Climate change: A looming challenge for fisheries management in southern Africa - Clark, B. M. (Marine Policy, 2006)
It is now widely accepted that the earth's climate is changing under the influence of anthropogenic activities. A number of key changes in the earths atmosphere and ocean have already been detected (including increasing global surface temperature, rising sea levels, increases in incident UV radiation, changes in average annual precipitation, and increases in the variability and intensity of extreme weather events, among others), while speculation regarding future changes is rife. The implications of global climate change for fish stocks and fisheries is of concern to many scientists, but little effort has been made to incorporate observed changes or event such thinking into management models and paradigms. This paper summarises available evidence linking the production of key greenhouse gases with observed and future projected changes in the earth's climate, specifically in respect of a number of key atmospheric and oceanographic parameters likely to affect fish stocks in South Africa (temperature, pressure/wind fields, CO2 concentration, rainfall, mean sea level and UV radiation). It also explores likely effects of these changes on fish stocks and key fishery sectors. In addition, it highlights a number of positive steps that be taken by management authorities to ensure that they and the fishing communities for which they are responsible are in the best possible position to deal with the effects of changing global climate as they become manifest.
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Change in Science Teaching: Lessons from a South African Township Classroom - Clark, Jonathan P.; Linder, Cedric (2006)
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Language learning and language change in children with specific language impairment who speak African American English - Clark, Maya Reynolds (2006)
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Black racial identity as a mediator of cardiovascular reactivity to racism in African-American college students. - Clark, Vernessa R.; Cobb, Renia E. B.; Hopkins, R. H.; Smith, Christine E. (PubMed, 2006)
The purpose of the present study was to examine the ability of Black racial identity to mediate cardiovascular reactivity to racism. The Multidimensional Model of Racial Identity (MMRI), which consists of four dimensions, salience, centrality, regard, and ideology was used to define Black racial identity. The subdimensions of ideology are oppressed minority, nationalist, humanist, and assimilationist racial identities.Heart rate, cardiac output, stroke volume, and blood pressure were measured in 72 African-American men as they viewed a videotaped scene depicting racial profiling and a neutral scene. We hypothesized that individuals with high levels of Black-oriented identities (centrality, public regard, private regard, oppressed minority, and nationalist) would be less stressed by the racial profiling scenes than those low in these identities. In addition, we predicted that individuals with high levels of non-Black-oriented identities (assimilationist, humanist) would be more stressed by the racial profiling scenes than those with low levels of these identities.Private regard, humanist, and assimilationist racial identities were significantly associated with increased cardiovascular reactivity to the scenes. Specifically, private regard significantly predicted cardiac output and stroke volume responses to the scenes. In addition, assimilationist and humanist racial identities were associated with greater blood output and faster heart rates in response to the scenes.Although private regard (Black oriented) and assimilationist and humanist (non- Black oriented) racial identities showed elevated cardiovascular reactivity to the scenes, the underlying mechanisms of these associations may differ.
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Reactions to Western Education Practice: Adult Education in Egypt - Cochran, Judith (2006)
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The Impact of Racialized Schools and Racist (Mis)Education on African American Students' Academic Identity - Cokley, Kevin (2006)
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Financing the Education Sector: The Role and Importance of Aid to Education in Kenya, Ghana, India and Pakistan. - Colclough, Christopher (2006)
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Experiences of African American Students in a Predominantly White, Two-Year Nursing Program - Coleman, Lucille Deloise (The journal of the Association of Black Nursing Faculty in Higher Education, 2006)
Abstract: This study was undertaken in an effort to explore and understand the voices of African American students regarding their academic and social experiences in a two-year, predominantly White nursing program and institution. As well as, how students said these experiences influenced their academic and social engagement in these environments. Because of African American students' historical past in American society and educational institutions, I was also interested in understanding how race influenced students' experiences in this particular nursing program and institution. This study was conducted with 14 African American nursing students in a two-year community college nursing program. Results from the study generated a core theme, saliency of race, and four primary themes, difference, coping and survival, support systems, and institutional context as having significant influence on the experiences of African American nursing students. Key Words: African American Nursing Students, Black Nursing Students, African American Nursing Faculty, Predominantly White Institutions, Two-Year Nursing Program Currently, the attrition rate of African American students completing predominantly White nursing programs poses a serious concern and challenge for the nursing profession inasmuch as there is an insufficient and decreasing supply of African American nurses to meet the escalating nursing shortage and to reflect adequate representation of all members of society (American Nurses Association, 2003; Powell, 1992). Questions abound as to what contributes to the lack of success of African American students. Numerous studies indicate that factors influencing African American students' academic and social engagement in predominantly White institutions include a nonsupportive academic environment, lack of faculty involvement and commitment, institutional barriers, and encounters with issues of race (Campbell & Davis, 1990; Fleming, 1984; Hyche-Johnson, 1995; Watson, L.W., Terrell, M. C., Wright, D. J., Bonner, F. A., II, Cuyjet, M. J., Gold, J.A., Rudy, D. E., & Person, D. E. (2002). Generally speaking, all students encounter barriers during their enrollment in nursing programs and institutions of higher education. However, research indicates that there are some academic and social experiences unique to students of color, in particular African American students. African American nursing students experience the college environment of predominantly White institutions differently than do their White classmates (Hyche-Johnson, 1995; Langston-Moss, 1997). REVIEW OF LITERATURE The review of selected literature on African American nursing students in predominantly White nursing programs was situated in a historical framework because of these students' unique position as African American people and as African American students in American society, the nursing profession, and institutions of higher education. Literature suggests that issues of race on predominantly White campuses continue to affect adversely African American student social relations and academic experiences. Before emancipation and many years to follow, Blacks, unlike Whites, were systematically and legislatively denied and excluded from the basics of formal education (Meltzer, 1984; Thomas, 1996). Even though, post-civil war decisions brought limited changes in Blacks having access to equal formal education, additional changes would be necessary. Several historical legislative and judicial landmarks, such as the 1944 GI Bill, the 1954 Brown decision, the 1960s Civil Rights Movement, the 1965 Higher Education Act, and the 1973 Adams decision, contributed to African American students' access to higher education in predominantly White institutions (Simmons,1994). Nevertheless, the Black and White disparity in education has remained steadfast into the 21st century. Problems of racial exclusion and segregation existed in the general education system as well as in White nursing schools. …
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RELATIONSHIP BETWEEN READING ABILITY AND STATISTICS ANXIETY AMONG AFRICAN-AMERICAN GRADUATE STUDENTS: IMPLICATIONS FOR THE TEACHING AND LEARNING OF STATISTICS - Collins, Kathleen M. T.; Onwuegbuzie, Anthony J. (2006)
The several antecedents of statistics anxiety that have been identified, at best, identify students who are at risk for debilitative levels of statistics anxiety, thereby having only minimal implications for intervention. Further, these few ihave tended to be teacher-centered rather than student-centered. The area of reading a bility appears to offer a viable avenue for research on the antecedents of statistics anxiety. Because statistics textbooks often present complex material, students with low reading ability possibly are prone to experience high anxiety levels. To date, this link has not been formally in vestigated. Thus, this study examined whether reading ability predicts statistics anxiety levels among 92 African-American graduate students. A canonical correlation analysis revealed a strong mu ltivariate relationship between reading ability and statistics anxiety. Instructional implications are discussed.
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Book review of Global Issues and Adult Education: Perspectives from Latin America, South Africa, and the United States - Comings, John P. (2006)
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Collective Action by Women’s Groups to Combat Drought and Poverty in Northern Kenya - Coppock, D. Layne; Desta, Solomon; Wako, A.; Aden, I.; Gebru, Getachew; Tezera, Seyoum; Tadecha, C. (2006)
Collective action can be an effective means of local development and risk reduction among rural people, but few examples have been documented in pastoral areas. We conducted extensive interviews for 16 women’s groups residing in northern Kenya. Our objectives were to understand how groups were formed, governed, and sustained and what activities they have pursued. The groups we interviewed were 10 years old, on average. Charter memberships averaged about 24 women, 20 of whom were illiterate. Half of the groups formed after facilitation by a development partner and half formed spontaneously. Groups are governed under detailed constitutional frameworks with elected leaders. Groups primarily form to improve living standards of the members and undertake a wide variety of activities founded on savings and credit schemes, income diversification, small business development, education, health service delivery, and natural resource management. Groups have evolved means to buffer members from drought and poverty. The greatest threats to the sustainability of the groups come from internal factors such as unfavorable group dynamics and illiteracy, while external challenges include drought, poverty, and political incitement. Principles of good group governance and wisdom in business are reportedly the key ingredients for long-term success.
