Mainstreaming Adaptation to Climate Change in the Development Process in Uganda - Orindi, Victor; Eriksen, Siri (2005)
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Plasma Adiponectin Levels in High Risk African‐Americans with Normal Glucose Tolerance, Impaired Glucose Tolerance, and Type 2 Diabetes^** - Osei, Kwame; Gaillard, Trudy; Schuster, Dara (Obesity Research, 2005)
Abstract Objective: We studied plasma adiponectin, insulin sensitivity, and insulin secretion before and after oral glucose challenge in normal glucose tolerant, impaired glucose tolerant, and type 2 diabetic first degree relatives of African‐American patients with type 2 diabetes. Research Methods and Procedures: We studied 19 subjects with normal glucose tolerance (NGT), 8 with impaired glucose tolerance (IGT), and 14 with type 2 diabetes. Serum glucose, insulin, C‐peptide, and plasma adiponectin levels were measured before and 2 hours after oral glucose tolerance test. Homeostasis model assessment‐insulin resistance index (HOMA‐IR) and HOMA‐β cell function were calculated in each subject using HOMA. We empirically defined insulin sensitivity as HOMA‐IR < 2.68 and insulin resistance as HOMA‐IR > 2.68. Results: Subjects with IGT and type 2 diabetes were more insulin resistant (as assessed by HOMA‐IR) when compared with NGT subjects. Mean plasma fasting adiponectin levels were significantly lower in the type 2 diabetes group when compared with NGT and IGT groups. Plasma adiponectin levels were 2‐fold greater (11.09 ± 4.98 vs. 6.42 ± 3.3811 μg/mL) in insulin‐sensitive (HOMA‐IR, 1.74 ± 0.65) than in insulin‐resistant (HOMA‐IR, 5.12 ± 2.14) NGT subjects. Mean plasma adiponectin levels were significantly lower in the glucose tolerant, insulin‐resistant subjects than in the insulin sensitive NGT subjects and were comparable with those of the patients with newly diagnosed type 2 diabetes. We found significant inverse relationships of adiponectin with HOMA‐IR ( r = −0.502, p = 0.046) and with HOMA‐β cell function ( r = −0.498, p = 0.042) but not with the percentage body fat ( r = −0.368, p = 0.063), serum glucose, BMI, age, and glycosylated hemoglobin A1C (%A1C). Discussion: In summary, we found that plasma adiponectin levels were significantly lower in insulin‐resistant, non‐diabetic first degree relatives of African‐American patients with type 2 diabetes and in those with newly diagnosed type 2 diabetes. We conclude that a decreased plasma adiponectin and insulin resistance coexist in a genetically prone subset of first degree African‐American relatives before development of IGT and type 2 diabetes.
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Rural and urban Ugandan primary school children's alternative ideas about animals - Otaala, Justine (2005)
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Action researching the interaction between teaching, learning, language and assessment at the University of Namibia - Otaala, Laura Ariko (2005)
The purpose of this study was to investigate the views of students and lecturers at the University of Namibia about teaching and learning. The study specifically determined the views of students and lectures in relation to language, teaching, learning and assessment as well as what we might learn from analysis of these views to assist in improving teaching, learning and assessment.
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Tectono-Stratigraphic Evolution and Controls on Volcanics in Early Cretaceous in Hameimat Area, Libya - Ottesen, Christian; Heerde, W.; Weihe, Thomas (2005)
A043 Tectono-Stratigraphic Evolution and Controls on Volcanics in Early Cretaceous in Hameimat Area Libya Abstract 1 CHRISTIAN G. OTTESEN WOLFGANG HEERDE & THOMAS WEIHE Christian.ottesen@eriksfiord.com (Copenhagen) Wolfgang.Heerde@Wintershall.com & Thomas.Weihe@Wintershall.com (Libya) The study focuses on the Nakhla Tuama and Hamid Fields and associated N- & P-Structures (Fig.1) and it reflects a systematic evaluation of all borehole image logs other openhole logs extensive core material and subsequent comparison with seismic interpretation results. The structural objective was to refine the understanding of structural influence on basin evolution volcanism depositional variability and the influence of later tectonics on reservoir quality. This would provide one
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Outsiders within: The lived experience of African American students at the Shipley School - Ottley, Luis A (2005)
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Learning Health in everyday Relationships among Children and Adults in rural western Kenya - Ouma, Onyago W (2005)
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Inventory Survey of the 2003 Zemmouri (Algeria) Earthquake: Case Study of Dergana City - Ousalem, Hassane; Bechtoula, Hakim (Journal of Advanced Concrete Technology, 2005)
Soon after the 21 May 2003 Zemmouri (Algeria) earthquake that had stricken mainly Boumerdes and Algiers prefectures, inventory investigations were conducted on the existing constructions and facilities in order to evaluate losses and damages that affected these areas. This paper presents observations and analyses concerning a locality judged to be typical and might be considered as a case for the entire affected prefectures. A recently urbanized small zone of approximately 4 km2 located in Algiers Prefecture and near the border of Boumerdes Prefecture was investigated in detail. A total of 725 buildings were evaluated. Analysis of the collected data showed that damage was randomly distributed in the area. This result strengthens the assumption of low-quality materials and inadequate design, in relation to other assumptions, such as the effect of soil conditions. Reinforced concrete constructions were the most affected among the various other types, with approximately 18% of constructions of this type having suffered moderate to heavy damage. Data analyses showed that the most affected constructions were those in the range from 5 to 6 stories while buildings with only one story did not suffer any damage. Typical observed damages were, for the most part due to poor longitudinal and/or transversal reinforcements in the columns, very poor concrete quality, lack of shear reinforcements at beamcolumn joints, soft stories, pounding and the formation of short columns. Restoration of facilities and retrofitting practice on damaged buildings are reviewed in some cases.
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Between School and Home There is a Place Called Hope: Conceptualizing a “Third Space” in a Pre-College Academic Outreach Program Serving Urban African-American and Appalachian Adolescents - Owens, Nikela S. (2005)
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An exploration into the complexities of school violence and peace education in Kenya - Owinyo, Salome; Wildemeersch, Danny (2005)
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Extent of drug and drug abuse in selected public boarding secondary schools in Kitui District, Kenya - Oyugi, Lilyann Ndanu (2005)
A research project report submitted in partial fulfilment of the requirements for the award of the degree of master of education (guidance and counselling) of Kenyatta University, HV 5808 .O98
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Estimation de la pollution particulaire naturelle de l’air en 2003 à Niamey (Niger) à partir de données de visibilité horizontale - Ozer, Pierre (Environnement Risques & Sante, 2005)
Il est actuellement incontestable que l’augmentation de la concentration atmospherique en particules en suspension totales (PST) et en particules respirables, a savoir celles dont la taille est inferieure a 10 μm (PM 10), a un grand nombre de consequences nefastes sur la sante humaine. La deterioration de la qualite de l’air causee ponctuellement par la forte concentration en poussieres minerales d’origine africaine affecte differents pays occidentaux pourtant tres distants du Sahara. Cependant, aucune etude sur les niveaux de concentration en particules solides dans l’air des regions limitrophes du Sahara n’a ete realisee. Sur la base de mesures de la visibilite horizontale reduite par les lithometeores, les niveaux de concentration en particules solides sont estimes a la station synoptique de Niamey-Aeroport (Niger), en utilisant differentes relations disponibles dans la litterature. Il apparait que les concentrations en poussieres minerales sont tres importantes tant du point de vue de leur magnitude que de leur frequence. En effet, une concentration annuelle moyenne de 103 μg.m -3 et de 67 μg.m -3 est estimee respectivement pour les PST et les PM 10. Ces fortes concentrations en poussieres dans l’air posent un reel probleme de sante publique qui devrait retenir l’attention des decideurs politiques nationaux et internationaux.
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Beyond the Basics: Post-Basic Education, Training and Poverty. Post-Basic Education and TrainingWorking Paper Series - Nº4.Reduction in Ghana - Palmer, Robert (2005)
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Reading the bible and shopping on credit: literacy practices and literacy learning in a township of Windhoek, Namibia. - Papen, Uta (2005)
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Perception of earthquake risk in Agadir, Morocco: A case study from a Muslim community - Paradise, Thomas R. (Environmental Hazards, 2005)
Abstract Earthquakes are separated from other hazards in meaning, significance, and risk perception throughout the Islamic World due to their specific focus in their own chapter or surah “al-Zalzala” (99th) in the Qur'an. Unlike earthquakes that are discussed in terms or the Judgment Day or as divine punishment or retribution against the disbelieving or hypocritical—other natural hazards like floods, tornadoes, and landslides are rarely discussed. An extensive survey of earthquake survivors and longtime residents was undertaken to better understand the perceptions of seismic risk in Agadir, Morocco where two moderate earthquakes razed the city in 1960 leaving 15,000 dead and 25,000 injured. Most of the deaths were attributed to faulty construction (along with standards and enforcement), inaddition to poor evacuation plans. During the summer of 2002, more than 250 earthquake survivors and residents were surveyed and interviewed for their knowledge and perception of the disaster forty years before. Surveys were conducted in Arabic, French and English and included questions and Likertscaled responses including extensive interviews in the hopes of obtaining ideas of their potential quake recurrence, seismology, current construction standard policies, and local and regional planning strategies. In addition, reviews the Qur'an, Hadith and classical and contemporary tafasir texts were used to investigate the guiding passages used in Islamic discussions of “al-Zalzala”. It was found that younger persons (<25yo) were more likely to believed that brick, mortar and cement structures were always safer and stronger during and after a tremor, regardless as to whether they are iron-reinforced or sub-standard (and hazardous) stone or brick infilled. After the 1960 disaster, speedy recovery efforts often undermined concrete construction and reinforcement techniques since such ‘rebar’ was relatively unavailable. Even today, inferior and seismically unstable construction practices are widely used. It was found that television-watchers considered themselves less knowledgeable about earthquakes, when in fact many aspects of the1960 event and earthquakes in general, were more widely understood by this group, supporting the notion that the medium of televisionis the most widely used, efficient, and fastest mass communication and education tool. Less-educated respondents in general tended to attribute earthquakes to divine action and retribution. All questions, however, concerning the possibility of quake recurrence frequency or magnitude caused an overwhelming refusal to answer, or with the reply of ‘Allahu a'lam’ or “God is wisest”—implying or directly stating that any attempt at earthquake forecasting, quake-related construction, advanced architectural standards for seismic safety, and/or related education was ‘haram’ or prohibited by Islam. Further discussions with participants in Agadir indicated that any guess, awareness or prediction was in fact, fortune-telling and therefore an act forbidden by the Qur'an and Hadith. Finally, the less educated were more likely to say that Allah protected those who were devout and considered scientific assessment as futile, forecasting as forbidden, or new construction technologies as a waste since only the ‘kafir’ (non-Muslim) or ‘munafiq’ (hypocrite) were at risk to death or injury from an earthquake. These conclusions are important toward gaining an insight of perception and risky behavior in a questionably constructed city with now more than 600,000 people 40 years later, and in a region laced by active faulting.
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Constraint or catalyst? The regulation of teacher education in South Africa - Parker, Jill; Adler, Diane (Journal of Education, 2005)
In this paper we argue that whilst state regulation over teacher education in South Africa appears to be increasing, the current reform climate creates spaces for academics operating within Higher Education Institutions (HEIs) to significantly influence official knowledge for teachers and teaching. We recruit aspects of Basil Bernsteini?½s sociology of pedagogy to analyse the policy and institutional context of teacher education reform, with specific reference to the production of specialist FET mathematics teachers. We contend that with some grasp of the changing spaces in which mathematics teacher educators now work, fragile as these are, there is a possibility to influence the production of criteria for official knowledge for mathematics teachers and teaching.
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Children's engagements with violence : a study in a South African school - Parkes, Jenny (2005)
This thesis is an account of a qualitative study which set out to explore the meanings for children of living with violence. Using a social constructionist epistemology, I examine how, through social relationships, children (co-)construct beliefs, values and practices in relation to violence, and consider the implications for violence prevention. Set in the changing context of post-apartheid South Africa, the study was located in a primary school in a township of Cape Town, where gangsterism, criminal and domestic violence were rife. With 36 children (aged 8, 10 and 13 years), I carried out a series of semi-structured interviews and group sessions, using participatory data-gathering techniques to explore themes of relationships, conflict and violence. Further ethnographic data was gathered through playground observation, working as a classroom assistant, and parent and teacher interviews. Forms of discourse analysis, blending frameworks from developmental psychology, social psychology and sociology, were used to analyse children's talk, thus creating a fine-grained analysis which is sensitive to children's creative engagement with multi-layered social relations. This emphasis on children's active construction of meaning differs from much of the social science literature, which assumes a uni-directional relationship and casts children as passive victims, sometimes caught up in a 'cycle' of violence. The study reveals some of the complex, contradictory and shifting ways in which children engaged with violence in the social fields of the neighbourhood, peer relations and in adult-child relations. Three psycho-social processes were central to these engagements: control (agency), connection (inclusion) and coherence (sense making). But striving for control, connection and coherence generated tensions and conflicts. In managing these tensions, children sometimes colluded with and perpetuated forms of violence, but they also found ways to contest violent social relations. I construct a framework to illustrate these relationships, and consider how interventions, using this framework, can work with children to reduce the possibility of violence.
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Teaching African history in South Africa: post-colonial realities between evolution and religion - Parle, Julie; Waetjen, Thembisa (Africa Spectrum, 2005)
new pathways for young people from disadvantaged educational contexts to enter university, and a range of supportive 'bridging' courses in the humanities and social sciences now exist at many institutions of higher learning. Within these programmes, course developers face the difficulties of developing a curriculum that focuses on 'foundational' knowledge whilst also being relevant to local and regional issues and concerns. Our paper summarizes debates around and related to a year long course called 'Africa in the World' (AITW), currently taught at the University of KwaZulu-Natal. After outlining the aims and structure of the course, we offer a critical assessment of our experiences developing and coordinating AITW, highlighting some of its difficulties and challenges, as well as contextualising some of the most problematic areas for our students.
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Context, Stereotype and Disability in South Africa - Patel, S. (2005)
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Information systems and institutional mergers in South African higher education - Paterson, Andrew (South African journal of higher education, 2005)
The period within which higher education mergers have taken place on a large scale internationally overlaps with a phase characterised by extremely rapid takeup of information technologies in higher education. This article analyses the implications of institutional mergers for information systems development in the South African higher education system. The analysis is undertaken with particular reference to the new institutional shape as envisaged in the higher education merger plan, and with reference to the characteristics of current higher education information systems. This article will draw attention to the key decisions that can influence the outcome of information systems integration in higher education mergers. Particular emphasis is given to the importance of information systems as more than mere technological infrastructure that can contribute to long-term sustainability in higher education institutions which are quintessentially knowledge based organisations.
