of this study is to determine the pattern, risk factors and determinants of mortality in patients with clinical diagnosis of stroke. It is a cross sectional study of all patients admitted with a clinical diagnosis of stroke between September 2000 and August 2001 to the Addis Ababa University Teaching Hospital. A total of 128 patients with mean age of 53.2 and M: F ratios of 1.5:1 were admitted The hospital burden of stroke appears to have increased significantly over the past three decades. Hemorrhagic stroke was the most common cause of stroke accounting for 57% of all patients and 59.2% among those who had CT scan. The number of patients with stroke increased linearly until age group 55-64, with peak incidence in the age group 55-64 years accounting for a third of all admissions. Hypertension was the most frequent risk factor identified followed by cardiac disease, 65.6% and 22.7% respectively. The majority of hypertensive patients were either on no form of treatment (28.9%) or erratic and irregular treatments (38.3%). Valvular heart disease (VHD) accounted for 40% of all heart diseases, and almost half of these also had atrial fibrillation of which none were on treatment. The overall mortality was 44.5%. Altered mental state and non focal neurologic deficits were the only independent predictors of mortality, odds ratio (95% CI), 5.7 (2.8-11.6) P = 0.001 and 5.5 (1.6-19.2) P=0.008 respectively. Treatment of hypertension and educating health-care professionals and the public on strategies of primary and secondary prevention remains the most important tool to prevent stroke in Ethiopia. Intensive care and inpatient facilities at referral hospitals have to be improved to curb the high mortality.
openalex: W2240575314 mag: 2240575314
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Quality Assurance in Nigeria Certificate in Education (NCE) Sandwich Programmes in Science, Technology and Mathematics Education (STME) in Nigeria: Implications for Primary and Junior Secondary Schools - Achor, Emmanuel Edoja; Toluhi, Johnson Olufemi (Social Science Research Network, 2005)
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The process of change in vocational education and training: the South African experience - Finlay, Ian; Niven, Stuart; Young, Stephanie (2005)
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Prophets and Profits. A case study of the restructuring of Jewish community schools in Johannesburg - South Africa - Herman, Chaya (2005)
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From government correspondence schools to parastatal colleges of open learning: out-of-school secondary education at a distance in central and southern Africa (2005)
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Differences in the association between type 2 diabetes and impaired microvascular function among Europeans and African Caribbeans - Strain, W. David; Chaturvedi, Nish; Nihoyannopoulos, Petros; Bulpitt, Christopher J.; Rajkumar, C.; Shore, Angela C. (Diabetologia, 2005)
Diabetes is associated with microvascular damage in all populations, but diabetic patients of Black African descent (African Caribbeans) have a greater risk of vascular target organ damage than would be anticipated for any given blood pressure level. We investigated whether this may be due to differences in the microvasculature.To assess the maximum hyperaemic response to heating and the post-ischaemic response, Laser Doppler fluximetry was performed on 51 and 100 Europeans, and on 66 and 88 African Caribbeans with and without diabetes, respectively. Subjects were aged between 40 and 65 years and recruited from the general population. Echocardiographic interventricular septal thickness (IVST) was measured as a proxy for vascular target organ damage.In diabetic subjects of both ethnic groups, the maximum hyperaemic response and peak response to ischaemia were attenuated as compared to the corresponding non-diabetic subjects (p=0.08 for diabetic and 0.03 for non-diabetic Europeans; p=0.03 and 0.1 for African Caribbeans). Adjustment for cardiovascular risk factors, in particular insulin and blood pressure, abolished these differences in Europeans (p=0.8 for diabetic and 0.2 for non-diabetic Europeans), but not in African Caribbeans (p=0.03 and 0.05).Persisting microvascular dysfunction in African Caribbeans may contribute to the increased risk of target organ damage observed in diabetes in this population. The weak contribution of conventional cardiovascular risk factors to these disturbances indicates that conventional therapeutic interventions may be less beneficial in these patients. There was a risk-factor-independent, inverse association between IVST and maximal hyperaemia. These ethnic differences in microvascular responses to temperature and arterial occlusion could account for increased target organ damage in African Caribbeans.