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Linking Ethiopian Pastoralists and Exporters in a Livestock Marketing Chain: The Role of Education - Coppock, D. Layne; Tezerra, S.; Desta, Solomon; Gebru, Getachew (2006)
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Recent Research on the language and literacy skills of African American students in the early years - Craig, Holly K.; Washington, Julie A. (2006)
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African American eighth-grade female students' perceptions and experiences as learners of science literacy - Crim, Sharan Renee' (PhDT, 2006)
AFRICAN AMERICAN EIGHTH GRADE FEMALE STUDENTS’ PERCEPTIONS AND EXPERIENCES AS LEARNERS OF SCIENCE LITERACY by Sharan R. Crim The National Assessment of Educational Progress (2000) reports an achievement gap between male and female students and majority and minority students in science literacy. Rutherford and Ahlgren (2000) describe a scientifically literate person as one who is aware that science, mathematics, and technology are interdependent human enterprises with strengths and limitations; understands key concepts and principles of science; is familiar with the natural world and recognizes both its diversity and unity; and uses scientific knowledge and scientific ways of thinking for individual and social purposes. The purpose of this qualitative case study research was to investigate African American eighth grade female students’ perceptions and experiences as learners of science literacy. A social learning theory (Bandura, 1986) and constructivist theory (Vygotsky, 1977) served as a guide for the researcher. Two questions were explored: 1. What are African American eighth grade female students’ perceptions and experiences as learners of science literacy? 2. In what ways do the perceptions and experiences of African American eighth grade female students influence their learning of science literacy? Purposeful sampling (Merriam, 1998) was used with four African American eighth grade female students selected as participants for the study. Data collection and analysis occurred between Feburary and August in a single year. Data sources included an open-ended questionnaire, two in-depth interviews with each participant (Seidman, 1991); classroom observations, participant reflective journals, student artifacts, and a researcher’s log. Data were analyzed through the constant comparative method (Glaser & Strauss, 1967), and richly descriptive participant portraits and qualitative case studies (Merriam, 1998) were used to report the findings. Three themes emerged from the study that positively affected the perceptions and experiences of African American eighth grade female students as learners of science literacy: 1) the influence of family members, especially mothers and grandmothers, 2) the personal connections made to science concepts and real life, 3) the creative student-researched and designed projects, labs, and experiments.Trustworthiness and rigor were established through adherence to guidelines for establishing credibility, confirmability, dependability, and transferability (Lincoln & Guba, 1985). AFRICAN AMERICAN EIGHTH-GRADE FEMALE STUDENTS’ PERCEPTIONS AND EXPERIENCES AS LEARNERS OF SCIENCE LITERACY by Sharan R. Crim
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Prepared for diversity? Teacher education for lower primary classes in Malawi - Croft, Alison (2006)
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Aspects contributing to the sustainable implementation of computers in school districts (south africa) - Cronjé, Johannes; Thomas, Herbert Ernest (2006)
This study investigates influences on the sustainability of a computers-in-schools project during the implementation phase thereof. The CALIS Project (1992-1996) is the unit of analysis. A qualitative case study research design is used to elicit data, in the form of participant narratives, from people who were involved in the regional management of the Project, as well as teachers who implemented the Project in their classrooms. These narratives are then analysed from a post-modern perspective (Kvale, 1996). The analysis reveals personal, programmatic, physical and systemic influences on the Project. These influences can be identified on all structural levels of the education system (Mooij and Smeets, 2001). Furthermore, metaphoric patterning across narratives is analysed in terms of implicatures, postulated by Relevance Theory (Sperber and Wilson, 1995). Analysis of the data provides evidence in support of Fullan's (2005) definition of sustainability as a quality of dynamic, complex systems. Personal, programmatic, physical and systemic influences on the Project are found to be interrelated on, and across, structural levels of the system. In addition, influences are dynamically related to the changing Project in particular host environments (Cavallo, 2004). The resulting ecological or viral growth is characteristic of complex systems, where further development is indeterminate.
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The development and evaluation of a career guidance centre for historically disadvantaged learners in Zululand, South Africa - Crossland, Lynn-Donné. (2006)
Submitted in partial fulfilment of the requirements for the Degree of Master of Arts (Counselling Psychology) at the University of Zululand, 2006.
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Teaching academic writing in a South African context : an evaluation of the drafting-responding process used to develop the academic writing of students in a first year media course at the University of KwaZulu-Natal. - Crouch, Alison. (2006)
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ICTs and the South African Higher Education Landscape - Czerniewicz, Laura; Ravjee, Neetha; Mlitwa, Nhlanhla Boyfriend Wilton (2006)
This report is a mapping exercise, which describes and explores the landscape of ICTs and higher education in South Africa since 2000. Broadly delineating the terrain, the focus is on teaching and learning within higher education. This study sets out to answer five questions: 1. How are ICTs understood and described by practitioners and researchers? 2. What policies and structures for ICTs exist nationally and institutionally? 3. What does the emerging domain of enquiry look like? 4. How do practitioners and researchers understand ICTs in terms of change in higher education? 5. What are the key issues to be noted in the ICTs and higher education terrain? The report describes the language of ICTs in higher education both in terms of the shifting, emerging terminology and the varied understandings of ICTs in terms of national and institutional policies and reported practices. It reveals the emerging organizational forms that locate the work, and argues that despite an absence of an over-arching policy framework, policy in South Africa is being formed implicitly by practice. It moves on to describe three prevalent meanings of technological change: change as improvement; change as innovation; and change as transformation. Finally, key issues and debates, which emerge from the data texts, are identified and examined.
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All the black people speak English and Afrikaans, so it doesn??t matter??: Ideologies of language and race on a South African school ground. In G. Stevens, V. Franci & T. Swart (Eds.) - D, Painter (2006)
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Indoor Radon Concentration Measurements in Tarqumia Girl Schools at Western Hebron Region – Palestine - Dabayneh, Khalil (2006)
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Schistosomiasis among students in a local government area of Kaduna State in Northern Nigeria - Damen, JG; Banwat, EB; Egah, DZ; Shabi, M.O. (Highland Medical Research Journal, 2006)
Aim : Was to determine prevalence of schestosomiasis among secondary school students in Jama'a local government Area of Kaduna State between April and July 2005. Material Method : A total of 306 students were recruited from 774 students into the study and each submitted a sample of urine and stool. The stool samples were examined both macroscopically and microscopically (Direct and formal ether concentration techniques) while urine samples were prepared using the sedimentation techniques. The specimens were examined for eggs of Schistosoma spp . Result : The Prevalence of Schistosomiasis in the study was 19.0%. Schistosoma mansoni had 12.4% while Schistosoma haematobium was 6.5%. Infections were more common in males (23.6%) than the females (12.2%). Students that got their water supply from the river and pond were the most infected, while those that use tap water were the least infected. Conclusion : The study has demonstrated that Schistosomiasis is endemic in the study area. More attention should be given to personal hygiene and prompt diagnosis and treatment of infected persons as a way of controlling the disease. Highland Medical Research Journal Vol. 4(1) 2006: 60-69
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Parent involvement: Differences between African Americans and European Americans in one Florida school district - Darter-Lagos, Michelle M. (2006)
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Learning from local economic development experiences: Observations on Integrated Development Programmes of the Free State, Republic of South Africa - Davis, Junior (MPRA Paper, 2006)
The aim of this paper is to assess the degree to which the components of the Rural Economic and Enterprise Development (REED) framework have been incorporated into integrated development planning (IDP) or into strategic local economic development (LED) plans. The paper also provides an evaluation of two local municipal level IDPs in the Free State, Republic of South Africa. The evaluation is considered on an ex-ante basis in terms of contemporary LED and REED approaches. We also consider IDP efficacy and potential impact in terms of achieving enterprise development, poverty reduction and growth.
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Farmer Field Schools: A Boon or Bust for Extension in Africa? - Davis, Kristin; Ababa, Addis (Journal of International Agricultural and Extension Education, 2006)
Despite the tremendous need for extension approaches that contribute to poverty reduction in rural sub-Saharan Africa, many extension models have been tried with only limited success. A popular model at the moment is the farmer field schools (FFS) approach, based on adult education principles such as experiential learning. Farmer field schools are intensive, season-long programs where farmers meet regularly to learn and experiment on a given topic. Farmer field schools have shown remarkable impacts in terms of reducing farmers’ use of pesticides for environmental and health benefits, increasing their on-farm productivity, improving knowledge gain among farmers, and empowering rural communities. However, these impacts have not translated into changes beyond the local level; several studies suggest that FFS are having limited or no effect on the agricultural sector’s economic performance, sustainable use of the environment, on rural health, and on dissemination of information by FFS participants to other farmers. There are also many questions about their sustainability. This paper examines the FFS approach in detail. Findings suggest that many of the issues inherent in the approach are not being addressed, even though the approach is being aggressively promoted by donors, governments, and non-governmental organizations as the next best thing in extension. The paper concludes that what is needed is not a “one size fits all” approach, but rather local solutions for local problems.