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“The Gospel Of Work Does Not Save Souls”: Conceptions Of Industrial And Agricultural Education For Africans In the Cape Colony, 1890–1930 - Paterson, Andrew (History of Education Quarterly, 2005)
Charles T. Loram was an important proponent of fashioning African education in ways that would best meet the needs of the colonial system. In the 1920s, Loram championed adapting the colonial curriculum away from “bookishness” towards a manual and agricultural orientation in order to meet the “needs” of rural Africans, as white settlers defined them. As his ideas on adaptation matured, Loram wrote an influential book, The Education of the South African Native in 1917, in which he stated: “On the necessity of industrial training for the Natives of South Africa there is remarkable unanimity. Government commissions and officials, missionaries and students of the Native Question, and the general public all agree that industrial training should be made the chief end of Native education.” What is interesting about this statement is the certainty with which Loram attributed consensus on the question of industrial training to all white colonial interest groups. Loram claimed “unanimity” in order to strengthen his argument for the particular form of industrial education that he favored. Yet, even though colonial actors ostensibly agreed on the need for “industrial education,” they lacked a common definition of “industrial education” which raises the question: were they agreeing to the same thing?
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“Ugandans,” “Cats” and Others: Constructing Student Masculinities at the University of Botswana - Pattman, Rob (2005)
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The State of “Differently Abled” People in the Western Cape, South Africa - Paul, Joshua (2005)
This project is a look into whether the current legislation and resources provided allow for the equality that is promised in the new constitution. I looked at legislation and community NGOs in order to establish what is being done in order to assure that people with disabilities have equal access to resources, including education, transportation, employment, healthcare, public awareness, and human resource development. In order to investigate these questions I worked with the Cape Mental Health Society and the Fountain House; I conducted interviews and observations looking at the community facilities of care. These community groups also provided insight into the translation of legislation to the people it is intended to serve. After I finished my research, I concluded that South Africa has progressive legislation when it comes to the actual laws being signed. However, these laws are ineffective and poorly implemented, thus creating a system of exclusion. As a result of poor implementation, resources are not being allocated to people with disabilities, thus people with disabilities are operating in a system that promotes exclusion. Additionally, the Healthcare 2010 policy is one that is supposed to increase the quality of care for people, based on community service, but people with disabilities are simply being removed from the hospitals and overloading into under funded community NGOs. Finally, I conclude that a complete shift, in terms of philosophy on disability, is needed in order to truly accomplish equality for people with disabilities. Differently Abled People in Western Cape 6
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Predictors of multivitamin supplement use among African-American female students: a prospective study utilizing the theory of planned behavior. - Pawlak, Roman; Connell, Carol; Brown, D. Scott; Meyer, Mary Kay; Yadrick, M. Kathleen (Ethnicity & Disease, 2005)
BACKGROUND Public health officials recommend that women capable of becoming pregnant use folic acid-containing supplements (FAS) to prevent neural tube defects (NTD) in their newborn infants. However, the knowledge about NTD prevention and the prevalence of the use of FAS among women capable of becoming pregnant increased only modestly since the issuing of the recommendation in 1992. Since most commonly available multivitamin supplements (MVS) contain the recommended 400 gg of folic acid, finding out reasons why women take MVS and utilizing these factors in educational campaigns may contribute to increasing the use of FAS. METHODS The Theory of Planned Behavior variables and the self-reported use of MVS were measured by two separate surveys within one week. A preliminary open-ended questionnaire was utilized to elicit beliefs about MVS. A convenience sample of 100 African-American female college students, mean age 20.99 (SD=1.7) years, participated in this study. RESULTS Approximately 65% of variance in behavioral intention was explained by attitude, subjective norms, and perceived behavioral control (P<.001). Subjective norms had the greatest influence (3=0.348, P<.001), followed by PBC (3=0.336, P<.001), and attitude (1=0.228, P<.038). Behavioral intention significantly predicted the use of MVS accounting for =59.2% of variance. CONCLUSION Consistent with the results of the present study, educational campaigns that target African-American female college students to encourage the use of MVS should focus on the impact of physicians, family, and peers.
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Volcanic sequences, lithostratigraphy and geochemistry of altered rocks at the Jbel Malek deposit: Clues for the origins of a Neoproterozoic gold deposit, High-Atlas, Morocco - Pelleter, Ewan; Cheilletz, Alain; Mouttaqi, Abdellah; Hakour, Abdelkhalek El; Gasquet, Dominique (2005)
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Nigerian Letters, Dutch Lottery and Teaching an ESP Genre - Pellón, Ismael Arinas; Sáinz, María Jesús Gozalo; González, Trinidad González (2005)
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Educator supply and demand in the South African public education system: integrated report - Peltzer, K.; Shisana, Olive; Udjo, Eric O.; Wilson, David; Rehle, T.; Connoly, C.; Zuma, Khangelani; Letlape, L.; Louw, Julia; Simbayi, L.; Zungu-Dirwayi, Nompumelelo; Ramlagan, Shandir; et al. (2005)
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RELIGIOSITY, PERSONAL DISTRESS AND MINOR PSYCHIATRIC MORBIDITY AMONG BLACK STUDENTS IN SOUTH AFRICA - Peltzer, Karl (Social Behavior and Personality, 2005)
The aim of the study was to examine the proposition that religiosity and the related factor, spirituality, contribute to lower personal distress among students. The sample comprised 624 students: 314 Grade 12 secondary school students and 310 third-year social science university students in South Africa. Results indicate that the majority of the students show a high degree of religious belief and religious involvement. Some religious variables – such as being a born-again Christian and considering religion as important – were associated with decreased Perceived Stress. Minor psychiatric morbidity as measured with the Self-reporting Questionnaire (SRQ; WHO, 1994) was positively associated with some religious beliefs and involvement, while meaning and direction in life was inversely associated with the SRQ score. All three religious coping styles were inversely associated with perceived stress. Contrary to expectations it was found that some of the religious coping styles were positively associated with minor psychiatric morbidity, especially the depression scores of the SRQ. Findings show that some religious variables were positively associated with mental health while others were inversely or not related, thus only partially supporting the religion-mental health link.
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HIV/AIDS Knowledge and Sexual Behavior Among Junior Secondary School Students in South Africa - Peltzer, Karl; Promtussananon, Supa (Journal of social sciences, 2005)
The aim of the study was to assess HIV/AIDS knowledge and sexual behaviour among jun- ior Secondary School students in South Africa using a cross-sectional survey design. The sample con- sisted of 3150 students, with 44.1% were male and 55.9% female students. Their mean age was 15.75 yrs (SD=1.61) ranging from 13 to 24 years chosen from 150 schools in South Africa. Results indicate that 46% of the 16 year-old males and 20% of the 15.5 year-old females had already been sexually ac- tive. At first sex 63.8% of the male and 78.7% of the female students indicated that they had used a condom, but almost half (44%) of those who had had sex before had not used a condom at last sex. One quarter of the students (25.6%) indicated that they had had sex with someone much older than them (above 30 yrs), which was significantly higher among female (31.2%) than male students (22.9%) and significantly higher among non-urban (28.4%) than urban (17.2%) students. Twenty- seven percent of the students reported that they had sex for the exchange of gifts. At an average age of 15.75 years the number of self-reported lifetime sex partners was for more than half of respondents, more than one partner. Further, the study found that knowledge of HIV/AIDS was poor in some areas and more satisfactory in other areas, but generally was not satisfactory enough to sustain adequate HIV/AIDS response in a context of high and widespread HIV/AIDS prevalence. Gender, tendency to use condoms and being sexually active had no significant relationship to levels of knowledge. HIV/AIDS knowledge was significantly higher in urban than in non-urban schools.
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An Evaluation of Universal Primary Education in Uganda : Assessing the access of education to children who are deaf, blind or physical disabled in Kisoro district - Persson, Charlotte (2005)
An Evaluation of Universal Primary Education in Uganda : Assessing the access of education to children who are deaf, blind or physical disabled in Kisoro district
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Voter Education in Malawi - Peters-Berries, Christian (Conflict Trends, 2005)
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Voter education in Malawi : elections - Peters-Berries, Christian (Conflict Trends, 2005)
Democracy and elections in Malawi In 1994, Malawi became one of the later countries in Africa to embrace democracy. Until then the small country in the 'warm heart of Africa' had suffered for nearly 30 years under Kamuzu Banda with one of the most autocratic regimes on the continent. In a predominantly peaceful process, the faith communities brokered between 1992 and 1994 a transition to a multi-party democracy. The first free and democratic elections were won by the newly established United Democratic Front (UDF) of Bakili Muluzi, a former minister of the Banda regime. In 1999 he repeated his victory.
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Secondary school leadership and management in Botswana : exploring policy, practice and the implications for effective training - Pheko, Bolelang C. (2005)
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Effects of music-learning on Botswana students with visual impairment - Phibion, Mpho E.; Otukile, S; Otukile (Mosenodi, 2005)
In this paper, we present the result of a detailed investigation and analysis of variables associated with students with visual impairment learning music in Botswana s schools. Data were collected through oral interviews and participatory observation from students with visual impairment and their teachers in primary, junior and senior secondary schools, as well as vocational institutions. Also, the interviews were extended to a rehabilitation centre graduate [vocational], who is in the music industry and has released some albums. Moreover, the issue of staff-training was investigated in this research. The findings of the study revealed an acute need for a strong music education programme, which should start at an early learning stage for students with visual impairment, to prepare and nurture their musical talent. The perceptions of students with visual impairment revealed that, given an opportunity, they would pursue music as a career. The findings showing heightened respondents 'interest in and enthusiasm for the discipline further supported the idea that music should be taught in the early stages of development. Such teaching should include playing different musical instruments, in addition to vocal choral / singing which is currently taking place in Botswana schools. Recommendations are made to enhance the development of appropriate and relevant quality of music education for students with visual impairment.
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Effects of music learning on Botswana students with visual impairment - Phibion, Otukile Sindiso; Otukile, M.E. (Mosenodi, 2005)
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Factors affecting teaching and learning in South African public schools - Phurutse, M.C. (2005)
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Participatory development and South African schools : possibilities and problems - Plooy, Paula Du (Commonwealth Youth and Development, 2005)
Public participation in schools has become a cornerstone of the South African education landscape. Traditionally schools have been hierarchical, authoritarian institutions. One of the aims of the South African Schools Act of 1996 is to promote greater participation by parents, learners and the community in the organisation, governing and funding of schools. Based on a series of interviews conducted in 2003, this article considers the extent to which school management and governance have become more collaborative.
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An investigation of the implementation on Grade 4 English integrated curriculum in selected schools in South Africa and Philippines : comparative study. - Pohl, Marilyn Ayuban. (2005)
Integrated curriculum has received a great deal of attention in education settings and the word 'integration' in the integrated curriculum is viewed as a method of teaching and learning underpinned with the theory of constructivism. Integration is one of the approaches in the present curriculum of South Africa and the Philippines and it is strongly emphasised in the curriculum instruction statement of South Africa's Curriculum 2005 and Philippines' Basic Education Curriculum. Curriculum implementation of South Africa and Philippines depends largely on teachers. The role of the teachers in the implementation process is vitally important and demands that they become the facilitators of learning to the learners. Researchers of integrated curriculum noted that integration is an effective method of teaching that breaks down the barriers and isolations of learning, but other researchers noted there are some problems in implementing integration such as the teachers' knowledge problem, assessment, and other related problems. To identify and clarify the positive and negative issues of the integration method in the integrated curriculum, an investigation is made to some selected grade four teachers in South Africa and the Philippines who are presently implementing integration in teaching English. The research study is conducted with the purpose of comparing the similarities and differences of the implementation of the integration approach in the two countries leading to the identification and clarification of the different issues in the integrated curriculum. Among the significant comparative findings were: • Responses and understanding of the selected teachers In the integration approach to teaching and learning. • Problems encountered by the selected teachers In implementing the integration method in the classroom. • Supports that the selected teachers received in the implementation process. • Reactions and responses of the learners in the integration approach. • Related factors that affect in the integration teaching and learning.
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School dropout among the remote area dwellers of Botswana: a socio-cultural analysis - Polelo, M.M. (Pula: Botswana Journal of African Studies, 2005)
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A Study of the Relationship Between Procrastinatory Behaviour and Academic Performance of Undergraduate Students in a Nigerian University - Popoola, Bayode Isaiah (African Symposium: An On-Line African Educational Research Journal, 2005)
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Solar radiation climate change over southern Africa and an assessment of the radiative impact of volcanic eruptions - Power, Helen C.; Mills, David (International Journal of Climatology, 2005)
Spatial and temporal variability in global, diffuse, and horizontal direct irradiance and sunshine duration has been evaluated at eight stations in South Africa and two stations in Namibia where the time series range between 21 and 41 years. Global and direct irradiance and sunshine duration decrease from northwest to southeast; diffuse irradiance increases toward the east. Annually averaged global irradiance Ga decreased between 1.3% (2.8 W m−2) and 1.7% (4.4 W m−2) per decade at Bloemfontein, Cape Town, Durban, Pretoria, and Upington. Annually averaged diffuse irradiance Da decreased 5.2% (3.0 W m−2) per decade at Grootfontein and 4.2% (3.1 W m−2) per decade at Port Elizabeth. Annual direct irradiance Ba decreased 2.1% (3.5 W m−2) per decade at Cape Town and 2.8% (5.7 W m−2) per decade at Alexander Bay. A simultaneous decrease in annually averaged daily sunshine duration Sa may have contributed to the decrease in Ba at Alexander Bay and the decrease in Ga at Pretoria. Increases in aerosols may have contributed to the observed decrease in Ga at Cape Town and Durban, and the decrease in Da at Grootfontein may be due to a decrease in aerosols. On average, variability in Sa explains 89.0%, 50.4%, and 89.5% of the variance in Ga, Da, and Ba respectively. The radiative response to changes in sunshine duration is greater for direct irradiance than for global and diffuse. In the 2 years following the 1963 Mount Agung eruption in Indonesia, changes in global irradiance over southern Africa were small and inconsistent. At eight stations, diffuse irradiance increased 21.9% (13.3 W m−2) on average and direct irradiance decreased 8.7% (15.5 W m−2). After the 1982 El Chichón eruption in Mexico, global irradiance increased at two stations and decreased at seven stations. Eight stations witnessed an increase in diffuse irradiance averaging 7.2% (4.0 W m−2) and a decrease in direct irradiance of 5.0% (9.0 W m−2). The contribution of changes in cloud cover to the observed changes in irradiances appears to be small. Following the 1991 Mount Pinatubo eruption in the Philippines, diffuse irradiance increased an average of 18.8% (10.0 W m−2) at three stations and direct irradiance decreased by 7.2% (13.0 W m−2). Copyright © 2005 Royal Meteorological Society
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Africa and adult education - Preece, J. (2005)
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Combating AIDS in South Africa and Mozambique: The Role of Open, Distance, and Flexible Learning (ODFL) - Pridmore; Yates, John R. (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 and Chris YatesPDFPDF 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: 75Total 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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How safe are South African schools - Prinsloo, Izak J. (South African Journal of Education, 2005)
After 1994, South Africa passed several pieces of legislation protecting the rights and safety of learners in South African schools. These Acts are all (to a larger or smaller extent) concerned with protecting the physical and psychological integrity of learners in schools. Some shocking reports have indicated that children's rights are neither promoted nor protected in certain schools. The purpose in this study was to determine the relevant legal framework and the current situation with regard to school safety.