openalex: W2020767403 mag: 2020767403
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The development of the model for recognition of prior learning for nurses in South Africa - Khanyile, Thembisile (Curationis, 2005)
The National Qualifications Framework (NQF) was established to address the compartmentalization of education and training, the absence of norms and standards and the need for international recognition. According to the South African Qualifications Authority (1996),this framework was aimed at developing a comprehensive qualifications structure and an integrated approach to education and training in the country (NCHE, 1996:46). Educational institutions, including those for nursing, were challenged with a view to rethink the whole culture of teaching and learning and was counted as knowledge. The major principle of the NQF was the Recognition of Prior Learning (RPL), which had to be persued across all sectors (Musker, 1998: 8). RPL was seen as a means to widen access into learning programs for those who had been historically denied this. The challenge for educational institutions was how to ensure that RPL systems once implemented did not compromise academic standards. Research into methodologies to implement the NF in the absence of mechanisms was then essential. The purpose of the study was to develop and test a RPL model for nurses in South Africa. The study adopted a multi phase decisions-oriented evaluation research design. Stuffelbeam's educational evaluation model was used to guide data collection and analysis. The research questions were incorporated under the different phases of evaluation. The model was development at six levels: level one was at the policy makers level; level two was at the stakeholders; levels three to six were at institutional level where three institutions participated at pilot site for the RPL model development. These levels are presented as tiers in the figure 1. This article present the results of the model development at the first two levels, which according to Stuffelbeam's model is the context evaluation for boundary setting. Part two will present the model development at institutional level, involving the input and process evaluation and depicted as tiers three, and four.
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Conceptualisation of community-based basic nursing education in South Africa: a grounded theory analysis - Mtshali, Ntombifikile Gloria (Curationis (Print), 2005)
Community-based education is about a decade old in basic nursing education in South Africa. An extensive review of literature revealed that although CBE was a familiar concept in South Africa, there was however, limited understanding of what this phenomenon means. The purpose of the study was to analyse the concept 'community-based education' with the aim of discovering shared understanding of this phenomenon in basic nursing education within the South African context. Strauss and Corbin's (1990) grounded theory approach was used to guide the research process. The South African Nursing Council's (SANC) education committee, the National Department of Health, human resources division representatives as well as seven nursing education institutions with well-established CBE programmes participated in the study. The data was collected by means of observations, interviews and document analysis. Purposive sampling and later theoretical sampling was used for selecting interviewees. This resulted in a total of 45 interviewees. The data collection and initial data analysis took place concurrently. Descriptive analysis followed by conceptual analysis was performed using Strauss and Corbin's model. The findings in this study revealed that community-based education is education that uses the community extensively, especially the under-developed and under-resourced settings, for learning purposes in order to enhance relevance of nursing education to the needs of the South African population. The core discriminatory characteristics of CBE were found to include; primacy of the community as a learning environment; the early exposure of students to community-based learning experiences; community-based learning experiences dominating the curriculum, exposure to community-based learning experiences throughout the curriculum, vertical sequencing of community-based learning experiences in a curriculum, starting from primary settings to secondary and later tertiary health care settings to facilitate the development of competencies required when serving in all these settings, and lastly, learning through providing service to the under-resourced communities. Community involvement and partnership, problem-centred learning, valid assessment of learning emanated as important characteristics of CBE but which were identified as gaps in the existing programmes. Recommendations focused on these gaps as well as to the problem of community-based learning experiences which were mainly concentrated in first and/or second year levels in most of the programmes.
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Effective Technology Development At The Grassroot: A Case Study Of Farmer Field School In Ogun State, Nigeria - Odeyemi, TJ; Asiabaka, CC; Orebiyi, JS; Odii, Maca (Journal of Agriculture and Social Research, 2005)
The unprecedented growth in agricultural production and productivity in the developed world, had its root in the development of modern technologies. The same were passed to the developing world through the Conventional Extension (CE) system but could not achieve the expected goal because it is top-down, information – driven, and most often, alien to the environment. Consequently, the Farmer Field School (FFS), as a participatory system was introduced to Ogun State in the 1990s. The objective of this study therefore was to evaluate the process of technology development in both systems and compare, to ascertain any significant difference. Respondents were made up of 50 FFS and 90 CE participants which were drawn using random sampling technique, while information was elicited through structured questionnaires. Data collected were analyzed using simple descriptive and discriminant function analysis. The results showed a significant difference in local technology development between the two systems and, in favour of the FFS strategy. This is indicative of the fact that more local technologies were developed under it than the CE system. Key words: Farmer Field School, Conventional Extension Journal Of Agriculture And Social Research Vol. 5 (1) 2005: 81-89
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Precise 40Ar/39Ar dating of volcanic tuffs within the upper Messinian sequences in the Melilla carbonate complex (NE Morocco): implications for the Messinian Salinity Crisis - Münch, Ph.; Cornée, Jean‐Jacques; Féraud, Gilbert; Martin, J.P. Saint; Ferrandini, Michelle; Garcia, Frédéric; Conesa, Gilles; Roger, Stéphan; Moullade, Michel (International Journal of Earth Sciences, 2005)
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