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An Andean ice-core record of a Middle Holocene mega-drought in North Africa and Asia - Davis, M. E.; Thompson, Lonnie G. (Annals of Glaciology, 2006)
Abstract An ice core from the Nevado Huascaran col in the Cordillera Blanca of northern Peru contains high-resolution time series of dust concentrations and size distributions since the end of the last glacial stage. A large dust peak, dated ∼4500 years ago, is contemporaneous with a widespread and prolonged drought that apparently extended from North Africa to eastern China, evidence of which occurs in historical, archeological and paleoclimatic records. This event may have been associated with several centuries of weak Asian/Indian/African monsoons, possibly linked with a protracted cooling in the North Atlantic. During the second half of the 20th century, high austral-summer dust concentrations in the Huascaran record are significantly correlated with atmospheric conditions, such as sea-level pressure and zonal wind velocities that are consistent with El Nino-Southern Oscillation (ENSO) and positive North Atlantic Oscillation (NAO) indices, and with aridity in North Africa, southwest Asia and the Middle East. Therefore, the dominant submicron fraction of the dust may have been transported by more intense northeasterly trade winds from the African dry regions across the tropical Atlantic during a period of frequent and/or intense ENSO activity. The proposed ENSO conditions that may have been linked with drought in the monsoon region may also have contributed to aridity in tropical South America, including the Cordillera Blanca.
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HIV/AIDS prevention strategies in Cameroon: anthropological analysis of life histories of people with AIDS and the response of youths in schools - Deffo, Modeste (African Anthropologist, 2006)
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Causes of professional stress: a case study of primary school teachers in Masvingo District, Zimbabwe - Denhere, C.; Chireshe, Regis (2006)
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Student worries: a comparative study of rural day and mission boarding secondary schools in Zimbabwe - Denhere, Clever; Chirobe, L. (2006)
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Experience of Disability: Sub-Saharan Africa - Devlieger, Patrick (2006)
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Handbook for Literacy and Non-Formal Education Facilitators in Africa. - Diagne, Amadou Wade; Sadembouo, Etienne; Ouedraogo, Fati; Adu-Gyamfi, Juliana; Kinteh, Saim; Khan, Shahnewaz (2006)
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Language Planning, Language-In-Education Policy, and Attitudes Towards Languages in Senegal - Diallo, Ibrahima (2006)
This thesis describes language policy practices in Senegal, identifies the languages used by Senegalese people in various social, public, and institutional settings, and details the attitudes of Senegalese people towards their own mother tongues, Wolof, French, and English and these speech communities. It examines also the importance, place, and future of local languages and European languages in Senegal and analyses the issue of language(s) of education in Senegal. To conduct this research, a variety of sampling techniques were used to collect data from a wide range of population-categories including respondents from the general population, public administration, students, and the business sector. Throughout the period of this study, Senegal was undergoing a phenomenal linguistic experience characterised by the sudden arrival and strengthening of English in the country, increasing interest by Senegalese people in local languages, and a gradual decline of the domains of French language use in the country. Against this linguistic backdrop, a number of major findings have resulted from the research including the finding that home languages (in particular, the mother tongues) are dominant in most family and social settings while French is dominant only in public settings. However, the data show that both mother tongues and Wolof are being used increasingly in public institutions; domains that hitherto belonged to French. The language use with people indicates a similar pattern, i.e. local languages are mostly used with close family members and with people in the extended family circle while French is dominant only with people in public institutions. The home languages (mother tongues and Wolof) and, to a lesser extent English, are more popular in public settings, thus reducing the hegemony of the use of French with people in public institutions. The study based on the data collected from the overall sample found also that the attitudes of the Senegalese people towards French, English, and their mother tongues are high and positive but the attitudes towards Wolof show both positive and negative ratings. The results show that, according to Senegalese people, the local languages are not given due importance in the education system. Similarly, they believe that English is not regarded as important in the education system either. Therefore, they request more importance to be given to both languages in the education system. As for French, it is considered very important in the education system and therefore, there were no particular requests to increase its relative importance in education. Further, French is believed to have negative influences in Senegal while this is not the case for English. Regarding the language(s) of instruction, local languages are described as the most appropriate languages for education. However, when languages are analysed in parallel, French maintains its leadership. In general, the Senegalese people have positive attitudes towards the speech communities. However, the attitudes towards the Wolof and French speech communities are both positive and negative. Similarly, the intensity of the desire to learn languages is generally positive but is characterised by the presence of a mix of positive and negative ratings for French and Wolof. However, a cross-sectional analysis shows quite interesting variations across the four population-categories mentioned earlier, mainly regarding language use, the issue of the language(s) of instruction in Senegal, the attitudes of Senegalese people towards languages and towards speech communities, and the intensity of their desire to learn languages - to name but a few areas of variation. The study has resulted in major findings regarding language use in Senegal. One of these is the loyalty of Senegal people towards their languages, that is, first, to their own mother tongue and then to Wolof - as a second language; second the Senegalese people remain attached to the French language, and finally they have a great admiration for English. According to the study, Senegalese people are attached to their language because of the more effective communication opportunities the local languages offer and also because of the positive benefits associated with (early) education in one's own mother tongue. In addition, the respondents believe that local languages help them assert their identity and maintain their cultures. The study found that Senegalese people are attached to the French language because it is an important national language (the official language of the country) and international language (for communication in the Francophone world). As for English, they admire the language because of its prestige and its status as a 'universal' language for communication and its dominance in science, technology, education, and business. The study concludes with a number of recommendations for the improvement of language planning and language-in-education policy in Senegal. The recommendations focus mainly on enhancing considerably the place and role of local languages in the education system, initiating systematic language policy prestige activities, and developing a rigorous policy that fosters positive attitudes towards local languages in general and the Wolof language and the Wolof speech community in particular. As regards the English language, the study recommends offering greater opportunities to learn the language by widespread reinforcement of its teaching in the education system.
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Formative Assessment for Learning: A Survey of Teachers' Practice in Selected Private Secondary Schools in Osun State, Nigeria - Dibu-Ojerinde, Odusola Olutoyin (The International Journal of Learning: Annual Review, 2006)
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Countering the disproportionate number of African American students placed in special education: The pre-referral process - Dickerson, Martin L (2006)
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Adaptation to Climate Change in the Drylands of West Africa - Dietz, Andreas (2006)
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Youth Unemployment in Nigeria: The Relevance of Vocational and Technical Education - Dike, Victor E. (Economic and Policy Review, 2006)
Vocational/technical education has been an integral part of national development strategies in many societies because of its impact on human resource development, productivity, and economic growth and development. Evidently, Nigeria has overlooked the importance of this type of education in providing life-long skills training to improve an individual's general proficiency for employment. The article sees this neglect as the missing link in the nation's development policy. NESG Economic Indicators Vol. 12 (3) 2006: pp. 25-29
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Widening the Circle: African American Perspectives on Moral and Civic Learning - Dilworth, Paulette Patterson (2006)
As these comments illustrate, in the early twentieth century black and white perspectives on the kind of education that would be beneficial to African Americans were loaded with controversy. At the center of the debate was the issue of just what content and practice should shape moral and civic learning for African Americans, who at that time were denied full constitutional and natural human rights. Few other cases show the tension between myth and reality or prove to be as stark as the African American pursuit of racial justice through education. Georgia Governor Allen Candler expressed a sentiment that was at that time reflective of southern whites’ thinking about what should be the proper aim of education for blacks. Coming some 30 years later, Anna Julia Cooper’s comments suggested that the controversy had not been resolved in the North or the South. The distance between the ideal and actual educational practices focusing on the African American experience is key to understanding the unfulfilled promise of democracy in the United States.1KeywordsAfrican American WomanAfrican American CommunityCivic EducationSlave OwnerBlack ChurchThese keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
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Kanthu Kali Munye: A Lesson in Listening and Learning in Rural Malawi - Dionne, Kim Yi (Ufahamu, 2006)
These notes chronicle fieldwork experiences that took placefrom June to August 2006 in Malawi.StartingJrom my pre-field preparation and ending with my reflections followingfieldwork, I describe the rewards and obstacles olle can meet ill thefield.Important discoveries ineluded the limitations oja research design crafted thousands 0/ miles jrom the cOflfext oj study, the generation oj ideas while in thefield, and the many challenges o/worki"g 011 a large-scale research project.