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"Imagine migration" - the migration process and its destination Europe in the eyes of Tanzanian students - Prinz, Vanessa (2005)
Only a small fraction of the emigration of Tanzania heads towards Europe, but the wish to migrate there permanently or temporarily is quite popular among Tanzanians. This wish stems from an image of Europe that convinces the potential migrants that it would be sensible to undergo a migration process in order to achieve a higher social status. The images of Europe and the migration process derive from and are perpetuated by information from various sources, some of which the potential migrants are aware, like mass media, and other sources of which they are unconscious. The latter include stereotypes and values that are transmitted to them by their socialization and social environment.
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Somatic Growth of a School-Aged Population from Mozambique: Trend and Biosocial Meaning - Prista, Antônio; Maia, A. J. R.; Saranga, Sílvio; Nhantumbo, Leonardo; Marques, António; Beunen, Gastón (Human biology (Print), 2005)
A cross-sectional study of children and adolescents from Maputo, Mozambique, was carried out in order to (1) describe the current growth status of children and adolescents from Maputo, (2) evaluate the relative status of the growth and development of youth from Maputo compared to WHO international standards, (3) assess the relationship between socioeconomic status and growth and development, and (4) assess the impact that the civil war (1980-1992) had on the health status of children and adolescents living in Maputo. The sample is composed of 2,271 subjects (1,098 boys and 1,173 girls), age 6 to 17 years. Somatic measures included height, weight, and skinfold thicknesses from which nutritional indicators were calculated and plotted against WHO norms. Subjects were divided into three groups according to their socioeconomic status. Data from a cross-sectional study done in the same areas in 1992 was used to analyze the impact of war. Beginning at 11 years, Maputo students are always shorter and weigh less than the WHO standards. BMI in boys from 11 years and in girls from 12 years is somewhat lower than the WHO norms. A social gradient is evident, favoring those students with higher socioeconomic status. Height, weight, BMI, fat mass, and lean body mass are always higher in the 1999 sample than in the 1992 study. We conclude that (1) there is a substantial difference in height and weight values of Maputo children and adolescents compared to WHO standards; (2) there is a clear advantage of being of higher socioeconomic status; (3) socioeconomic status, hygiene, and sanitation are the main factors responsible for the greater values of the 1999 sample; and (4) differences between the stature of students with higher socioeconomic status and the WHO norms are almost irrelevant. This last aspect reveals the importance of socioeconomic factors in determining the growth process, implying its importance in facilitating the "expression" of the genotypes available in the population.
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Reengineering higher education: the case of an African institution - Quaye, Ago; Eyob, Ephrem; Ikem, Fidelis (International Journal of Innovation and Learning, 2005)
Strong tertiary education is seen as a critical success factor in the development of society at large in the developing world, of which most nations of Africa feature prominently. Although several countries embark on educational reforms and promise access to higher education for all, various problems, including distance, lack of resources and the complexity of delivery, are major hindrances to the process itself. The lack of enabling technologies has denied the potential fruits of higher education to some deserving and qualified citizens of developing countries. The problem can be alleviated by a more effective use of current educational assets coupled with distance education knowledge diffusion. Distance education (DE) is one such use of current educational assets through the infusion of information technology. Implementing DE in an effective manner relies on the process itself, the methodologies, techniques and tools. The various centres of delivery and classrooms must be connected: via radio, telephone, computer or other electronic means. This study explores the process of reengineering higher education through DE and proposes a Systems Development Life Cycle (SDLC) approach that addresses the major technological, political and economic issues faced during implementation.
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First level library and/or information science education and training at South African universities and technikons : developments in specialisation : research article - Raju, Jaya (South African Journal of Libraries and Information Science, 2005)
The literature of the early 1990s observed a general lack of differentiation and specialisation at the basic qualification level in library and/or information science education and training in South Africa. This paper draws from an empirical study on first level LIS qualifications at South African universities and technikons to examine developments in specialisation in LIS education and training. This is particularly relevant in the context of the government's current drive toward rationalisation of the higher education sector. There seems to have been significant developments in South Africa since the early 1990s regarding specialisation in LIS education and training among the various universities and technikons offering LIS qualifications. It is recommended that LIS departments further develop this trend and also consider possible collaboration with other LIS departments especially on a regional basis, with a view to accommodating regionally based imperatives.
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LIS education and training in South Africa : a historical review : research article - Raju, Jaya (South African Journal of Libraries and Information Science, 2005)
The article aims to provide a more complete historical review of LIS education and training in South Africa, particularly the involvement of technikons as well as how changes in the post-1990 era in South African society generally and in the higher education sector specifically, have impacted on LIS education and training.
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An examination of factors that influence the choice of teaching as a career in Lesotho - Ralenkoane, Martin Makhube (2005)
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Local is lekker? : a study of the perceptions of contemporary South African popular music among Durban adolescents at five culturally diverse schools in the greater Durban area. - Ralfe, Sarah Isabel. (2005)
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Conference Reflection: Reflections on the ‘8th International Research and Development Seminar on Environmental and Health Education’, South Africa, March 2005 - Ramos, Mjh (The Southern African Journal of Environmental Education, 2005)
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"We Will Be Ready Whenever They Are": African American Teachers' Responses to the Brown Decision and Public School Integration in Nashville, Tennessee, 1954-1966 - Ramsey, Sonya (Journal of African American History, 2005)
Previous articleNext article No Access"We Will Be Ready Whenever They Are": African American Teachers' Responses to the Brown Decision and Public School Integration in Nashville, Tennessee, 1954-1966Sonya RamseySonya Ramsey Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by The Journal of African American History Volume 90, Number 1-2Winter-Spring 2005Brown v. Board of Education: Fifty Years of Educational Change in the United States, 1954–2004 A journal of the Association for the Study of African American Life and History Article DOIhttps://doi.org/10.1086/JAAHv90n1-2p29 Views: 101Total views on this site Citations: 1Citations are reported from Crossref PDF download Crossref reports the following articles citing this article:Yonghee Suh, Brian J. Daugherity, Jihea Maddamsetti, and Angela Branyon Experiences of African American Teachers in Desegregated PK–12 Schools: A Systematic Literature Review, Schools 17, no.22 (Nov 2020): 271–293.https://doi.org/10.1086/710947
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Efficacy of teachers in a number of selected schools in the KwaZulu-Natal province of South Africa - Rangraje, Ismail.; Merwe, Amelia van der; Urbani, Giuliano; Walt, J.L. Van der (South African Journal of Education, 2005)
The construct has become sufficiently sophisticated for it to be used as the theoretical base for an empirical survey. A survey of teacher efficacy in a number of selected schools in the KwaZulu-Natal province of South Africa revealed that teachers perceived school context effects as preventing them from functioning efficaciously, that although the general teaching efficacy (GTE) beliefs of the teachers in the sample were strong, they were mostly negative, in the sense that the respondents tended to blame the environment and others for teachers' non-achievement, their personal teaching efficacy (PTE) beliefs were not as strong as could be expected, and their GTE and PTE beliefs did not allow them to perform the tasks normally expected of teachers efficiently. Recommendations to improve the situation are made.
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The development of a good clinical practice training model for use in South African clinical trials - Raphesu, Nomusa Joyce (2005)
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Storytelling : an educational approach in the inclusive kindergarten and school adapted to the experience of meaning for all children with and without special needs : a study within an oral narrative tradition in Kenya : an analysis of the content of Pokot stories for children about persons who are different in society, and attitudes conveyed - Rasmussen, Anna Birgitte (2005)
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Teacher's Introduction to African American English, A: What a Writing Teacher Should Know. - Redd, Teresa M.; Webb, Karen Schuster (2005)
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Programming for HIV prevention in South African schools: A report on program implementation - Reddy, Priscilla; James, Shamagonam; McCauley, Ann P. (2005)
The Population Council is an international, non-profit, nongovernmental institution that seeks to improve the well-being and reproductive health of current and future generations around the world and to help achieve a humane, equitable, and sustainable balance between
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The inception phase of Training for Real in Uganda - Reed, Brian; Coates, Sue; Male, Victor; Rugumayo, Albert (2005)
Delivering water and sanitation services requires the inputs of many resources; natural, social, political, financial, physical and human. The human resource needs to be of the correct quantity (sufficient staff) and the right quality (qualified and motivated). Capacity building aims to improve the quality of the human resource, but this can be piecemeal, uncoordinated and unsustainable. A sector wide scoping study was made into capacity building needs in Uganda, to see why established training providers were not supplying the industry with the correct quality of staff. The results of the study however highlighted the problems faced by employers in articulating their demands concerning adequately trained and motivated staff. This study formed the inception stage of the Training for Real Project (Uganda).
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Education in Post-Independent Eritrea – A Brief Description - Rena, Ravinder (MPRA Paper, 2005)
Education is an important pillar in the national economic development. It contributes to economic growth in varied forms. The educational system in Eritrea shows all the symptoms of prolonged neglect under colonialism and war. But education plays a key role in the development after independence. This paper discusses educational growth and development in post-independent Eritrea. It also analyses educational finances, and challenges for development in the country and thus provides some implications.
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FINANCING OF EDUCATION IN ERITREA - A CASE STUDY OF ZOBA MAEKEL - Rena, Ravinder (RePEc: Research Papers in Economics, 2005)
Educational investment is an engine of economic development in Eritrea and thus financing education is like a blood to human body; while this is widely accepted, little empirical research has been conducted on the topic. This paper analyses patterns of educational finances in secondary education in Eritrea particularly in the zoba –Maekel. It presents data on selected secondary schools in zoba and other related data tables with the results observed. It also provides the pattern of financing both from public and other related non-governmental organistions. The paper consists of four parts; the first part deals with the introduction, second part explains the cost and financing of education and training in Eritrea, third section provides education expenditure norms and procedures and the final section summarizes the results and concludes.
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In the Field: Learning experiences in South Africa and Thailand - Ribeiro, Gustavo Lins; Bregnhøj, Henrik; Mullins, Michael (2005)
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Understanding Aspects of Up scaling of the Farmers Field School (FFS) in Kenya - Richards, Paul; Almekinders, C.J.M.; Mweri, B.A.M. (2005)
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Internet use among African-American college students: An exploratory study - Robinson, Jannie W. (2005)
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Professional Development in the Diamond Fields of South Africa: Musical and Personal Transformations - Robinson, Kathy (2005)
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Remedial education for black children in rural South Africa : an exploration of success using evolutionary innovation theory - Romijn, HA Henny; Siebeling, T Tom (RePEc: Research Papers in Economics, 2005)
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Management of Distance Learning Mode Program at Kenya Methodist University (KEMU) - Rono, Kimutai (2005)
A Project Report by Rono Kimutai, Submitted to the School of Business, USIU-A in Partial Fulfillment of the Requirement for the Degree of Master in Business Administration
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An investigation of the status and practice of life orientation in South African schools in two provinces - Rooth, Edna (2005)
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School to Work Transition in Sub-Saharan Africa: An Overview - Rosati, Furio C.; Valdivia, C.; Manacorda, Marco; Guarcello, Lorenzo; Lyon, Scott (Social Science Research Network, 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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Balancing Basic and Post-Basic Education; Quantity, Quality and Inequality; Service Provision and Productive Capacity; in Securing Poverty Reduction and Growth in Kenya. 1 - Rose, Pauline; King, Kenneth (2005)
The title deliberately presents a series of apparent trade-offs since they capture some of the policy complexity facing countries such as Kenya which aspire to use education and training strategically to assist in their national development strategies. This complexity is increased when national policy priorities are increasingly entangled with and influenced by those of particular development partners in Kenya, as well as by the changing consensus at the level of what can be termed the international development agenda. The term ‘apparent trade-offs’ is used advisedly to underline the historical tendency in the discourse of international agencies to adopt priorities that suggest that policy choices need to be made between competing options. Thus, for the 15 years since Jomtien, there has been something of a trade-off in some agencies between basic and what has come to be called post-basic education. Indeed the very phrase, post-basic education, is, arguably, a creation of development agencies, and suggests a rather artificial bi-polar educational world. Similarly, there has been a strong agency tendency, from at least the mid-1990s, to justify investment projects and programmes in terms of their alleged impacts on poverty reduction, and for this to be seen as some kind of development alternative to investing for growth. Equally, within education and training systems, there have again been tensions around the targeting of quantitative goals such as the education MDGs, as opposed to concerns with quality. 2 In the process, there have been found to be powerful connections with the emergence of inequity, and not least in the rapid development of private alternatives to the massive expansion of under-funded public schooling. A last trade-off to be considered is that between the delivery of services such as health and education which are closely associated with the MDGs, on the one hand, and the elaboration of strategies which are aimed at production and increased employment. Using this lens, we shall focus on Kenya’s recent policy history, against the longer background of 40 years of national policy development. 3 It is an interesting coincidence that this paper is being presented in Oxford during the very period when the Global Summit, meeting in New York, is 1 This is part of a multi-country study on post-basic education and training for poverty reduction funded by DFID. The views in the present paper are those of the author, and may not be attributed to DFID. 2 See King and Rose 2005, Special Issue passim, for many illustrations of the quality-quantity
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Spatial extension and intensity of droughts in southern Africa since 1901 - Rouault, Mathieu; Richard, Yves (HAL (Le Centre pour la Communication Scientifique Directe), 2005)
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Learning and Sense of Community: A Comparative Analysis of African American and Caucasian Online Graduate Students. - Rovai, Alfred P.; Gallien, Louis B. (Journal of Negro Education, 2005)
This study addressed how four variables used to operationalize learning and sense of community differed between African American and Caucasian students enrolled in an online graduate course. Participants (N = 97) from two sections of the course were sampled. African American students were in the minority in the mixed African American and Caucasian section, while the other section consisted of only African Americans. The results revealed that on the four outcomes measured by the study, the African American only section of the course and the Caucasian students in the mixed section represented a homogeneous subset, while the African American students in the mixed section scored lower, on average, on all four variables. INTRODUCTION Distance education is already a pervasive element of higher education, and it continues to rapidly expand (Walts & Lewis, 2003). The Internet is the favorite medium of colleges and universities for delivering such courses. This anytime, anywhere delivery of courses by computer networks, known as Asynchronous Learning Networks, or ALNs, has become a viable alternative for students who either cannot or choose not to travel to campuses to attend traditional class meetings. Characteristics of a successful, online student include being self-motivated, independent, a self-directed learner, a critical thinker, a good time manager, a highly organized individual, and computer literate (Irizarry, 2002). Additionally, Tinto (1993), writing about higher education in general, argued that insufficient interactions of students with peers and faculty and differences with the prevailing value patterns of other students are likely to result in student anxiety. Students who feel they do not fit in are likely to have a low sense of community, feel isolated, and are at-risk of becoming dropouts. Since distance education has burgeoned over the past decade, studies that explore issues of differences in learning between traditional and non-traditional students are now coming to the forefront. However, there have been few studies that have centered on race-related impediments to achieving academic success and generating a strong sense of community in ALN environments. Since many higher education programs are now delivered at a distance, an examination of the differences in learning and sense of community of African Americans to their majority Caucasian counterparts is relevant to the goal of providing culturally responsive, fair, and equitable online learning. This goal is particularly relevant given the problem widely reported by researchers and the media of the academic underperformance of many minority students, to include African Americans, in traditional learning environments (e.g., Allen, 1988, 1992; Boykin, 1986; Hammer, 2003; Kozol, 1991). Research is required to determine if the achievement gap by race extends to ALN programs and, if so, to identify ways to help close this gap. REVIEW OF LITERATURE Snowman, Biehler, and Bonk (2000) defined learning as a change in one's capability or knowledge. Approaches to learning that promote social constructivism, or learning within a social context, and that feature active group construction of knowledge, rather than transfer of knowledge, provide ideal learning environments. Vygotsky (1978) argued that all cognitive functions must be explained as products of social interactions and that learning is not simply the accumulation of new knowledge by learners; it is the process by which learners are integrated into a knowledge community. Learning is therefore viewed as a function of the activity, context, and culture in which it occurs, and cognition must take account of social interaction and work (Brown, Collins, & Duguid, 1989). Consequently, learning has important social and cognitive dimensions and occurs most effectively when there is a strong sense of community. Brookfield (1990) reported that students often pointed to the sense of community that existed within their classes when asked to name the most critical factor in surviving a challenging educational experience. …
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Graduate Public Health Education in Africa: An Innovative Distance-Learning Model - Rudatsikira, Emmanuel; Johnston, Patricia; Hart, Richard H. (2005)
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Analysis of the 2002 Mw = 7.6 Wewak Earthquake, Papua New Guinea, using Global Positioning System Observations - Ruddick, Ryan (2005)
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Theoretical and practical challenges in a Tanzanian English medium primary school - Rugemalira, Josephat M. (Papers in Education and Development, 2005)
This paper reports on the experiences from an English medium school (EMS) in Tanzania. It places Tanzanian EMSs in the larger context of bilingual education practices and examines the similarities and differences with immersion programmes in other parts of the world. The triglossic community background of these schools is noted, showing that even though the simultaneous acquisition of two or more languages is a theoretical possibility, the conditions for its realization in Tanzanian elementary schools pose special challenges. Among the most pertinent challenges and choices facing EMSs the paper discusses (i) teacher quality (ii) the ideal time for introducing another language, (iii) the impact of English medium education on cognitive and personality development, and (iv) the place of code switching in the classroom. It is argued that the best course of action in these schools would be a gradual transition from Kiswahili medium instruction in the lower grades to English in the higher grades. But since this avenue is blocked by conflicting demands from stakeholders, educators have to make a choice of pursuing some goals while putting others on hold.
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Free primary education in Kenya. The elusive EFA dream - about to be reached? - Ruto, Sara Jerop; Mugo, John Kabutha (ZEP : Zeitschrift fÃ¼r internationale Bildungsforschung und EntwicklungspÃ¤dagogik, 2005)
This article provides a brief examination of the attempts to access basic to all the citizenry in independent Kenya. Universal Primary Education (UPE) has been a long term preoccupation for successive governments which have often made public pronouncements on education that have resulted in massive enrolments. These enrolments have however not been sustained. The article addresses some reasons why previous UPE drives failed and argues that more attention needs to be paid to critical issues of relevance, quality, school type especially for nomadic communities, reaching vulnerable children and sustaining basic provision from within, otherwise the current free primary will result in yet another elusive attempt to achieve UPE. (DIPF/Orig.) Dieser Beitrag informiert uber die Anstrengungen zur Erreichung von Bildung fur alle im unabhangigen Kenia. Universale Grundbildung ist bisher fur jede Regierung eine Herausforderung gewesen und die Ankundigungen kostenloser Grundbildung haben zu umfassenden Einschulungen gefuhrt, die aber keine nachhaltige Wirkung hatten. Bildung fur Alle ist nicht gleichbedeutend mit kostenloser Schule. Um das Ziel von Education for All in Kenia zu erreichen, mussen auch die Relevanz der Inhalte, die Qualitat des gesamten Prozesses und Zuganges fur die nomadischen Volker und andere marginalisierte Gruppen betrachtet werden. Auch sind kritische Uberlegungen uber die finanzielle Nachhaltigkeit notwendig, damit nicht auch der aktuelle Versuch 'universaler Bildung' scheitert. (DIPF/Orig.)
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Training and development an empirical investigation in the Syrian context - by Lynn Elias Sacy - Sacy, Lynn Elias (2005)
openalex: W2900688201 mag: 2900688201
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Education for Human Development: Evaluating a Senior Design Project in Mali Through the Lens of Christian Theology - Sain, Barbara (2005)
openalex: W3045101094 mag: 3045101094
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Gender Suffering, Household livelihood Security and Drought in Ethiopia - Salih, M. A. Mohamed; Truong, Thi Ngoc Chi; Hando, F. Hadare (2005)
openalex: W2571389984 mag: 2571389984
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Adult Education and Women's Literacy in Senegal - Sall, Binta Rassouloula Aw (2005)
In 1983, the Government of Senegal formulated a literacy policy and a five-year action plan intended to reduce the illiteracy rate by 5 per cent per year by redressing the disparities between sexes, ages and urban and rural areas, improving the quality of supply and promoting a literate environment to sustain and develop knowledge once it had been acquired.
openalex: W140865197 mag: 140865197
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Oral health status and treatment needs of Iraqi and Yemeni dental students (A comparative study) - Salman, Faraed D; Qasim, Aisha A; Saleh, Khawla M. (مجلة الرافدين لطب الأسنان, 2005)
The aim of this study is to compare oral health status (dental caries, periodontal disease and treatment needs) of Iraqi and Yemeni dental students.The sample included 100 Iraqi dental students and 90 Yemeni dental students of fourth grade, age ranged between 22-23 years old of both sexes.The study revealed that there was a significant difference in the DMFT between Iraqi and Yemeni dental students for the total sample at p < 0.05 level, with significant difference between Iraqi and Yemeni dental students for both sexes at p < 0.01 level.The results also revealed that there was no significant difference in the type of treatment required for the total sample between females of Iraqi and Yemeni dental students, but with significant difference in the treatment need between males of Iraqi and Yemeni dental students.Highest percentage of treatment need for Iraqi and Yemeni students were for 1 surface restoration.The highest CPITN code percentage for Iraqi students was for code 2 (calculus) followed by code 1 with a significant difference between Iraqi males and females students at p<0.01 level, while for Yemeni dental students the highest CPITN code percentage was for code 1 followed by code 2. There was a significant difference in the total sample between Iraqi and Yemeni dental students at p<0.01 level; i.e., Iraqi students require scaling while Yemenis require oral health instruction.
openalex: W2740895535 mag: 2740895535
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The influence of student loan debt burden on the life choices of African -American bachelor's degree graduates: A phenomenological study of selected graduates of a midwest university - Samuel, Bryan (2005)
openalex: W194572797 mag: 194572797
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Exploring the Relationship Between Racial Identity and Religious Orientation Among African American College Students - Sanchez, Delida; Carter, Robert T. (Journal of College Student Development, 2005)
This study examined the relationships between racial identity attitudes and religious orientation among African American college students. The participants were 270 African American college students from 2- and 4–year colleges in the Northeast. Multiple regression analyses were conducted and the results indicated that racial identity attitudes were predictive of religious orientation. Gender also significantly impacted the relationships between these variables.
openalex: W2015098195 mag: 2015098195
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Youth perceptions of authority figures in a South African secondary school and the role of gender withinn those perceptions - Sankar, Sunita (2005)
openalex: W1594444321 mag: 1594444321
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9. Pastoralist schools in Mali: gendered roles and curriculum realities - Sanou, Salina; Aikman, Sheila (2005)
openalex: W1527132627 mag: 1527132627
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Powerful learning environments and the development of technical expertise in Ghana: investigating the moderating effect of instructional conceptions - Sarfo, Frederick Kwaku; Elen, Jan (2005)
In this study the effectiveness of powerful learning environments (PLE), developed in line with the specifications of the 4C/ID-model, and the additional effect of ICT for fostering the development of technical expertise in traditional Ghanaian classrooms was assessed. The study also aimed at exploring the moderating effects of instructional conceptions on the effect (of the ICT and no-ICT version) of the PLE. The study involved a one by one by two pre-test post-test quasi-experiment with 144 students from three equivalent Secondary (Technical) Schools in Ghana. The average age of the participants was 18 years. Six volunteer technical teachers were trained to implement the interventions. Results indicate that a 4C/ID PLE promotes the development of technical expertise in secondary technical education better than teaching designed in line with classical instructional principles. Moreover, results reveal no significant difference of learning gains between the 4C/ID PLE with ICT group and the 4C/ID PLE without ICT group. In contrast to expectations, findings show no moderating effects of students' conceived functionality of the learning environment.
openalex: W2112920533 mag: 2112920533
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Democratizing Development: Integrating Local Communities in the Provision of Basic Education in Egypt - Sayed, Fatma El-zahraa Hassan (African Administrative Studies, 2005)
openalex: W106772030 mag: 106772030
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Security, Donors, and Education Policy in Egypt - Sayed, Fatma El-zahraa Hassan (2005)
openalex: W2285872849 mag: 2285872849
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Eating disorders among adolescents in South African public schools - a Biblical perspective : research article - Schoeman, Sonja; Vogel, Hans (Koers : Bulletin for Christian Scholarship = Koers : Bulletin vir Christelike Wetenskap, 2005)
Eetversteurings onder adolessente in openbare skole in Suid-Afrika - 'n Bybelse perspektief Die samelewing se beheptheid met maer-wees en liggaamsvorm, vorm deel van elke skool se verborge leerplan. Die strewe om maer en skraal te wees, het tot 'n toename in eetversteurings onder jongmense in Suid-Afrika gelei. Sommige van die leerders is maar slegs in die senior fase (Grade 7 tot 9) van die algemene-onderwys- en-opleidingsbaan. Dit is daarom tydig om die probleem van eetversteurings, veral onder adolessente in openbare skole in Suid-Afrika te ondersoek. Eerstens is dit die doel van hierdie artikel om inligting aan beleidsmakers, leerplanontwikkelaars, onderwys-administrateurs en opvoeders aangaande die Bybelse siening van gesondheid oor te dra en die pedagogiese potensiaal van so 'n siening te illustreer. Tweedens is dit die doel om Christenopvoeders te ondersteun ten einde leerders met die nodige kennis, vaardighede, waardes en ingesteldhede toe te rus om eetversteurings die hoof te bied, deur onder andere van Bybelse waarhede gebruik te maak. Society's obsession with thinness and body image is part of every school's hidden curriculum. The ideal to be skinny and thin resulted in an escalation in eating disorders among adolescents in South Africa. Some of the learners are only in the senior phase (Grades 7 to 9) of the general education and training band. It is therefore timely to review the problem of eating disorders, especially among adolescents in South African public schools. The purpose of this article is firstly to provide policy-makers, curriculum developers, educational administrators and educators with knowledge of the biblical view of health and to illustrate the pedagogical potential of such a view. Secondly the purpose is to assist Christian educators in teaching learners in public schools the necessary knowledge, skills, values and attitudes to counteract eating disorders by using, among other things, biblical truths.