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Personal Investments, Professional Gains: Strategies of African American Women Teacher Educators. - Dixson, Adrienne D.; Dingus, Jeannine E. (Mid-Western educational researcher, 2006)
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Junior Farmer Field and Life Schools: Experience from Mozambique - Djeddah, C.; Mavanga, R.; Hendrickx, Lori; Gillespie, Sarah (2006)
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Addressing Food Crisis in Africa - What can sub-Saharan Africa learn from Asian experiences in addressing its food crisis? - Djurfeldt, Göran; Holmén, Hans; Jirström, Magnus; Larsson, Rolf (2006)
What can sub-Saharan Africa learn from Asian experiences in addressing its food crisis? / Historical and comparative study of agricultural development in seven Asian countries. Comparison of African case studies in eight countries in SSA: macro studies based on secondary data and interviews with key persons and, to complement this, village surveys and questionnaires involving more than 3000 smallholders. The performance of African smallholders is held back by a number of economic, political and institutional factors at regional, national and international levels. Positive tone: it is indeed possible to reverse the downhill slide with regard to the food situation in SSA by means of policy measures on the parts of African governments and by the international community.
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Discourse on primary school physical education curriculum in Papua New Guinea - Doecke, Philip J. (2006)
The Problem Physical Education in Papua New Guinea (PNG) schools did not appear to be widespread nor progressing effectively. Its place in education appeared uncertain. Therefore the study's key question was, What is the status of physical education in PNG, and the implications of this status? The focus was narrowed to the history of the development of physical education curriculum, and considered decisions made by curriculum officers about what ought to be taught. Purposes The study's purposes, in answering the key question, were to: § evaluate the existing physical education curriculum § generate recommendations for physical education programs. The Research Postmodern ethnography was chosen to undertake the evaluation, through the analysis of historical records and personal narratives. As there was little available literature on physical education curriculum development in PNG, the narratives and opinions of a variety of policymakers, policydevelopers, policyimplementers, and clients of this curriculum development were recorded. The curriculum itself was analysed, as well as related articles and official documentation. The collective data were evaluated, to provide an overall view of physical education curriculum development. Methodology Following the search for literature in libraries, data were collected from Curriculum Development Division records. As many curriculum documents (such as syllabi and advisory memos) as possible were collected. Key personnel were identified and personally interviewed by the researcher. For a wider group (school principals) an interview guideline was used, while for the oneonone interviews, an unstructured interview format was adopted, allowing respondents considerable control, as they recounted their histories, experiences, and opinions. Further data were collected from correspondence from teachers' colleges, and the former director of the National Sports Institute. The data were analysed by viewing through seven key concepts central in postmodern literature: knowledge, power, culture, postcolonialism, hegemony, globalism, and apathy. The analysis was constructed upon the historical background information, issues that arose during the research activities and the collection of the raw data and, additionally, upon the researcher's own evaluative feelings. Outcomes During the analysis of the literature, the narratives, the curriculum, and related documents, four recurrent issues emerged: § physical education's low status § problems in understanding the concept of physical education § apathy towards physical education § PNG knowledge versus global knowledge The analysis of the data was therefore undertaken around these issues, as viewed through the key concept's lenses. It was found that there was a lack of usefulness in the existing physical education documents, and that there was a lack of availability of existing physical education documents. Key Education authorities were unfamiliar with physical education curriculum. Its history, both in colonial and postcolonial times, was weak. It continued to receive little attention by curriculum administrators, or schools. The National attitude of apathy towards physical education had been established by the colonial administrators and educators, and reproduced. CDD administration had little time for physical education. Consequently, there was little physical education taught in PNG schools, even though it was in the national curriculum. The only physical activity which had some place in schools was the commercial modified rules sport program, Pikinini Sport. Global activities dominated any thought of local input and activities.
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The Role of Higher Level Business Education in the Economic Development of Madagascar - Doherty, Joshua Leo (Social Science Research Network, 2006)
The last 20 years have also seen a dramatic increase in the quantity and diversification of higher-education institutions in Madagascar. The first national university was set up in 1960, immediately after gaining independence from France. Currently, there are six national universities, one in each province, that provide a variety of specializations, including Law, Dentistry, and Oceanography. The University of Antananarivo is the largest institute of higher education in the country, with over 15,000 students enrolled . Public institutions represent only one portion of the supply of higher education in a system that can be divided into three sections: public, national universities; private universities; and non–traditional institutions of higher education. A perspective on the economy of Madagascar is needed before one can accurately determine the role of these institutions on economic growth. Largely agricultural, Madagascar’s economic activity is based in primarily on subsistence farming. This leaves a very small part of the workforce available for the sort of formal sector, secondary and tertiary employment for which these institutions provide training. As a result of this disparity, the role of schools like ISCAM, INSCAE, IMGAM, and CNTEMAD is questionable, and something that requires an analysis of their curriculums, the needs of the job market currently in Madagascar, and the way in which these institutions fit the government’s goals for poverty reduction. My objectives for this paper are to answer the following two questions: Is higher level business education a viable method for resolving the problem of poverty and helping the economic development of Madagascar? In what ways do these institutions fit with the needs of the development of Madagascar’s entire education system?
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Socio-Economic Impact of a Cocoa Integrated Crop and Pest Management Diffusion Knowledge Through a Farmer Field School Approach in Southern Cameroon - Dort, Njankoua Wandji Dieu ne; Julius, Lapbim Nkeh; Gockowski, J.; Isaac, Tchouamo (RePEc: Research Papers in Economics, 2006)
We focused on the Socio-Economic Evaluation of Farmer Field School Training on Integrated Pest Management in the humid forest region of Cameroon. The main objective was to assess the impact of training on integrated pest management (IPM) on cocoa farmer field school graduates. The results indicate that shade management, phytosanitary harvest, pruning, improved spraying practices and grafting of improved materials were adopted at the rate of 94, 93, 90, 66 and 35 % respectively, with the overall rate of adoption being 76 %. There was a 47 % reduction in the frequency of spraying fungicides and a 17 % reduction in the number of sprayers applied per treatment following the implementation of the training. Labour inputs increased significantly for pruning, phytosanitary harvest, and shade management but decreased for spraying. A partial budget analysis reveals that the IPM practices lowered overall costs of production by 11 % relative to previous practices. The poster presenting the synthesis of this work comprises a general introduction, a methodology and study area map, results and discussion which comprise two photographs of farmer field school activities, a graph and a table of different technical results, a short conclusion and recommendation.
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Convergent interests in South African public and private higher education institutions : public and private good - Dowling, Dolina (2006)
There have been a number of declarations on the role of higher education. The common theme is that higher education is necessary for the sustainable socio-economic development and growth of a country. And as such it is a public good. Implicit in this standpoint is the view that only higher education funded by the state can be a public good, whilst the private sector is about profit and self-interest. This paper shows why in South Africa at least this is not the case. Both public and private higher education institutions meet a form of public good as well as provide private benefits.
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A meta-evaluation of an HIV/AIDS palliative care education strategy in rural Uganda. - Downing, JD (2006)
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Arts-based research, heuristic inquiry and art education self-study: secondary studio motivation for African American students as a generalizable model - Drew, Deborah L. (2006)
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LIVELIHOODS IN THE REGION: The Present is Local, The Future is Global? Reconciling Current and Future Livelihood Strategies in the Education of Congolese Refugees in Uganda - Dryden‐Peterson, Sarah (Refugee Survey Quarterly, 2006)
Journal Article LIVELIHOODS IN THE REGION: The Present is Local, The Future is Global? Reconciling Current and Future Livelihood Strategies in the Education of Congolese Refugees in Uganda Get access Sarah Dryden-Peterson Sarah Dryden-Peterson Refugee Law Project, Uganda Harvard Graduate School of Education Search for other works by this author on: Oxford Academic Google Scholar Refugee Survey Quarterly, Volume 25, Issue 2, 2006, Pages 81–92, https://doi.org/10.1093/rsq/hdi0127 Published: 01 June 2006
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Developmental Disabilities – Disease and Mortality in Sub-Saharan Africa - Dt, Jamison; Rg, Feachem; Mw, Makgoba; Er, Bos; Fk, Baingana; Kj, Hofman; Ko, Rogo (2006)
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A history of training lay people for evangelisation in the Catholic Church in Zimbabwe - Dube, Aleta. (2006)
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University students' views regarding public knowledge of environmental education in Swaziland - Dube, Miranda; Masuku, Bianca (UNISWA Research Journal of Agriculture, Science and Technology, 2006)
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Education and HIV/AIDS Prevention: Evidence from a Randomized Evaluation in Western Kenya - Duflo, Esther; Dupas, Pascaline; Kremer, Michael; Sinei, Samuel (2006)
The authors report results from a randomized evaluation comparing three school-based HIV/AIDS interventions in Kenya: (1) training teachers in the Kenyan Government's HIV/AIDS-education curriculum; (2) encouraging students to debate the role of condoms and to write essays on how to protect themselves against HIV/AIDS; and (3) reducing the cost of education. Their primary measure of the effectiveness of these interventions is teenage childbearing, which is associated with unprotected sex. The authors also collected measures of knowledge, attitudes, and behavior regarding HIV/AIDS. After two years, girls in schools where teachers had been trained were more likely to be married in the event of a pregnancy. The program had little other impact on students' knowledge, attitudes, and behavior, or on the incidence of teen childbearing. The condom debates and essays increased practical knowledge and self-reported use of condoms without increasing self-reported sexual activity. Reducing the cost of education by paying for school uniforms reduced dropout rates, teen marriage, and childbearing.