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Computer mediation in support of a constructivist learning strategy at an historically black university in Limpopo, South Africa. - Scholtz, Andrew (2005)
openalex: W266747355 mag: 266747355
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The impact of an at-home family literacy program for East African students in a primary, urban classroom - Schuchman, Heidi Kathrin Gerdes (2005)
openalex: W2337093363 mag: 2337093363
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Freedom of Religious Teaching as an Element of the Right to Freedom of Religion in South Africa - Schyff, G. van der (International Journal of Education, 2005)
openalex: W122180727 mag: 122180727
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The unconstitutionality of religiously motivated corporal punishment in independent schools in South Africa - Schyff, G. van der (International Journal of Education, 2005)
openalex: W1593593441 mag: 1593593441
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Men's attitudes and responses to the Gender Equity Strategy at South African Nylon Spinner Polymer Plant (2002-2004): Implications for an education and training intervention - Schyff, Sedick Van der (2005)
This study – men’s attitudes and responses to the Gender Equity Strategy at South African Nylon Spinners Polymer Plant (2002 – 2004): Implications for an education and training intervention – investigates the attitudes and responses of male employees to the implementation of the Gender Equity Strategy and consider the implementation for the development of a gender education and training intervention. The study investigates the initial resistance to the introduction and implementation of the Gender Equity Strategy at the Polymer Plant by male employees. Methodologically, the study is a qualitative case study, which analyses the attitudes and responses of men as these pertain to the implementation of the Equity Strategy. Data for this study were collected through interviews and questionnaires. In addition, the researcher analysed historic documentation, such as reports and minutes of meetings, regarding the development of the gender equity strategy within the company, as well as artefacts such as pictures and graphics on the walls within the working environment including recreation areas. In the interviews with the participants in this investigation, the prevalent hegemonic masculinity theme that emerged appeared to be the attitude of men towards women entering the work force. Whilst recognising that masculinity is a social construct, the study makes a distinction between hegemonic and non-hegemonic masculinity (Cheng 1996:xii). Hegemonic masculinity assumes that physical power and strength are male characteristics, which are constructed in opposition to femininities and nonhegemonic masculinity. Conversely, non-hegemonic masculinity implies physical weakness and weakness in character that may be exhibited by both men and women (Cheng 1996). Through an analysis of the data, specifically males’ responses to the gender equity strategy at SANS polymer plant, the following findings were arrived at: • some men consciously encouraged and deliberately created barriers to prevent women from becoming full members of the working team by treating them as outsiders.
openalex: W2225318952 mag: 2225318952
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Extending disidentification theory: The effects of stereotype threat on the self-concept, academic engagement, and school performance of African American and Latino high school students - Sears, Karen Powell (2005)
openalex: W15773559 mag: 15773559
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Measuring total-factor agricultural productivity under drought conditions: the case of Morocco - Sekkat, Khalid; Azzam, Azzeddine (ULB Institutional Repository, 2005)
There is recognition in Morocco that the country's agricultural support policy of the past, when rainfall was adequate, has become counter-productive now that droughts are more frequent. How to align policy with the new climatic reality is currently being discussed, and different research needs to assess alternative policy options for the future have been identified. One, which we address in this article, is to take a retrospective view of the respective contributions of agricultural policy and rainfall to productivity in the rain-dependent cereal sector. The specific contribution of the article is the development of an econometric framework for separating the effect of drought on total factor productivity from other effects, namely technical efficiency, pricing policy and demand effects. Findings suggest that only rain and technical efficiency drove total factor productivity growth in the cereal sector. This means that best agricultural practices and improved extension services should top the list of dryland farming policy. © 2005 Taylor & Francis Group Ltd.
openalex: W3143765049 mag: 3143765049
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Fault location and source process of the Boumerdes, Algeria, earthquake inferred from geodetic and strong motion data - Semmane, Fethi (Geophysical Research Letters, 2005)
The Boumerdes earthquake occurred on a fault whose precise location, offshore the Algerian coast, was unknown. Geodetic data are used to determine the absolute position of the fault. The fault might emerge at about 15 km offshore. Accelerograms are used to infer the space‐time history of the rupture using a two‐step inversion in the spectral domain. The observed strong motion records agree with the synthetics for the fault location inferred from geodetic data. The fault plane ruptured for about 18 seconds. The slip distribution on the fault indicates one asperity northwest of the hypocenter with maximum slip amplitude about 3 m. This asperity is probably responsible for most of the damage. Another asperity with slightly smaller slip amplitude is located southeast of the hypocenter. The rupture stops its westward propagation close to the Thenia fault, a structure almost perpendicular to the main fault.
openalex: W2031664903 mag: 2031664903
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The Effect Of Technology Acceptance On Post Secondary African- American Students Achievement In Mathematics: A Path Analytic Inquiry - Sen, Sulakshana (2005)
openalex: W1573392683 mag: 1573392683
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Issues and challenges in the implementation of performance management system in primary and secondary schools in Botswana (South Central Region) - Seretse, Elizabeth Matlhodi (2005)
openalex: W1420984623 mag: 1420984623
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Adult education and African development in the context of globalization - Seya, Pierre Thizier (2005)
This article discusses the relationship between adult education and African development within the context of globalisation. The paper provides a definition of adult education, development and globalisation. It discusses key development challenges in Africa including the high instances of poverty, illiteracy, poor health conditions, conflicts and the spread of HIV/AIDS and looks at the role of adult education and development in promoting economic growth, reducing poverty and consolidating democracy.
openalex: W2979996356 mag: 2979996356
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Education and development in Ethiopia - Seyoum, Tewodros (Economic Focus (Addis Ababa, Ethiopia), 2005)
openalex: W2277857697 mag: 2277857697
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The Library use Patterns of Secondary School Students in Bomo State, Nigeria - Shaibu, Suraiya Tukura (Nigerian School Library Journal, 2005)
Teachers' library atlitudes and the library use patterns of secondary school students in Nigeria are summarily discussed, The common assumption by some teachers, librarians and school authorities that positive library habits are more inadvertently caught or developed by students than consciously taught once good library facilities have been provided was empirically studied and the findings and implications are reported the major finding of the study is that students can only display a remarkable disposition to use the school library when bibliographic guidance is provided and classroom instnlction is integrated with school library resources. The role of teachers and librarians in creating library awareness in students is emphasized.
openalex: W835389828 mag: 835389828
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Are the Millennium Development Goals (MDGs) Feasible? Can the Deadlines be Met Particularly for Education and Gender? The Case of Ethiopia - Shiferaw, Meskerem (2005)
openalex: W130333564 mag: 130333564
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Exploring the practical use of ICT tools by teachers for making supplemental teaching/learning materials in secondary schools in Tanzania: as an effort of supporting student learning in science and mathematics - Shimada, Masahiko (2005)
Poor performance in mathematics and science subjects has long been a controversial issue in secondary education in Tanzania. In order to find a way to support student learning in science and mathematics, the study was aimed to explore the practical use of ICT by secondary school teachers for making supplemental teaching/learning materials in secondary schools in Tanzania. The study consists of mainly two parts. As the first part, the literature was reviewed to build a theoretical and empirical base for the study. As the second part of the study a field research was conducted in May and June 2005 at two secondary schools in Tanzania.
openalex: W175015520 mag: 175015520
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The health of our educators: a focus on HIV/AIDS in South African public schools, 2004/5 survey - Shisana, Olive; Peltzer, K.; Zungu-Dirwayi, Nompumelelo; Louw, Julia (2005)
openalex: W3202831854 mag: 3202831854
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Indigenous knowledge and languages in the teaching and learning of science: A focus on a rural primary school in Zimbabwe - Shizha, Edward (PhDT, 2005)
openalex: W3009045004 mag: 3009045004
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Reclaiming Our Memories: The Education Dilemma in Postcolonial African School Curricula - Shizha, Edward (2005)
The case for African school curricula is a contentious phenomenon, especially when the definition of “African curricula” has to be considered and understood within the context of contemporary and multiethnic Africa. The contention is how to define and validate knowledge, particularly the official curriculum in the face of globalization, and the internationalization of knowledge. Even more problematic is the concept and definition of “African” itself. Who is the African in contemporary African society? Profound cultural diversity and interconnectedness has taken place since and after colonialism so much that the African identity has become elusive and evasive. The observed considerable cultural, ethnic, and racial diversity within Africa tends to obscure an African identity. Hall (1996) argues that modern nations are all cultural hybrids. However, this hybridity is loosely observed in African societies as some cultural and ethnic distinctions still persist.
openalex: W190905499 mag: 190905499
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Democratizing Education in Zambia: Sociohistorical Analyses - Shizha, Edward; Abdi, Ali A. (2005)
Education plays a vital role in social and democratic development, especially in “developing” countries. Most African nation-states are going through a transitional period of democratization. They are moving from tyrannical and autocratic rule that was practiced by most African leaders soon after leading their countries to political independence to a multiparty and tolerant political system. Zambia is one country that is currently undergoing democratization. Zambia gained its political independence from Great Britain on October 23, 1964. From independence until October 1991, it was under the authoritarian and autocratic rule of Kenneth Kaunda and the United National Independence Party (UNIP). However, since 1991, Zambia has moved into a politically functioning, but otherwise fragile democratic arrangement under the Movement for Multiparty Democracy (MMD) which still holds political power. In terms of tangible postcolonial economic development, Zambia, as Ihonvbere (2003) observes, is one component of Africa’s failed categories, and the country’s opportunity to prosper did not improve with the processes of democratization in the last 14 years or so. Despite these not-so-encouraging realities, though, the promise
openalex: W2291095730 mag: 2291095730
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Heikkinen-Komonen: School for Chicken Farmers, Kindia, Guinea - Sicignano, Enrico (2005)
openalex: W2789029829 mag: 2789029829
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Copyright law, teaching and research in Kenya - Sihanya, Ben (Eastern Africa Law Review, 2005)
openalex: W1877212477 mag: 1877212477
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HIV/AIDS knowledge, attitudes and risky sexual behaviours of college students at Nazarene Teacher Training College in Swaziland: A descriptive study - Simelane, Nomcebo Barbara (2005)
openalex: W2280560646 mag: 2280560646
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Religious education in the new integrated basic education curriculum in Zambia - Simuchimba, Melvin (2005)
openalex: W266196784 mag: 266196784
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Religious Education in Zambia: At the crossroads - Simuchimba, Melvin (2005)
openalex: W2967229491 mag: 2967229491
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The politics of belonging: socialization and identity among children of Indian origin in secondary schools of Durbin, South Africa - Singh, Anand (Global bioethics, 2005)
As the era or racial and ethnic separateness (apartheid) in South Africa moves further into the annals of history, the new era of integration is being steadily entrenched. While apartheid was internationally condemned and popularly opposed inside the country, a laissez faire type of integration is gradually replacing this system of social rigidity. Apartheid was an exaggerated form of political, economic and social insulation that forbade racial intermingling and sanctioned the existence of separate amenities and living spaces through legislation (Group Areas Act of 1950). However abhorrent apartheid was, it should not be construed that the majority of people had a natural aversion for maintaining social boundaries and a natural inclination to intermingle. In reality, people in all kinds of heterogeneous situations have a proclivity towards demonstrating bonds that emerge out of a sense of “sameness”, as demonstrated in a wide range of literature.
openalex: W1044739092 mag: 1044739092
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The politics of belonging: socialization and identity among children of Indian origin in secondary schools of Durbin, South Africa - Singh, Anand (Global bioethics (Print), 2005)
As the era or racial and ethnic separateness (apartheid) in South Africa moves further into the annals of history, the new era of integration is being steadily entrenched. While apartheid was internationally condemned and popularly opposed inside the country, a laissez faire type of integration is gradually replacing this system of social rigidity. Apartheid was an exaggerated form of political, economic and social insulation that forbade racial intermingling and sanctioned the existence of separate amenities and living spaces through legislation (Group Areas Act of 1950). However abhorrent apartheid was, it should not be construed that the majority of people had a natural aversion for maintaining social boundaries and a natural inclination to intermingle. In reality, people in all kinds of heterogeneous situations have a proclivity towards demonstrating bonds that emerge out of a sense of “sameness”, as demonstrated in a wide range of literature.
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Components of School Engagement Among African American Adolescents - Şirin, Selçuk R.; Rogers-Sirin, Lauren (Applied Developmental Science, 2005)
This study examined how various components of school engagement contribute to the academic performance of African American adolescents. The sample consisted of 499 African American adolescents in Grades 9 to 11. We investigated how adolescents' gender, grade, cognitive functioning, and parental education affect their school engagement and whether school engagement contributes to academic performance above and beyond students' background factors. Confirmatory factor analysis supported the conceptual school engagement model with 3 factors: school identification, school participation, and school expectations. Results revealed that students' gender, cognitive functioning, and mothers' education are related to school engagement. It also showed that components of school engagement predicted a significant portion of academic performance even after controlling for these background variables as well as their grade level. In examining the components of school engagement, school participation and school expectations emerged as significant predictors of academic performance, although school identification was not significantly associated with academic performance after controlling for students' background factors. Implications for future research and practice are discussed.
openalex: W2022407413 mag: 2022407413
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University Education Liberalization Process and Challenges in Kenya: Options for Strategic Planning and Management. - Siringi, Elijah M. (2005)
openalex: W3170228890 mag: 3170228890
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Egyptian and Armanian Schools Where the Ottoman Students Studied in Paris - Şişman, Adnan (2005)
openalex: W3022754629 mag: 3022754629
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On a African philosophy of education: some constructive (mis)readings. - Sj, Berkhout (2005)
openalex: W2137060241 mag: 2137060241
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Pioneering Female Autonomy? Johanne Borchgrenvink's Boarding School for Girls in Madagascar - Skeie, Karina Hestad (2005)
openalex: W1501251388 mag: 1501251388
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Pioneering female autonomy? : Johanne borchgrevink's girls' school in late-19th century madagascar - Skeie, Karina Hestad (2005)
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Developing pre-service teacher education in times of constraints. The case of the Eritrean elementary school - Skott, Jeppe (2005)
Developing pre-service teacher education in times of constraints. The case of the Eritrean elementary school
openalex: W438560360 mag: 438560360
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Contribution of Intelligence and Cognitive-Affective Variables to University Grades among African, Indian, and White Engineering Students in South Africa - Skuy, Mervyn; Skuy, Mervyn (Journal of Cognitive Education and Psychology, 2005)
openalex: W2320316969 mag: 2320316969
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Closing the gap between priority problems for natural resource management in Burkina Faso: Exploring drought perceptions of farmers and natural resource management institutions - Slegers, M.F.W.; Zougmoré, Robert B.; Stroosnijder, L. (2005)
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Self-taught: African American Education in Slavery and Freedom - Smith, John David (History: Reviews of New Books, 2005)
(2005). Self-taught: African American Education in Slavery and Freedom. History: Reviews of New Books: Vol. 33, No. 4, pp. 141-141.
openalex: W2320808250 mag: 2320808250
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Doctoral education in the sciences: African-American students reflect on their experiences - Smith, Tonisha M. (2005)
openalex: W3120114180 mag: 3120114180
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The impact of systems thinking on company competitiveness : the case of Siemens Ltd. South Africa, a learning organisation. - Smyth, Roger. (2005)
openalex: W227057310 mag: 227057310
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What Matters in Large Class Teaching and Learning? A Case Study of an Introductory Macroeconomics Course in South Africa - Snowball, Jen; Wilson, Magda (Social Science Research Network, 2005)
In many universities, economics teachers now face the challenge of dealing with large, diverse classes, especially at undergraduate level. A common concern is the non-attendance at lectures of unmotivated (conscript) students. This paper presents the results of a student assessment of a macroeconomics 1 course, coupled with a self-assessment of their own input into the course. The results obtained, using an econometric model, suggest that what students do outside of lectures is equally, or more, important than lecture attendance itself. The paper concludes by examining the possibility of using peer assessed group learning as a feasible way to encourage deep learning in large classes.
openalex: W1930913561 mag: 1930913561
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Health Policy Training and Research Programme, Department of Economics, University of Ibadan, Nigeria - Soyibo, Adedoyin (2005)
openalex: W2291844966 mag: 2291844966
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Learning from the Locals: Gajdusek, Kuru, and Cross-Cultural Interaction in Papua New Guinea - Spark, Ceridwen (Health and History, 2005)
The everyday practice of making colonies is as 'fractured and erratic ' as the various personalities of the colonisers and colonised brought together in the process. Drawing on the journals of Dr Carleton Gajdusek, who worked as a medical researcher on kuru among the Fore people of Papua New Guinea in the 1950s and 1960s, Gajduseks approach to the Fore peoples ' response to sickness is analysed. Providing evidence of an individual western medical practitioner who valued and respected local ways of responding to the sick, it presents a critique of the idea that imperialisma s a 'macro-historica'l t heoretical model provides a sufficient explanation of localised medical practice in the tropics.
openalex: W2001633139 mag: 2001633139
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Kenya : a closer look at culture and early childhood education - Sparrow, Sarah (2005)
openalex: W2613579654 mag: 2613579654
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Perceptions of Namibian grade 10 learners and their teachers on the importance of Life Skills topics in the Khomas region - Spinas, Heidi B. (2005)
A thesis submitted to the Faculty of Education in partial fulfilment of the requirements of the Degree of Master of Education
openalex: W1602831996 mag: 1602831996
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Abstract: Deepwater Reservoir Learnings from the Zafiro Field, Equatorial Guinea - Sprague, Anthony (2005)
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Reading the world and the word after school: African American urban adolescents' reading experiences and literacy practices in relationship to media texts - Staples, Jeanine M. (2005)
openalex: W16635458 mag: 16635458
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Schools-Based Community Networking in Uganda - Stern, Daniel (2005)
Our NGO, Uconnect1, is distributing hundreds of refurbished computers to dozens of mostly rural primary and secondary schools in Uganda, training teachers and students to set up their own computer labs, assisting them in getting connected to the Internet and guiding them to open their schools’ labs to the parents and local community after hours on a fee-paying basis. We have attempted to develop each aspect of the project’s operations in such a way that it is sustainable, scalable and reproducible. This article will describe strategies we have used in our quest to make the Internet available to the widest number of people, and point out bottlenecks that challenge us to overcome.
openalex: W2883336402 mag: 2883336402
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PUBLIC FUNDING OF HIGHER EDUCATION IN SOUTH AFRICA BY MEANS OF FORMULAE 1 - Steyn, A. G. W.; Villiers, A.P. de (2005)
Jongbloed (2004) perceives of public funding of higher education (HE) as falling into two categories, namely, the funding base, on the one hand, and the degree of market orientation, on the other. The funding base determines whether the funding allocations are tied to educational outputs of performance or to educational inputs. The degree of market orientation is determined by the degree to which publicly funded students or funded programmes are regulated by central authorities or by the decisions of the clients themselves (students, private firms, research councils). All possible combinations of answers to these two questions define a two dimensional plane containing a wide variety of public funding models for HE as indicated in the schematic representation in Figure 1.
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The effectiveness of the Zimbabwe School Examination Council in managing examinations in rural day secondary schools - Steyn, G.M.; Ncube, Njabulo. (Southern African Review of Education with Education with Production, 2005)
The study assessed the effectiveness of the Zimbabwe School Examination Council (ZIMSEC) in managing examinations in rural day secondary schools. Quantitative and qualitative techniques were used in the study. Examination results from a purposive sample of 97 rural day secondary schools, focus groups with 30 purposively selected heads of departments, and personal interviews with five purposively selected heads of departments were analysed. The analysis pays attention to the achievements of ZIMSEC, the challenges facing ZIMSEC and the way forward. In conclusion, the article focuses on the positive and negative elements of the examination system.
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Wind protection designs from measurements with simple wind equipment in four African countries in research education capacity building projects - Stigter, C.J.; Oteng'i, S.B.B.; Al-amin, N.K. Nasr; Onyewotu, L.O.Z.; Kainkwa, R.M.R. (2005)
Low external input farmers in Africa suffer from various wind problems. In the research education capacity building project “Traditional Techniques of Microclimate Improvement (TTMI)” carried out at Universities in Kenya, Nigeria, Sudan and Tanzania between 1985 and 2002, several such problems were tackled using simple wind equipment to quantify wind speeds in the agricultural environment concerned. The research of the authors and their teams proved that appropriate design rules for wind protection could be derived from such simple wind observations, if a sufficient instrument density was chosen, if the instruments were appropriately calibrated in situ and if agrometeorological wind disaster literature was properly reviewed for the design of wind protection. In Kenya, design rules were derived for a hedged agroforestry system in semi-arid Laikipia. In Central Sudan, design rules were derived for protecting crops from drifting sand by shelterbelts and scattered trees/grasses. In northern Nigeria, the design of multiple shelterbelt systems had to be considerably improved for efficient protection of crops grown between the belts. In northern Tanzania, diminishing soil and crop protection were quantified for decreasing savanna woodland tree densities. Measurement strategies to represent simultaneous observations of wind reduction with a sufficient instrument density were developed in each country. Ancillary wind information equipment was generated and tested to support such strategies.
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The Impact of Structural Adjustment on Health, Education and Employment: A Case Study on Sierra Leone - Strober, Rashida (2005)
openalex: W2890647360 mag: 2890647360
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Level of self-esteem, social network and experience of school education among girls - a questionnaire survey in Kitwe, Zambia - Strömberg, Karin; Westerlund, Gita (2005)
Health should be seen as a resource in daily life so people can feel satisfaction and social support network has been shown to have a significant impact on health. Another important determinant on ...
openalex: W93495079 mag: 93495079
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The role of occupational therapy, physiotherapy and speech and language therapy in education support services in South Africa - Struthers, Patricia (2005)
The role of occupational therapy, physiotherapy and speech and language therapy in education support services in South Africa Patricia M Struthers PhD Thesis School of Public Health University of the Western Cape This thesis investigated the education support services provided by occupational therapists, physiotherapists and speech and language therapists in the Western Cape Province of South Africa. Changes in the education policy in South Africa to an inclusive education system have major implications for the way therapists provide support. Therapists have been challenged to move from a medical model of support with a focus on highly specialised treatment for a small number of individual learners with disabilities, to a systemic and health promoting model which focuses on support for the education system, including all learners, teachers and parents. The aim of this research was to develop an appropriate and integrated approach for therapists to support schools within an inclusive and health promoting schools framework in South Africa. Participatory action research using quantitative and qualitative methodology was used. Two surveys were conducted in the Western Cape Province. The first was a survey of all therapists to determine who was working with pre-school and school-aged learners and where. The second survey was of all therapists working in special schools and a small number of private practitioners to identify the roles of the therapists in providing direct and indirect support. In two of the seven education districts in the province, focus group discussions were held with 45 teachers from special and ordinary schools, and 21 parents of school-aged learners – to identify the support they needed. Workshops, incorporating focus groups, were also held with the therapists to, firstly, identify the support they
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African Student Association (ASA) - Students, Sep (2005)
openalex: W2621089439 mag: 2621089439
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Education in the Democratic Republic of Congo. Priorities and Options for Regeneration - Suchaut, Bruno; Bank, The World; Rasera, Jean-Bernard (2005)
openalex: W4292353591
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The need for capacity building and training in geohazards and remote sensing in volcanically active areas in sub-saharan Africa - Suh, Eun Jung; Ayonghe, Samuel N.; Mbede, Evelyne; Mcharo, M; Mahinda, K; Ernst, Gérald; Meerendre, Matthieu Kervyn De; Marmol, Mary-Ann del; Jacobs, Patric; Goossens, Rudi; Ranst, Éric Van; Kervyn, F.; et al. (2005)
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Processing of Cassava and Food Safety. Inhambane, Mabote, Mozambique, 29 April 2004. [One-Day Training Workshop for 63 farmers] Xitswa. - Sumburrane, P. (2005)
openalex: W2295222207 mag: 2295222207
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Islamic education and social development in Kisumu, Kenya - Svensson, Jonas (2005)
openalex: W573917632 mag: 573917632
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Social Movements and the “Education Revolution” in Postapartheid South Africa - Swatuk, Larry A. (2005)
This chapter has one basic objective: to understand the role that social movements have played and continue to play in the ongoing education revolution in South Africa (Mail and Guardian 12–19 July 2002). To this end, I have described state action, social protest and state response in the highly controversial and symbolic area of education policy. This narrative naturally divides into apartheid (1948–94) and postapartheid (post-1994) eras. I thread the narrative with a loose weave of social movement theory so that we might speculate about the future direction of such movements in South Africa, particularly but not only in regard to education policy. What were the — issue specific, more general — goals of the apartheid-era social movements? Have these goals been realized in the postapartheid context? What is the nature of the so-called education revolution and who is waging it? Does the current African National Congress (ANC)-led Government of National Unity (GNU) have the support of social movements, new and old, arrayed around education policy? Is the postapartheid context likely to throw up contradictions that will give rise to new forms of social protest around education policy? How will these social movements navigate the changing socioeconomic and socio-political landscape of postapartheid South Africa? How much past remains in the present, and what is its impact?
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Searching for an alternative learner assessment methods for REFLECT: an exploratory study in Ghana - Tagoe, Michael Ayitey (2005)
openalex: W991403822 mag: 991403822
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Theatre and environmental education in Cameroon - Takem, John Tiku (2005)
For the last thirty years, theater has been used by scholars, government agents, and NGOs to foster development in Africa. Though the dreams have not always yielded expected results, Theater for Development has entered the daily life of many in rural and urban Africa, because of its promise as a self-improvement tool in oppressive contexts. These two monographs by John Tiku Takem and Emelda Ngufor Samba raise questions about who the practitioners of theater for social change should be and how far they can effect genuine change. While the first focuses on deforestation and forest preservation issues in Cameroon, the other centers on women as the objects and subjects of Theater for Development. Theatre and Environmental Education in Cameroon does not cover the whole
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[Inner ear physiological function and pathological morphology in the offsprings of sensorineural hearing loss female guinea pigs induced by homogeneous inner ear antigens immunizing]. - Tan, Cheng; Zhou, Hong; Bu, Xingkuan; Dong, Rong (PubMed, 2005)
To explore if the autoimmune of anti-labyrinth tissues acts as one of pathogenic cause by observing the inner ear physiological functions and pathological morphology changes of offspring of autoimmune sensorineural hearing loss (ASHL) female guinea pig.The pregnant guinea pigs were immunized with homogeneous inner ear antigens (HIEAg), then, the hearing function were measured with EcochG [inspecting items including acoustic nerve compound action potential (cAP), summation potential (-SP) and cochlear microphone potential (CM)], while the vestibular function were measured with electronystagmography (inspecting items including spontaneous nystagmus and caloric test), inner ear Celloidin section with haematoxylin-eosin dyeing and being inspected under light microscope. The special antibodies in serum and special lymphocyte immune reaction were measured with ELISA and 3H-TdR intermingling lymphocyte transform test in all female guinea pigs and their offspring guinea pigs.In 7 offspring guinea pigs, 3 animals appeared sensorineural hearing loss. Immuno-inflammation pathologic changes happened in the labyrinth (including the number of bipolar cells reduced and some kind of inflammatory cells infiltrated in spiral ganglion and endolymphatic hydrops et al.), and rise of special antibodies against HIEAg in serum. There were no any obvious abnormity found in non-ASHL pregnant and normal contrastive pregnant guinea pigs and their offspring.In this study, some of ASHL female guinea pig's offspring demonstrated different grades of sensorineural hearing loss and inner ear inflammation, and the special humoral and cellular immune reaction against HIEAg, which could be induced by autoimmune inflammation against inner ear tissues antigens with special antibodies (maybe including special cellular immune reaction) from matrix through placental barrier. This result suggests that the factor of autoimmune against inner ear tissue antigens may be one of pathogenic causes inducing non-heritage congenital sensorineural hearing loss.
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Processing of Cassava and Sweetpotato. Inhambane, Vilankulo, Mozambique, 16 October 2004. [One-Day Training Workshop for 150 farmers] Xitswa. - Tangue, M.; Bera, Mrinal K.; Sousa, Rayniere Felipe Alvarenga de; Magesso, F.; Vilankulos, O. (2005)
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Processing of Cassava. Inhambane, Vilankulo, Mozambique, 27 October 2004. [One-Day Training Workshop for 143 farmers] Xitswa. - Tangue, M.; Magesso, F. (2005)
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Processing of Cassava and Sweetpotato. Inhambane, Inhassoro, Mozambique, 1 November 2004. [One-Day Training Workshop for 30 farmers] Xitswa. - Tangue, M.; Vilankulos, O.; Naene, A. (2005)
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Family management practice, school achievement, and problem behavior in African American adolescents: Mediating processes - Taylor, Ronald D.; Lopez, Elizabeth I. (Journal of Applied Developmental Psychology, 2005)
The association of mothers' report of family management practices (e.g., family routine and parental achievement expectations) with school achievement, school engagement, and problem behavior was assessed among African American mothers and adolescents. Findings revealed that family routine was positively associated with school achievement and adolescents' school attendance, attention to schoolwork, and sense of challenge, and was negatively related to problem behavior in school. Mothers' expectations were positively related to youngsters' school attendance. Students' attendance and attention were also positively associated with school achievement and negatively associated with problem behavior, and mediated the relation of family routine with school achievement and problem behavior. Adolescent perceptions of parental expectations were positively related to students' school achievement. The implications of the findings for addressing achievement and behavioral problems through school programming are discussed.
openalex: W1987357376 mag: 1987357376
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Private Higher Education in Ethiopia: The Current Landscape - Teferra, Damtew (2005)
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Disability in Ethiopia : issues, insights, and implications - Teferra, Tirussew (2005)
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Early Departures: The Migration Potential Of Zimbabwean Students - Tevera, Daniel S. (2005)
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The needs and perceptions of South African Grade 4 educators, teaching English second-language (ESL) learners - Theron, Linda; Nel, Mirna (Africa Education Review, 2005)
Abstract Although mother tongue education is recommended by policymakers, researchers and language learning authorities, the reality in South Africa is that many parents/caregivers and learners believe that English is the best choice as Language of Learning and Teaching. Many English second-language (ESL) learners experience barriers to learning, because of a limited English proficiency. An empirical study was conducted to identify the needs and perceptions of Grade 4 educators regarding ESL learners with a limited English proficiency. The following factors were targeted in the study: demographic factors; language issues; educators' perception of learners with language barriers; and teaching of ESL learners who have limited English proficiency. The findings suggest that educators teaching ESL learners are in need of support.