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Education and hiv/aids prevention: Evidence from a randomized evaluation in western kenya - Duflo, Esther; Dupas, Pascaline; Kremer, Michael; Sinei, Samuel (Framed Field Experiments, 2006)
We report results from a randomized evaluation comparing three school-based HIV/AIDS interventions in Kenya: 1) training teachers in the Kenyan Government's HIV/AIDS-education curriculum; 2) encouraging students to debate the role of condoms and to write essays on how to protect themselves against HIV/AIDS; and 3) reducing the cost of education. Our primary measure of the effectiveness of these interventions is teenage childbearing, which is associated with unprotected sex. We also collected measures of knowledge, attitudes, and behavior regarding HIV/AIDS. After two years, girls in schools where teachers had been trained were more likely to be married in the event of a pregnancy. The program had little other impact on students' knowledge, attitudes, and behavior, or on the incidence of teen childbearing. The condom debates and essays increased practical knowledge and self-reported use of condoms without increasing self-reported sexual activity. Reducing the cost of education by paying for school uniforms reduced dropout rates, teen marriage, and childbearing.
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Disciplined Development: Teachers and Reform in Ghana - Dull, Laura J. (2006)
1 Nihil sine Labore 2 Moonlight Orgies and Other Forms of Sensuous Excesses 3 A Heavily Indebted Poor Country 4 Friendly Africans, Deceptive White Men
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Feeling at Home in Kenya: A Fresh Look at Multicultural Education - Dunn, Maylan; Woods, Chenoa S. (The International Journal of Learning: Annual Review, 2006)
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RELATIVE EDUCATION AND THE MARKET FOR SEX: TEENAGERS, SUGAR DADDIES AND HIV IN KENYA - Dupas, Pascaline (2006)
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Politics of information & knowledge in Africa: The struggle for an information inclusive society in a globalised world - Durrani, Shiraz (IFLA publications, 2006)
The article looks at contradictions facing libraries in Africa where the information and developmental needs of workers and peasants remain largely unmet, while libraries tend to meet the needs of a minority. It maintains that the model of public libraries remains the same as the one introduced by the colonial powers and the opportunity at independence for bringing about a change to a people-orientated service was lost. The profession remains aloof from the political and social struggles of communities, thus alienating itself from the very people it seeks to serve. The article sees opportunities now for change in some positive aspects of globalisation and in developments in information and communications technology. The rise of China can create new possibilities for change. It calls for information professionals to be activists in information as well as in social and political struggles of people. They need to work with communities in partnership with other service providers. It makes the point that the profession is not neutral if it supports the status quo by remaining silent on social and political issues. The article calls for action to put ideas and new vision into practice and gives some details about the Progressive African Library and Information Activists’ Group (PALIAct) proposal which aims to create an alternative vision, strategy and practice of a people-orientated service in active partnership with communities and service providers. The article calls upon countries which benefited from African slave trade to support initiatives such as PALIAct as a small way of acknowledging their debt to Africa. It ends by providing elements for an “African activist information programme”, including suggestions for leadership development, collection building and “liberating the mind” collections.
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Blended or Hybrid Learning concepts to overcome current problems in Higher Forestry Education in Southern Africa. - Dw, Laengin (2006)
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Zimbabwe pupils' performance on the Comprehensive English Literacy Test of the University of Zimbabwe (CELTUZ-Primary) - Dyanda, Chipo; Muchengetwa, S. (Zimbabwe Journal of Educational Research, 2006)
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Zimbabwe pupils' performance on the CELTUZ-Primary (Speaking battery) - Dyanda, Chipo; Sithole, Josiah Chaonwa (Zimbabwe Journal of Educational Research, 2006)
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Evaluation of teaching and learning at the University of Botswana: beyond happiness and learning levels - Dzimbiri, Lewis (Mosenodi, 2006)
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Elizabeth Peabody on ‘the Temperament of the Colored Classes’: African-Americans, Progressive History, and Education in a Democratic System. - Earhart, Amy (2006)
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An examination of the experiences of five African American male students with regard to school discipline practices - Earle, Simon Yohann (2006)
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Science Education Reform in a Transitional Society: The Case of Rwanda - Earnest, Jaya (2006)
Rwanda, a tiny central African nation, is a society in transition. This landlocked country was adversely affected by major political, economic and ethnic upheaval that culminated in the 1994 genocide. This chapter provides an historical overview of the transitional nation of Rwanda, describes the context of education, reviews the science education reform process and identifies the constraints and challenges faced by teachers and students in a complex transitional society. The chapter reports the result of a study that utilised quantitative and qualitative methods to examine the ongoing science education reform process. Rwanda is today faced with three major challenges - ensuring recovery, rehabilitation and reconciliation after the genocide of 1994, overcoming the problems associated with poverty and the massive need for sustainable development. This post-conflict transitional society has now adopted the following national goals: eradication of illiteracy and poverty, universal primary education, teacher training, national capacity building in science and technology and reinforcing the teaching of mathematics and sciences (Ministry of Education 1998a, Ministry of Finance & Economic Planning, 2002). The qualitative and quantitative findings identified factors which influence the science education reform process and make meaningful interpretations of background, culture and the current situation in Rwanda. The constraints in the implementation of educational policies that involve addressing the acute shortage of teachers, lack ofresources and limited finance are described in the study.
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Transformative Learning on the Desert’s Edge: The Tostan FGM Program in Senegal, Mali and the Sudan - Easton, Peter; Molyneaux, Kristen (2006)
This paper examines strategies of the Tostan Village Empowerment Program in Senegal for promoting abandonment of female genital mutilation as an example of transformative learning; and it draws lessons for the refinement of that theory. Female genital cutting (FGC) or female genital mutilation (FGM)–less accurately termed “female circumcision”–is a centuries-old cultural practice in parts of sub-Saharan Africa and in a few contiguous areas of the Muslim world, such as Egypt and Yemen. Inaccurately identified with Islam, FGM is not sanctioned by the Koran. It has also spread in recent years via migration to the Far East, Europe, and North America. It is estimated that over 130 million women and girls worldwide have undergone the procedure, and two million more are subjected to it each year (Population Reference Bureau, 2001). FGM involves partial or total removal of the female external genitalia and is usually performed on prepubescent girls aged four to twelve as part of their rites of passage. In Senegal and Mali it is sometimes performed on baby girls as young as one month old (Melching, 2005). FGM is practised for a variety of social and cultural reasons: The ritual cutting is often an integral part of ceremonies . . . in which girls are feted and showered with presents and their families are honoured.... The ritual serves as an act of socialization into cultural values and an important connection to family, community, and earlier generations. At the heart of all this is rendering a woman marriageable, which is important in societies where women get their support from male family members, especially husbands.... The practice [of FGM] is perceived as an act of love for daughters.... Because of strong adherence to these traditions, many women who say they disapprove of FGM still submit themselves and their daughters to the practice (Population Reference Bureau, 2001, pg. 66). The health consequences of this practice can be severe, though they are seldom connected in the popular mind with FGM. Around 5% of girls die after the procedure, principally from blood loss, trauma or attendant infection (Mackie, 1999). Longer-term effects include painful sexual relations and increased difficulty with childbirth and menstruation. International health agencies have condemned the practice for some time, stigmatised its practitioners and promoted its “eradication” – all to little apparent avail. Among the few successful strategies for combating FGM has been an approach developed by “Tostan,” a rural village empowerment program that originated in Senegal. Breaking Out of the Egg The Tostan program got underway in the late 1980s as an attempt to devise nonformal education and literacy offerings for rural Senegalese women that were grounded in their own
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Improving Teaching Mathematics of Primary School in Egypt (Special Issue on The APEC-TSUKUBA International Conference "Innovative Teaching Mathematics through Lesson Study" January 15-20, 2006 Tokyo, JAPAN) – (Symposium on International Cooperation: Improving the Quality of Education for Developing Numeracy on Education for All: Planning the International Collaboration for Future) - Ebada, Nasser Elsayed Abdel-hamed (筑波数学教育研究, 2006)
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Comparative and Collaborative Medical Education: The Cases of the U.S. & Kenya and an Investigation into Their Intersection. - EdD, Hadinger; Margaret, A (2006)
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Investigating an asset-based approach to analysing Education For All policy implementation on adult reading literacy in South Africa - Educationis, Magister (2006)
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A history of the South African Society for History Teaching in decades of educational transformation, 1986-2007 - Eeden, Van; Elize, S (New contree: a journal of historical and human sciences for Southern Africa, 2006)
After contextualizing history teaching and history teaching associations in South Africa, and outlining broad historiographic and political trends in history teaching, the author narrates in some detail the founding in 1986 of the South African Society for History Teaching (SASHT), its structure, role and impact on the education of history. She browses through 34 editions of the journal'Yesterday and Today', since 1990 the official voice of the SASHT, and highlights trends or ideological approaches relating specifically to aspects of inclusion, exclusion and non-participation which reflect implications for belonging or not belonging impacting on SASHT activities. App., notes, ref., sum. in Afrikaans. [ASC Leiden abstract]
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Socio-Cultural Factors in Nigerian Male Youth Violence: Relationship with Education and Employment - Egbue, Ngozi G. (Journal of Social Sciences (Print), 2006)
Violent crimes have quite visibly increased among Nigerian male youth in recent years. A major consequence of this situation has been increased insecurity in several dimensions of socio-economic and political life. This paper examines the phenomenon of youth violence from a background of a combination of Nigerian patriarchal traditions and modern socio-cultural and economic environment. The role of school socialization is given particular focus, especially as this impacts on the preparation of youth for future economic life. The paper concludes with prescriptions on possible areas of intervention geared at curbing male youth violence, bearing in mind the need to retain indigenous cultural identities within a contemporary context.
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The Evolution of Agricultural Education and Training: Global Insights of Relevance for Africa - Eicher, Carl K. (RePEc: Research Papers in Economics, 2006)
In 1959, on the eve of Africa’s independence, Africa exported modest food surpluses while India confronted a food crisis. Facing the threat of a 28 million ton shortfall in food grain supplies, the Government of India requested Ford Foundation funding for an international team of agricultural experts to prepare an emergency report recommending measures to address India’s projected food shortfall. The ensuing report, India’s Food Crisis and Steps to Meet It, became one of the most influential reports in Asian development circles in the 1960s (Ford Foundation 1959). The team called for an increase in the number of trained scientists, stepped-up research on food crop production and the import of new technology as key drivers of agricultural development. With strong political leadership, continuity of government funding and donor guarantees of food aid to feed the cities for a decade, India began a sixteen year march to push up wheat and rice yields until it became self-sufficient in 1981.
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The Evolution of Agricultural Education and Training: Global Insights of Relevance for Africa - Eicher, Carl K. (Staff Paper Series, 2006)
Today, it is conventional wisdom to speak of knowledge resources as being central to a nation's competitiveness and its economic destiny. Such wisdom gains urgency when one is discussing biotechnology and the African farmer. Two statistics highlight the dilemma of the African farmer. First, the average yield of food staples has been flat since independence in 1960. Second, there are 48 countries in Africa and only one (South Africa) of these is producing genetically modified (GM) crops commercially. Why? The answer is that most government and university research systems in Africa are producing only a trickle of new technology and improved farm practices. Consequently, African nations are severely challenged to invest in generating new knowledge for increasing agricultural productivity. This paper is part of a larger World Bank study of agricultural education and training (AET) in Sub-Saharan Africa. It focuses on the institution-building experience of countries outside Africa. Eight countries were selected for an analysis of the evolution of financially sustainable faculties of agriculture and national agricultural research systems. Four are industrial countries and four are classified as lower/ middle income countries. One of the major conclusions is that the political systems in many African countries have neglected agriculture. Africans have committed only about one-third to one-half of the public investment in agriculture as did their Asian counterparts during Asia's Green Revolution during the sixties and seventies. . Another major finding is that building an interactive system of three core institutions-research, education and extension-has been, and will remain, a multi-generational challenge. In the case studies of the United States, Japan and Brazil, the average duration for developing a financially sustainable system of these three core institutions ranged from 40 to 60 years. Many African governments and donors are currently myopic about investing in higher agricultural education. But with dwindling opportunities for overseas study, African universities will ultimately be responsible for training and replenishing the stock of human capital in their respective nations' research and extension services. Many recent studies of human capital, including training, education and health, have shown that human capital can contribute to worker productivity and agricultural growth. Yet in spite of the donor cutback of support for human capital improvement programs in Africa, the linkages between overseas and African universities have continued to evolve. Expanding information technology capacities are opening the electronic door for novel institutional partnerships to improve AET in Africa. Based on a global literature review and the experience of a number of donors and African countries, it is proposed that the World Bank prepare an Africa AET Plan with a 30-year time frame for strengthening AET in Africa. Phase I covering the first 15 years of the Plan can be prepared by drawing on the global and African experience, a few additional studies commissioned by the Bank, and discussions with stakeholders in Africa and with other donors. Nevertheless, it should be pointed out that building a science-based AET system to manage the transition from overseas training to M.Sc. and Ph.D. training within Africa is a time consuming, complex and costly process. The tentative budget for Phase I of the Plan is USD 1 billion to train 1,000 African PhDs in all fields of agriculture while strengthening the teaching and research capacity of African universities and faculties of agriculture. In the process, some difficult choices will have to be made regarding the most cost-effective strategies to boost the capacity of African universities and national research systems to increase agricultural productivity.
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Perceptions of students’ quality and academic performance in PTCs a case in eastern Uganda. - Ejalu, Valerian (2006)
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Insurance Of Public Secondary Schools In Nigeria: A Case Study - Ejieh, Michael U. C.; Adepoju, D.M. (African Symposium: An On-Line African Educational Research Journal, 2006)
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Attitudes of Nigerian Medical Students Towards Autopsy - Ekanem, Victor James; Akhigbe, Kingsley O. (DergiPark (Istanbul University), 2006)
The use of autopsy in medical education has been declining although autopsy as an educational experience helps students to correlate clinical findings with basic medical sciences. Students' views in relation to its relevance in medical education are necessary in order to justify its continuous inclusion in medical school curriculum. Two hundred and forty 5 th and 6 th year medical students who had completed their postings in Anatomical and forensic pathology from two institutions were randomly selected for the study. The students were asked to respond anonymously to a 21 item questionnaire which dealt with their views on the importance of autopsy to medical education, reactions to the first autopsy they watched, attitude towards having autopsy performed on oneself or relative and influence of autopsy on specialization in pathology. Most of the students 232 (97%) agreed on the importance of autopsy in medical education and would even encourage medical students to observe and participate in more autopsies. The majority of the students (93%) felt that autopsy should not be scrapped from the medical school curriculum. Thirty-four percent would not mind autopsy being performed on themselves and 47% would allow it on their relatives. Only a few students agreed to specialise in Pathology (Morbid Anatomy) of whom 8 (4%) were females and 26 (11%) were males. Thirty-six percent of the students would not want to specialise in pathology because it deals with death, while 26% of them would rather specialise in some other field. Five percent of the students felt that pathology is not lucrative. Sixty-three percent of the students were uncomfortable on the first day in the autopsy room compared to the 10% who were comfortable and 14% who were indifferent. The exposure of students to autopsy is important to their medical education since those who are not exposed will not be able to order one in their subsequent years of clinical practice. This is also against the background that in our environment the sophistication in medical diagnosis is lacking.
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Studies on Ugandan Volcanic ash and Tuff - Ekolu, Stephen O.; Hooton, R.D.; Thomas, Mike (2006)
This study was conducted to investigate certain characteristics of tuff and volcanic ash quarried from Mt. Elgon and Mt. Rwenzori in Uganda that may render the materials beneficial for use in industrial applications as pozzolans. Both tuff and volcanic ash materials were ground and blended with Portland cement at varied replacement levels and tested for several properties. It was found that incorporation of 20 to 25% volcanic ash gave the highest compressive strength and substantially reduced alkali-silica reactivity. The ash met ASTM requirements for ‘Class N’ pozzolans. This study suggests that the volcanic ash, when ground to 506 m2/kg Blaine fineness develops high qualities for potential use as a mineral admixture in cement and concrete. Conversely, the use of tuff was found to significantly increase alkali-silica reaction. This reiterates the possible harmful effects of some pozzolans to concrete if used without precaution, discretion or thorough understanding of their characteristics.