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"Seeing for yourself" : exploring the impacts of HIV/AIDS and chronic illness on livelihoods, vulnerability and support networks in the Caprivi Region, Namibia. - Thomas, Felicity (2005)
openalex: W2409314450 mag: 2409314450
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DFID Policy Project: Mainstreaming Disability in Development: Country-level research. Rwanda Country Report - Thomas, Philippa (2005)
openalex: W1507543281 mag: 1507543281
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Identification of a novel frameshift mutation in the DFNB31/WHRN gene in a Tunisian consanguineous family with hereditary non-syndromic recessive hearing loss - Tlili, Abdelaziz; Charfedine, Ilhem; Lahmar, Imed; Benzina, Zaineb; Mohamed, Ben Amor; Weil, Dominique; Idriss, Nabil; Drira, M.; Masmoudi, Saber; Ayadi, Hammadi (Human Mutation, 2005)
Approximately 80% of hereditary hearing loss is non-syndromic. Non-syndromic deafness is the most genetically heterogeneous trait. The most common and severe form of hereditary hearing impairment is autosomal recessive non-syndromic hearing loss (ARNSHL), accounting for approximately 80% of cases of genetic deafness. To date, 22 genes implicated in ARNSHL have been identified. Recently a gene, DFNB31/WHRN, which encodes a putative PDZ scaffold protein called whirlin, was found to be responsible for the ARNSHL DFNB31. We found evidence for linkage to the DFNB31locus in a consanguineous Tunisian family segregating congenital profound ARNSHL. Mutation screening of DFNB31/WHRNrevealed four nonpathogenic sequence variants and a novel frameshift mutation [c.2423delG] + [c.2423delG] that changed the reading frame and induced a novel stop codon at amino acid 818 ([p.Gly808AspfsX11] + [p.Gly808AspfsX11]). To determine the contribution of the DFNB31locus in the childhood deafness, we performed linkage analysis in 62 unrelated informative families affected with ARNSHL. No linkage was found to this locus. From this study, we concluded that DFNB31/WHRN is most likely to be a rare cause of ARNSHL in the Tunisian population.
openalex: W2046937722 mag: 2046937722
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Improvement of an educational psychological model for effectivelearner support in inclusive education in South Africa - Toit, Petrusa du (REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 2005)
Internationally much emphasis is placed on learner support for learners with special educational needs (LSEN). In the South African education dispensation before 1994, Educational Psychology performed a major role in the support services of LSEN. However, since the change in education policy in 1994, there occurred a devaluation of support services for LSEN, as the role of Educational Psychologists in the auxiliary services shifted to other tasks like e.g. educator training. Subsequently LSEN have since been receiving less attention in school and in the remaining auxiliary centres, and consequently performing poorer, to the extent that these learners are at present creating a service delivery dilemma in inclusive classrooms, due to these learners not coping in inclusive education.
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Tracing a new educational psychological model for learner support in South Africa - Toit, Petrusa du (REICE: Revista Electrónica Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 2005)
The South African education dispensation acknowledges the fact that a well-established education support service is imperative for the inclusive education policy in South Africa to succeed. Research was undertaken to trace a new Educational Psychological model for learner support in the relatively new inclusive education in South Africa. The results show that what will be needed to effectively support learners with special educational needs (LSEN), is professional autonomy, professional qualifications, a professional approach towards learner assessment and support, and an expansion of their role to encompass a preventive, collaborative and consultative systemic approach towards the provision of support services to LSEN.
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The power of the local: education choices and language maintenance among the Bafut, Kom and Nso' communities of northwest Cameroon - Trudell, Barbara (2005)
openalex: W2187013326 mag: 2187013326
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Learning from the 2002/03 Food Crisis in Southern Africa: Lessons for the Current Year - Tschirley, David L.; Arlindo, Pedro; Nijhoff, Jan J.; Mwiinga, Billy; Weber, Michael T.; Jayne, Thomas S. (Food Security Collaborative Policy Briefs, 2005)
This paper examines the efficiency and effectiveness of emergency response in Southern Africa through the lens of the 2002/03-food crisis in the region. It outlines improvements in information and operational procedures needed to enhance the response to future events. Also discussed are national and regional trade regime changes that would reduce the need for emergency response, and consider what lessons the 2002/03 crisis may have for the role of Strategic Grain Reserves.
openalex: W3121144307 mag: 3121144307
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Development and Distribution of Root System in Two GrainSorghum Cultivars Originated from Sudan under Drought Stress - Tsuji, Wataru; Inanaga, Shinobu; Araki, Hideki; Morita, Shigenori; An, Ping; Sonobe, Kaori (Plant Production Science, 2005)
The difference in rooting pattern between two grain sorghum cultivars differing in drought tolerance was investigated under drought stress. The cultivars, Gadambalia (drought-tolerant) and Tabat (droughtsusceptible), were grown in bottomless wooden or acrylic root boxes to examine root parameters. Gadambalia consistently exhibited higher dry matter production and leaf water potential than Tabat under drought stress in both root boxes. In the experiment with wooden root boxes, under a drought condition, Gadambalia extracted more water from deep soil layers (1.1-1.5 m), which was estimated from the reduction in soil water content, than Tabat. This was because Gadambalia had a significantly higher root length density in these soil layers. The high root length density was due to enhanced lateral root development in Gadambalia. In the other experiment with acrylic root boxes, though total root length in the upper soil layer (0-0.5 m) was declined by limited irrigation in both cultivars, the reduction in Gadambalia was moderate compared with that in Tabat owing to the maintenance of fine root growth. Unlike Tabat, Gadambalia had an ability to produce the nodal roots from higher internodes even under drought, which resulted in the high nodal root length of Gadambalia. The growth angle of nodal roots was significantly correlated with root diameter, and the nodal roots from the higher internodes had large diameters and penetrated into the soil more vertically. These results indicate that the responses of roots (i.e. branching and/or growth of lateral root, and nodal root emergence from higher internodes) to soil dryness could be associated with the drought tolerance of Gadambalia.
openalex: W2048620672 mag: 2048620672
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The goals of education in contemporary Africa - Tugizimana, F. (Chiedza (Harare, Zimbabwe), 2005)
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Religious orientation and social support on health-promoting behaviors of African American college students - Turner‐Musa, Jocelyn; Wilson, Shaunqula A. (Journal of Community Psychology, 2005)
This study examined the role of religious orientation and social support in health-promoting behaviors of African American college students. Data were collected from 211 students attending a historically Black university. Results from a 4 × 2 MANOVA revealed significant main effects for both variables. No interaction effects were observed. Post hoc analyses suggested that students with proreligious orientations compared to those with antireligious orientations were more likely to engage in health-promoting behaviors. Students with high levels of social support had significantly higher mean scores for health-promoting behaviors in the areas of spiritual growth, interpersonal relations, and stress management. The implications of studying health behaviors within the context of religious orientation and social support are discussed. ©2006 Wiley Periodicals, Inc.
openalex: W2058920769 mag: 2058920769
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Universal Basic Education Programme in Nigeria: Need for Community Oriented School Library Service - Udoh, VW (Nigerian School Library Journal, 2005)
openalex: W335467094 mag: 335467094
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Dental Anxiety Among Patients Undergoing Various Dental Treatments in a Nigerian Teaching Hospital - Udoye, Christopher I.; Oginni, Adeleke Oke; Oginni, F.O. (The journal of contemporary dental practice, 2005)
Abstract The aim of the present study is to evaluate the levels of dental anxiety among patients undergoing various dental treatments and to compare the anxiety levels with those of similar studies conducted with subjects from different socio-cultural backgrounds. Dental anxiety was evaluated by the administration of a questionnaire based on the Corah's Dental Anxiety Scale (DAS). Student t-test and analysis of variance (ANOVA) with Bonferoni correction was employed to compare the mean DAS scores. Females recorded higher total DAS scores than males (7.49 ± 2.96 and 7.16 ± 3.44, respectively). Patients in the 24-34 year age group showed the highest total DAS scores (8.25 ± 3.20) followed by the <24 year age group. The total DAS scores for age groups 35-39 and >50 years differ significantly from those of age groups <24 and 24-34 years. The highest DAS score was recorded for root canal therapy (9.30 ± 2.84) followed by extraction. The level of dental anxiety among this study population is lower than those reported elsewhere. The observed avoidance of dental treatment among Nigerians, despite the seemingly low mean DAS scores, may be related to dental anxiety. The authors are, however, of the opinion poor dental awareness may be a contributory factor. Citation Udoye CI, Oginni AO, Oginni FO. Dental Anxiety Among Patients Undergoing Various Dental Treatments in a Nigerian Teaching Hospital. J Contemp Dent Pract 2005 May;(6)2:091-098.
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Breast-feeding knowledge and attitudes of medical students at the Nnamdi Azikiwe University, Nigeria - Ugochukwu, EF; Ezechukwu, CC; Okoye, Obiekwe (International Journal of Medicine and Health Development, 2005)
Objective : To determine the knowledge of and attitudes to breastfeeding among preclinical medical students of the Nnamdi Azikiwe University, Nnewi Campus. Methods : Data collection was aided by a pre-tested, self-administered questionnaire from a cross-section of 280 randomly selected students. Results : Two hundred and eighty students, 181 males and 99 females, were interviewed. The mean age of students was 22.3 ± 3.4 years. Eighty-seven percent of them had been breastfed, while 95.7% had observed a breastfeed. Eighty-eight percent of the females expressed intention to breastfeed their babies while 92.8% of the males would encourage their wives to breastfeed. The male students had a more positive attitude to, and were more knowledgeable about breastfeeding, than their female counterparts. Conclusion : This study highlights the need for breastfeeding promotion strategies among female medical students to encourage them, in the future, to breastfeed and also champion the cause of breastfeeding as a child survival strategy. Keywords : breastfeeding, knowledge, attitudes, students Journal of College of Medicine Vol. 10(2) 2005: 75-78
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Professionalisation of Teachers in Nigeria: Challenges and Obstacles - Ukpo, Eugenia Onwu (African Symposium: An On-Line African Educational Research Journal, 2005)
openalex: W2280352720 mag: 2280352720
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The Role of Home Economics: Population and Family Life Education in Nigeria. - Ukpore, Bessie A. (Journal of Family and Consumer Sciences, 2005)
openalex: W125907957 mag: 125907957
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The Prevalence and Intensity of Urinary Schistoso-miasis Among School Children Living along the Bakalori Dam, Nigeria - Umar, A. S.; Db, Parakoyi (Nigerian Postgraduate Medical Journal, 2005)
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AIDS: Perceptions and Misperceptions among Students of a Nigerian University - Umar, A. S.; Ibrahim, Mohd Tarmizi; Mannan, KA; Umar, Usman (Nigerian Postgraduate Medical Journal, 2005)
openalex: W4362713764
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Rural Education for What? A Critical Analysis of Schooling in Some Rural Communities in Nigeria. - Umar, Abdurrahman (Education in rural Australia, 2005)
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Gender Equality and Education in South Africa: Measurements, Scores and Strategies - Unterhalter, Elaine (2005)
openalex: W111319636 mag: 111319636
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TEACHER MOTIVATION AND INCENTIVES IN LESOTHO - Urwick, James; Mapuru, Puleng; Nkhoboti, Michael (2005)
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Unemployment in South Africa on the rise: Are schools and universities to blame? - Vakalisa, Ntombizolile C. G. (Africa Education Review, 2005)
Abstract Some critics have placed the blame for the rise in unemployment in South Africa at the doorstep of schools and universities since they are the initial formal education providers. This article argues that the notion that initial formal education should prepare the youth for the job market overlooks the core business of schools and universities, and the fact that the job market is not static. The article contends that schools and universities are there to prepare learners for life in all its spheres, through the development of literacy, numeracy and critical thinking skills. It attempts to put into perspective the breadth and depth of initial formal education as a foundation for life in its entirety, not just for labour. It argues that the said skills enable the youth to access the wealth of knowledge locked up in texts that attempt to explain the wide spectrum of human experience and possibilities. These skills are taught within broad contexts of specific study fields that open job and service provision opportunities in the labour market. The article maintains that in cases where initial education institutions had adequate resources to accomplish their role, South African education has earned international recognition and its graduates have accessed job markets both in South Africa and internationally. It further identifies possible causes of the perceived current high rate of unemployment among the youth of South Africa, for example, the economic climate of the country and the legacy of inequalities in educational provisioning among others. The article concludes that the popular criticism that universities operate as ivory towers has long become a cliché, since universities, apart from the conventional academic and professional qualification programmes they offer, also provide a variety of career-specific short programmes for people already in employment.
openalex: W1983729426 mag: 1983729426
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Citizenship and children s education rights in South Africa - Vally, Salim (Journal of Education, 2005)
This article attempts to understand citizenship and childreni?½s human rights in the context of poverty and inequality in South African society. It reviews some of the policy texts pertinent to Early Childhood Development, particularly Education White Paper 5 on Early Childhood Education and White Paper 6 on Special Education. The article speaks to the discrepancy between the existing normative framework of society and its reality. It seeks to do this through a discussion of the i?½glossy rhetorici?½ of education policies and legislation informed by human rights, social justice and a democratic citizenship discourse and the actual realization of this promise.