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Student Perspectives on Pharmacy Curriculum and Instruction in Egyptian Schools - El-Awady, El-Sayed; Moss, S. H.; Mottram, David R.; O’Donnell, James M. (American Journal of Pharmaceutical Education, 2006)
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Engineering and engineering education in egypt - El-Sayed, O.L.; Lucena, Juan; Downey, Gary Lee (IEEE Technology and Society Magazine, 2006)
Engineering education in Egypt is a mirror of the country's history, a result of the confluence of foreign influences (French, British, Swiss, German, Soviet, American) and national desires for sovereignty, development, and Pan-Arabism. American political and economic influence in the most recent period can be seen in the current dominance of the Anglo-Saxon model in engineering education, particularly in such disciplines as electronics, telecommunications, computer engineering, petroleum engineering, biomedical engineering, and aeronautical engineering
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Stake Holders in Nigerian Education as Facilitators in Effective School Library Service Development - Elaturoti, DF (Nigerian School Library Journal, 2006)
The paper highlights the objectives of the Universal Basic Education Programme in Nigeria and the relevance of effective school library service to the realisation. It also reviews the state of school library service in Nigerian schools and discusses the suggestions made by librarians, teachers and students for improved school library service. The roles of stakeholders in Nigerian education in development of virile school library service in Support of the Universal Basic Education are discussed and recommendations that would facilitate rapid developments in the area of school library service are made.
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Impact Evaluation Study Zambia for the education sector - Elbers, Chris; Lechtenfeld, Tobias; Gunning, Jan Willem (2006)
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Analysis of Child Labour and School Attendance in Nigeria: the Present and Future Implications - Elijah, Obayelu Abiodun; Okoruwa, Victor O. (2006)
Child labour acts as a major hurdle for ensuring free, quality education for all children. Over 246 million girls and boys around the World are working instead of attending school and enjoying their childhood of which Nigeria account for about 6.1 %( 15million). This paper investigated the motivating factors into child labour in Nigeria, examined Nigerian government efforts at reduction and improvement of child labour and school attendant rates. The result showed that child labours are predominantly found in the informal sector of Nigeria with family characteristics as a very important determining factor of children’s educational attainment and labour in Nigeria. The future implication of the exploitation of child labour will not only damages the children concerned but also inhibits the emergence of a skilled workforce, but will force Nigeria into a cycle of impoverishment. It will lead to high child mortality rate as a result of working too young, for too many hours, and in hazardous conditions. By the time such children reach adulthood they are often damaged physically, emotionally, morally and intellectually and would have lost the opportunity for an education that would open up a better futures and the amount of schooling in children today determines the wage they command as adult tomorrow. Government should not only emphasis the need for a reduction in family size but also enforce the law on the ban of child labour and compulsory education and give parent who want to educate their child access to market credit.
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Confronting the Obstacles: African Americans' Quest for Higher Education - Ellerson, Terrina Yvonne (2006)
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Social community education in the war on poverty : reflecting South African social workers' economic literacy initiatives - Engelbrecht, Lambert K. (2006)
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Promoting the development of inclusive education in primary schools in South Africa. - Engelbrecht, Petra; Mm, Oswald; Forlin, Chris (2006)
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Transforming schools: using the "Index for Inclusion" in South Africa. - Engelbrecht, Petra; Mm, Oswald; Forlin, Chris (2006)
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Building beyond the Evaluation Of Environmental Education and Sustainable Development in African Schools and Communities: The Women Global Green Action Network (WGGAN) Africa Perspective. - Enie, Rosemary Olive Mbone (Convergence, 2006)
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Training for real: strategic training and capacity building for Uganda water sector - Epitu, Joseph; Kayaga, Sam (2006)
This paper presents the case for the Training for Real (TFR) project that was implemented by WEDC in Uganda from January 2005 to March 2006, with funding from the UK Department for International Development. The project aimed at motivating HRD and training providers to be responsive to the demands of employers so that professional development of water and sanitation sector staff is relevant to the needs of employers .To achieve its objectives, the project organized forum meeting to facilitate dialogue between the Higher Institutions of learning and employers, carried out research studies to establish the current training and capacity building activities and courses conducted in the HEIs, piloted alternative learning interventions, conducted needs assessments in areas of interest to the stakeholders, and provided support in information and knowledge management. Arising from the outcome of the project, the stakeholders have recognized a need to develop a training and capacity building strategy and institutionalize the TFR principles in the water and sanitation sector in Uganda, with further support of WEDC.
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Time perspective, risky sexual behaviour, and HIV/Aids among university students in South Africa: A correlational study - Erasmus, Marliaan; Grobler, Anneke; Lens, Willy (2006)
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HIV/AIDS Awareness of In—School Adolescents in Nigeria: Implications for Adolescence Sexuality - Esere, Mary O. (Journal of Psychology in Africa, 2006)
This study investigated HIV/AIDS awareness of in-school adolescents in Nigeria to determine their risk for contracting HIV/AIDS. A total of 892 purposively selected adolescents (mean age = 16. 5 years; SD = 5. 2; males = 492; females = 400) participated in the study. The participants responded to the HIV/AIDS Awareness Inventory (HAAI). The questions on the survey included the following aspects: meaning of HIV/AIDS; prevalence; mode of transmission; consequences and prevention. Differences in gender, age, school location and father's educational background in understanding HIV risk were examined. A group means comparison procedure revealed a significant difference in HIV awareness by gender, age, school location and father's educational background. Female adolescents, the older adolescents, those living in urban centres and those whose fathers are literate had higher HIV/AIDS awareness than their counterparts from rural areas. Nigerian adolescents need education regarding HIV/AIDS awareness.
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Segregated Schools and Student Achievement: The Relationship between Same Culture Schools and the Achievement of African-American and Latino Students - Everett, Lawrence E. (2006)
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Econometric analysis of the relationship between drought and millet production in the arid zone of Nigeria: A case study of Borno and Yobe states - Extension; Ibrahim, A. (2006)
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Absence of HIV-1 and HIV-2 seroconversions in a cohort medical students in a Nigerian medical school. - Fagbami, A.H.; Mabayoje, V. O.; Akinwusi, PO; Opaleye, Oluyinka Oladele; Adesiji, Yemisi Olukemi (West African journal of medicine, 2006)
A cohort of 70, HIV-1 and HIV-2 seronegative medical students were followed up for 30 months, after which 65 were retested for HIV antibody. None of the students was infected by HIV during the period of study. A questionnaire survey carried out showed that all the students had a very good knowledge of HIV, its mode of transmission, control and prevention. Most of the students have never had sex or had a single sex partner and used condoms always or most of the time during sexual intercourse.
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African indigenous languages and the teaching and learning of biblical Hebrew - Farisani, Elelwani B. (Journal of African Christian Thought, 2006)
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Education and Modernization: An Examination of the Experiences of Japan and Ethiopia - Felleke, Getachew (2006)
AbstractJapan has cultivated an immensely positive image among countries in the Sub-Saharan Region of Africa. Its industrial prowess, its post-war image as champion of peace, and its generous contributions of aid through its ODA lie behind this image. Beyond this, it also has long been regarded as a model of how a non-western and non-European country can successfully undertake a fast paced process of modernization. It is especially appealing as a model for African states to emulate in that the country managed to achieve its modernization without having to bear an undue cost of erosion of sovereignty and cultural integrity. This paper is a comparative examination of the early and divergent approaches to modernization that were adopted by Japan and Ethiopia.
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Post-conflict peacebuilding : strategies and lessons from Bosnia and Herzegovina, El Salvador and Sierra Leone : some thoughts from the rights to education and health - Filipov, Filip (2006)
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Safeguarding Africa’s Archaeological Past: Selected papers from a workshop held at the School of Oriental and African Studies, University of London, 2001 - Finneran, Niall (2006)
Eight selected papers from a workshop held at the School of Oriental and African Studies, University of London, in 2001.
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Prevalence and impact of disability in north-western Ethiopia - Fitaw, Yohannis; Boersma, Johanna M. F. (Disability and Rehabilitation, 2006)
Purpose. To assess the prevalence and impact of disability in one urban and three rural areas in north-western Ethiopia.
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Micro water harvesting for climate change mitigation: Trade-offs between health and poverty reduction in Northern Ethiopia - Fitsum, H.; Mekonen, Y.; Linderhof, Vincent; Kruseman, Gideon; Mulugeta, Afework; Girmay, Gebrerufael; Zenebe, Amanuel (2006)
Water harvesting is an important tool for mitigating the adverse effects of climate change. This report investigates the trade-offs between health and poverty reduction by considering the impacts of water harvesting on health in Tigray region, northern Ethiopia. In particular, we assess the prevalence of malaria in association with ponds and wells. Moreover, the determinants of malaria incidence are explored with multivariate analysis. Additionally, we investigate people?s willingness to pay (WTP) for improved malaria control using a contingent valuation method (CVM). In particular, we applied a double-bounded dichotomous choice CV surveys to elicit households? WTP for improved health services to control malaria. With interval regression, the WTP was explained as a function of household characteristics, health and health service conditions, and village level factors. The malaria prevalence rate is very high, more than 30 percent in low land communities, although rates are higher after rainy season. This suggests that ponds and wells are important factors in determining the prevalence of malaria. Better conditions of housing and toilet type, availability of bed nets reduce incidence. Pond and well ownership affects the WTP for improved malaria control in a negative and positive way respectively indicating differences in their economic attractiveness. WTP decreases with altitude and thus malaria incidence. Education and household asset holding generally increases WTP for improved health services. The results suggest that valuation results on household?s WTP in poor economies may be underestimated because of cash constraint. Consequently, alternative payment vehicles in eliciting households? WTP have to be considered. Similarly, the estimated mean WTP for the external health cost of wells and ponds may be underestimated. In our case, ponds and wells are not fully exploited, as our results suggest that they do not contribute to household income or welfare. In that case, the presence of ponds and wells pose high external costs to the economy
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EVANGELIZATION OR EDUCATION: AMERICAN PROTESTANT MISSIONARIES, THE AMERICAN BOARD, AND THE GIRLS AND WOMEN OF SYRIA (1830–1910) - Fleischmann, Ellen (2006)
This volume presents a range of up-to-date studies on nineteenth-century Christian missions in the Middle East. Important themes are the history of Christian geopiety and the tensions between nationalist and internationalist interests, rival missionary organisations and conversionalist and civilizational aims.