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Curriculum Policy Seen Through High-Stakes Examinations: Mathematics and Biology in a Selection of School-Leaving Examinations From the Middle East and North Africa - Valverde, Gilbert A. (Peabody journal of education, 2005)
A study of curriculum goals set forth in school-leaving examinations in mathematics and biology from Egypt, Iran, Jordan, Lebanon, Morocco, and Tunisia benchmarked against the French baccalaureat examinations. This investigation uncovers and contrasts the goals of secondary education as they are put forward in the tests that are used in the certification of completion of secondary studies in these countries. The work takes advantage of a metric developed for the Third International Mathematics and Science Study efforts to measure educational goals for school mathematics and science. Tests from the sample of Middle Eastern and North African (MENA) countries are found to emphasize traditional content and the ability to recall and apply routine procedures and algorithms. These goals are contrasted with French school-leaving examinations and the implications of these findings for understanding and assessing curriculum policy in MENA, in a context of educational reform and the challenges of economic competiven...
openalex: W2031705235 mag: 2031705235
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Empowering teachers for educational ICT competence: a South African case study - vanderWesthuizen, Duan; Bruin, Gideon P. de (Society for Information Technology & Teacher Education International Conference, 2005)
The need for increased access to ICT by all learners in the South Africa has been recognised by educational authorities. Significant challenges exist, only 27% of schools nationally have access to computers for teaching and learning. Educational authorities embarked on ambitious programmes to introduce ICT’s in every school. One of the greatest challenges facing the integration of ICT into the curriculum is that many teachers are not ICT competent. The Gauteng Education Department approached the University of Johannesburg to train 100 teachers in Educational Computing. The aim of this study is to determine how valuable students found the course and the extent to which they transferred their learning to the workplace. Overall, it appears that students rated the course highly. Significant impact was reported on changes in the way that teachers taught which showed that transfer of learning took place, but that it was moderated by access to computers at home or at the workplace.
openalex: W2265970584 mag: 2265970584
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Conflicting Demands: Assessment Practices in Three South African Primary Schools Undergoing Desegregation - Vandeyar, Saloshna (Curriculum inquiry, 2005)
Recent educational reforms in South Africa have been framed by an outcomes‐based education (OBE) policy. One of the assumptions underlying this nationally directed educational reform process is that teachers will be both willing and able to adapt their teaching and assessment practices accordingly. Yet, there is considerable evidence to suggest that this is not so (Harley & Wedekind, 2004; Jansen, 2001; Jita, 2002; Sieborger & Nakabugo, 2001; Vandeyar & Killen, 2004a). The change in educational policy has set new and more challenging demands on teachers, which are often in conflict with their beliefs and value systems. These conflicting demands are twofold in nature: a change in assessment policy and a change in learner target population. To explore this issue, this article examines data from a larger study that set out to investigate teacher assessment practices in multilingual classrooms in South African primary schools. This article is about the process of policy appropriation or misappropriation by agents mediating between policy and its actual practice on the classroom floor. In this case, the policy in question is OBE‐related assessment policy. The mediators between policy and practice in the classroom are teachers. Using a conceptual framework that advocates an approach to educational changes that Proudford (1998) terms as “emancipatory” (p. 139), this article attempts to describe how teachers cope with conflicting demands on their assessment practices. The emancipatory approach is conceptualized in terms of three key dimensions: professional confidence, professional interpretation, and professional consciousness (Proudford). The findings of this study are twofold. First, teachers mediate the external pressures upon them through the “filter” of their own professional identities. Second, the process of assessment is not merely technical, but it is not merely social and personal either; it is both.
openalex: W2143164107 mag: 2143164107
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Schools of Thought: Understanding Inclusion and Exclusion in Schools in Finland and South Africa - Väyrynen, Sai (2005)
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Liability for oil pollution damage : an Anglo-South African comparison in light of the international dispensation - Verwey, Maria Petronella Elizabeth (2005)
openalex: W169405866 mag: 169405866
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Constraints in the teaching and learning of the humanities at South African universities: a Delphi study - Viljoen, Hein (South African journal of higher education, 2005)
This article is a report on a Delphi study undertaken to determine the critical inhibiting factors (constraints) in the teaching and learning of the humanities in South Africa. It is part of a larger project premised on the Theory of Constraints that aims at determining the constraints and finding ways to overcome them. The Delphi technique as a technique for polling expert opinion is briefly described. For this study the opinions of two panels of experts about constraints for the humanities have been polled. Twenty-one constraints were identified to a high degree of reliability. The study confirms that basic language and reading skills are of the utmost importance. It also confirms that the humanities should profile their contribution to society much stronger and learn to deal effectively with the utilitarian and vocational challenges they face today.
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Applying a framework for IT governance in South African higher education institutions - Viljoen, Stephen (2005)
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Credit accumulation and transfer - A case for transparency, flexibility and mobility in Ugandan higher education - Vossensteyn, Johan J.; Gillard, Erica; Beverwijk, J.M.R.; Scott, Ian J. (2005)
openalex: W2738777284 mag: 2738777284
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Children's hygiene and sanitation training in Somalia - Vreede, Esther de (Waterlines, 2005)
How can children best learn about hygiene and the links between poor hygiene and poor health? This article describes how the CHAST (Children's Hygiene and Sanitation Training) materials were designed in Somalia, so that children could learn these lessons in a fun and memorable way.
openalex: W2057786817 mag: 2057786817
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Helminthiasis in selected children seen at the University of Benin Teaching Hospital (UBTH), Benin City, Nigeria - Wagbatsoma, VA; Aisien, MS (Nigerian Postgraduate Medical Journal, 2005)
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African(a) Philosophy of Education: Reconstructions and Deconstructions - Waghid, Yusef; Wyk, Berte van (2005)
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An evaluation of performance appraisal practices and challenges in Tanzanian public secondary schools: a case of four selected secondary schools in Dar es Salaam City - Waindi, Wilfred (2005)
openalex: W3154207034 mag: 3154207034
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African cultural education: a dialogue with African migrant youth in Western Australia - Wakholi, Peter Mbago (2005)
African Cultural Education: A dialogue with African migrant youth in Western Australia, examines cultural issues that concern a specific group of African migrant youths. The ten youth participants three of whom are male and seven female share their concerns and desires about issues relating to their cultural identity. As a minority group in a predominantly Eurocentric society they are faced with cultural challenges, which influence their being namely: Racism and the pressure to assimilate. The thesis adopts an African Centred Cultural Democracy approach: which proposes that African people must construct a 'new' African identity and must begin to perceive and interpret the world in its entirety from an African psychological, spiritual, and cultural frame of reference. This approach requires an ongoing critical assesement of both subjective lived experience and objective conditions. Through the Ujamaa circle process the youth participants along with the facilitator examined challenges to their cultural identities and alternative liberatory options. Growing up in a culturally alienating Eurocentric culture, they felt the need for an African cultural space, in which they could explore issues affecting them as African descendants. In particular racism and assimilation were of major concern to them. They were of the opinion that there should be an ongoing African Cultural Education Program to facilitate cultural re-evaluation and continuity. It is the study's conclusion that cultural education for a minority African migrant group in a dominant Eurocentric culture is essential for their identities and continued root-cultural connectedness. Within the African Cultural Education conceptual framework, in addition to African cultural re-evaluation, it is possible to critically explore oppressive and domineering practices of the mainstream culture. It is also possible that the African migrant youth may become equipped with alternative worldviews from an African perspective, which will enable him/her to make informed judgement and response towards inappropriate mainstream attitudes and values. Participation in the arena of cultural politics will therefore be based on informed practice.
openalex: W1576344524 mag: 1576344524
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African American adult education professors: Perceptions of graduate studies in adult education - Waldrum, Sharon Gatling (2005)
The purpose of this study was to provide historical and philosophical information regarding the field of Adult Education from the perspective of 15 African Americans. This study’s design utilized the findings from African-American Adult Educators (AAAE) to add to the depth and breadth of information about Adult Education by engaging participants in reflective dialogue regarding the field and their experiences. This qualitative design used semi-structured interviews to obtain information about the relationships among and influences of major professors and dissertation committees. The study included influences, direct and indirect, as well as influential authors, books, and publications. Adult Education was analyzed by examining the ideological nature and function of African-American modes of thought about the field. Discussion included divergence from ideologies and values of major professors by the A-AAE and the basis for that divergence. Themes emerged from discussions of the accomplishments and disappointments of each participant. Individuals spoke freely about changes and trends in adult education during their careers. Most found influences in communities of their origin, rather than in the academic communities of major professors or dissertation committees. The majority vi modestly discussed their accomplishments, regretting not having published more. A few discussed global views in the future tense, while most discussed application of Adult Education theory in the present. Without exception, A-AAE spoke both of changes towards diversity and of the long way the field has to go in this direction. Many felt being marginalized provided a different perspective. Major changes included decreased numbers of graduate programs presenting fewer job opportunities and a shift from a male to a female predominated professorate. All valued national organizations, but most felt that they must increase visibility to meet the field’s ever-growing needs in the global political arena. The newest professors must be activists of social change through politics and scholarly research from the platform of the Adult Education professorate. AfricanAmerican professors are dealing with issues of discrimination in the field of Adult Education by replacing the gatekeepers, and developing more collaborative research, by providing opportunities for people of color to participate in scholarly activities.
openalex: W1522076559 mag: 1522076559
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No Child Left Behind: Key Issues and Instructional Implications for Teachers of African-American Children - Walker-Dalhouse, Doris (Reading Horizons, 2005)
This article presents an overview of five key issues: access to materials; student motivation; teacher preparation; instructional practices; and parent-teacher-student relationships, that must be addressed in effecting change in the academic performance of African-American students. These issues are deemed important if the No Child Left Behind legislation is to impact the teaching and learning of African-American students. No Child Left Behind: Key Issues and Instructional Implications for Teachers of African-American Children Doris Walker-Dalhouse Minnesota State University Moorhead '[ii article presents an overview of five key issues: access to materials; student motivation; teacher preparation; instructional practices; and parent-teacher-student relationships, that must be addressed in effecting change in the academic performance of African-American students. These issues are deemed important if the No Child Left Behind legislation is to impact the teaching and learning of African-American students. 156 Reading Horizons, 2005, 45, (3) APPROXIMATELY FORTY-SIX percent of Black and Hispanic children live in poverty compared to 8 percent of Caucasian children (U.S. Census Bureau, 2003). Forty-three percent of African-American families are headed by a single parent as opposed to 18 percent of Caucasian families (McKinnon & Humes, 2000). In single parent families, the poverty rate is 41 percent for African-American children. In 2001 (NCES, 2001), forty-eight percent of African-American children between the ages of 3-5 were read to every day compared to 64 percent of Caucasian children. Forty-eight percent of children living in single parent homes were read to compared to 61 percent of 3-5 year olds in two parent families. (NCES, 2001) In spite of the above, African-American communities collectively view literacy as not only important, but as requisite for human existence and survival (Qualis, 2001). African-American parents living in urban environments have high expectations for their children's success in learning to read. Taylor and Dorsey-Gaines (1988) conducted case studies on the literacy development of young, urban AfricanAmerican children living in poverty and found that their subjects had literate home environments with families who supported their literacy development at home and at school. However, the differences between the literacy achievement of African-American students and Caucasian students remain significant according to Au (1998). Au's 1998 assessment was reinforced by the 2000 National Assessment of Education Progress. Reading scores for fourth graders indicated that African-American, Hispanic, and Native American students performed lower than Asian/Pacific Islanders and Caucasian students. Twelve percent of African-American children were reading at or above the proficiency level compared to 40 percent of the Caucasian children. In addition, more advantaged children and children in private schools performed better than less advantaged urban children in public schools (NAEP, 2000). The question is what are some factors associated with low achievement in African-American children and what can be done to help African-American children become successful readers and writers. This article will focus on some of the important issues that must be considered in understanding the underachievement of African-American NCLB: Teachers and African American Children 157 students: access to materials; student motivation; teacher preparation; instructional practices; and parent-teacher-student relationships. The article concludes with implications for change.
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Race is nowhere and race is everywhere: narratives from black and white South African university students in post‐apartheid South Africa - Walker, Melanie (British Journal of Sociology of Education, 2005)
This paper examines the life history narratives of a group of 12 black and white male and female undergraduate students at a historically white Afrikaans medium university, now undergoing its own transformation in post‐apartheid South Africa. Conceptualizations of identity and discourse across four elements of context, setting, situated activity and self are employed to examine their accounts. Three framing discourses, comprising the official storyline of a rainbow nation and new higher education policies, the formal storyline of institutional change, and the informal space of relationships and interactions are used to analyse student narratives in terms of how they produce, reproduce and transform race and identity. What emerges is a complicated picture in which identities cannot be simply read off either from the official discourse or from colour and culture as the levels of discourse articulate and collide with a history of racial separateness and context and setting, with particular identity effects. What varieties of men and women now prevail in this society and in this period? And what varieties are coming to prevail? In what ways are they selected and formed, liberated and repressed, made sensitive and blunted? (Mills, 1959 Mills CW (1959) The sociological imagination (London, Oxford University Press) [Crossref] , [Google Scholar], p. 7)
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Parental Education and Children's Schooling Outcomes: Is the Effect Nature, Nurture, or Both? Evidence from Recomposed Families in Rwanda - Walque, Damien de (Social Science Research Network, 2005)
Educated parents tend to have educated children. But is intergenerational transmission of human capital more nature, more nurture, or both? The author uses household survey data from Rwanda that contains a large proportion of children living in households without their biological parents. The data allows him to separate genetic from environmental parental influences. The nonrandom placement of children is controlled by including the educational attainment of the absent biological parents and the type of relationship that links the children to their adoptive families. The results of the analysis suggest that the nurture component of the intergenerational transmission of human capital is important for both parents, contrary to recent evidence proposed by Behrman and Rosenzweig (2002) and Plug (2004) who concluded that mothers' education had no environmental impact on children's schooling. Interestingly, mothers' education matters more for girls, while fathers' education is more important for boys. Finally, an important policy recommendation in the African context emerges from the analysis: the risk for orphans or abandoned children to lose ground in their schooling achievements is minimized if they are placed with relatives.
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Parental Education and Children's Schooling Outcomes: Is the Effect Nature, Nurture, or Both? Evidence from Recomposed Families in Rwanda. World Bank Policy Research Working Paper 3483. - Walque, Damien de (World Bank Publications, 2005)
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Social Organization of Teacher Education in Africa: A Kenyan Case Study - Wane, Njoki Nathani (2005)
Teacher education in Africa as a field of sociological study is often categorized in relation to levels of education namely: kindergarten, primary, secondary, vocational, and university education. At each level, issues of curriculum, cost, resources, quality, and quantity of education constitute areas of study, which may be analyzed independently or in relation to each other. This chapter presents a general overview of teacher education in Africa, drawing specific references from Kenya. The chapter is informed by the anticolonial framework as extrapolated by Dei (2000), Smith (1999) and wa Thiong’o (1986). The chapter draws from Kenya’s contemporary policy reform and evaluation frameworks (e.g., Kinyanjui, 1992; Republic of Kenya, 1998; Republic of Kenya/UNICEF, 1995). The chapter provides a brief historical background to teacher education in Africa followed by an overview of the anticolonial framework. Levels and types of teacher education offered in Kenya (from pre-primary/early childhood to higher education) are explored. A proposition to include indigenous knowledge in teacher education is presented. Finally, issues of selection and placement of untrained
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Culture shock the differences between Chinese and South African students at the University of Port Elizabeth - Wang, Hui Jingzi (2005)
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