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312 MALARIA EDUCATION IN GHANA. - Flynn, Joseph T. (Journal of Investigative Medicine, 2006)
Purpose Kumasi, Ghana has an extraordinarily high number of cases of severe malaria. A community project was designed to supplement the current Ghanaian public health projects aimed at teaching people how to avoid malaria infection and how to handle a suspected case of malaria. Methods The first task was to educate teenage girls on the dangers of malaria. The second task was to educate current Ghana Red Cross Youth Educators on the topic of malaria prevention and first aid so that they can do talks on malaria. The third and final task was to develop a culturally appropriate reference guide on the topic of malaria. Results Twenty youth educators were trained to give talks on malaria. Ninety teenage girls were supplied with the same information, and a guide to giving such talks was written and submitted to the Ghana Red Cross Society for possible nationwide use. Conclusions Malaria education in Ghana is an ongoing and overwhelming struggle that frustrates many health professionals. Malaria itself is an omnipresent and overwhelming disease that destroys lives. A large hurdle in malaria education is finding a way to teach people who struggle with illiteracy and poor education how they can fight something they do not understand. Teaching youth educators about malaria is one step towards making complicated microbiology accessible to people who do not even know how to read. Providing those youth educators with a reference guide that puts scientific information into terms that they can understand is another step.
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Malaria Education in Ghana - Flynn, Joseph T. (Journal of Investigative Medicine, 2006)
Restricted accessAbstractFirst published January 2006Malaria Education in GhanaJ. FlynnView all authors and affiliationsVolume 54, Issue 1_supplhttps://doi.org/10.1177/108155890605401S195
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Volcanoes and volcanic sources in the East African Rift - Foley, Stephen F. (2006)
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Programme development for first year accounting in South African higher education - Fouché, Jacobus Paulu (2006)
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A 1 Ma West African Climate Change Record From Lake Bosumtwi, Ghana - Fox, P. A. (2006)
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Mind the gap: reflections on the current provision of dance education in South Africa, with specific reference to the Western Cape - Friedman, Sharon M. (Journal of Musical Arts in Africa, 2006)
This article investigates some of the 'gaps' that have emerged between the ideals of dance education and the reality of training institutions in South Africa, with specific reference to the Western Cape. Three areas of disparity have been identified and are discussed in great depth. The article not only aims to discuss and highlight problems, but also offers some practical solutions.
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Eternal (and Internal) Tensions? Conceptualising Public Accountability in South African Higher Education - Friedman, Steven (2006)
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Nation Building and the Battle for Consciousness: Discourses on Education in Post-Apartheid Namibia - Fumanti, Mattia (Social analysis, 2006)
Education carries strong emotional connotation in Africa, not least for its association with emancipation, liberation, and social mobility. Drawing on research conducted in Northern Namibia, this essay examines how education is conceived by a cadre of elite, educated professionals working in the Ministry of Basic Education regional offices. It contrasts these officials' views with those of white settlers, many of whom, in contrast, place their faith in the market, not in a regulatory state—and certainly not in a regional educational office. Whereas elite officials deploy images of education for purposes of state making and state ceremonialism, white businessmen use education to undo officials' authority, with the effect, implicitly, of reinscribing apartheid visions of race and governance. This article draws on, and offers ethnographic evidence in support of, a body of theoretical work on state-ritualized uses of education, civil religion, and the moral character (and counter-morality) of state education.
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The effect of a structured problem solving strategy on performance in physics in disadvantaged South African schools - Gaigher, Estelle; Rogan, John M.; Braun, Max Willi Hermann (African Journal of Research in Mathematics Science and Technology Education, 2006)
A quasi-experimental study was undertaken to extend first-world research on physics problem solving into disadvantaged South African classrooms. Sixteen urban high schools, involving 189 learners, participated in the study, investigating the effect of a structured problem solving strategy on performance and conceptual understanding. This article focuses on the enhancement of problem solving performance in classroom tests and the midyear examination. The treatment group outperformed the control group by 8% in the midyear examination. Using ANOVA, this increased average score was statistically significant at the .001 level, indicating enhanced problem solving skills. Furthermore, it was demonstrated that the strategy was not transferred successfully to topics studied prior to implementation of the problem solving strategy. A theory is presented to explain the results in terms of the co-development of conceptual understanding and problem solving skill.
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Experiences in extending the use of an African indigenous language as a language of instruction from primary to secondary education: the case of Kiswahili in Tanzania in the LOITASA Project - Galabawa, J.C.J.; Lwaitama, A. F. (Papers in Education and Development, 2006)
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Egyptian Rope, Japanese Paper, and High School Math - Gale, David (2006)
(1998). Egyptian Rope, Japanese Paper, and High School Math. Math Horizons: Vol. 6, No. 1, pp. 5-7.
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Climate and hydrological changes in tropical Africa during the past million years - Gasse, Françoise (Comptes Rendus Palevol, 2006)
Tropical African climate has oscillated between markedly wetter and drier conditions on all timescales in response to global climate disturbances. A step-like increase in aridity over the past 3 Ma has been primarily paced by orbital cycles coupled with the onset and amplification of high-latitude glacial cycles. On the 104–103-ka timescales, observed changes imply interactions between insolation, sea-surface conditions and vegetation. High-frequency variations could be linked to oscillations in major atmospheric circulation modes, in solar output, or to major volcanic events. To cite this article: F. Gasse, C. R. Palevol 5 (2006). Changements climatiques et hydrologiques en Afrique tropicale au cours des derniers millions d'années. Le climat d'Afrique tropicale a connu une alternance de périodes humides et sèches, en réponse à des changements du climat global, à toutes échelles de temps. Un accroissement par étapes de l'aridité depuis 3 Ma traduit le forçage astronomique et la mise en place des cycles glaciaires des hautes latitudes. Aux échelles 104–103 ka, les changements observés impliquent des interactions entre facteurs orbitaux, conditions de surface des océans, et végétation. Les variations à haute fréquence seraient associées à des oscillations des grands modes de circulation atmosphérique, de l'activité solaire, ou à des événements volcaniques majeurs. Pour citer cet article : F. Gasse, C. R. Palevol 5 (2006).
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Perceived barriers and opportunities to the linkage of research, education and extension in Rwanda - Gatali, C.; Brewer, Francis Lyle (2006)
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Effects of non-formal education (N.F.E.) on the nomadic pastoralists' children's participation in education in Kirisia division, Samburu district, Kenya - Gathumbi, Anthony Mungai (2006)
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Burnout and engagement in a South African university student sample : a psychometric analysis - Gauche, Carina (2006)
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Managing Drought in Sub-Saharan Africa: Policy Perspectives - Gautam, Madhur (2006 Annual Meeting, August 12-18, 2006, Queensland, Australia, 2006)
Drought is a recurring reality in many parts of the Sub-Saharan Africa, where agriculture continues to be a major sector of most economies, and being predominantly rain-fed, is highly prone to drought. Drought thus gives challenges to economic management at all levels, from households, to governments at all levels, other concerned agencies, local NGOs, external donors, and international organizations involved in disaster relief provision. Dealing with drought has long been a key element of policy making in SSA but the poor outcomes of drought experience in many situations mean that there is yet far to go in refining drought management to avoid the suffering from hunger and starvation. Much contemporary effort is being focused novel instruments that may enrich the policy agenda and mainstream drought preparedness in the broader development strategy. It is important to adopt a comprehensive drought risk management strategy, and shift from a crisis management mode to ex-ante strategic interventions.
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Managing Drought in Sub-Saharan Africa: Policy Perspectives 1 - Gautam, Madhur; Region, Africa (RePEc: Research Papers in Economics, 2006)
Drought is a recurring reality in many parts of the Sub-Saharan Africa, where agriculture continues to be a major sector of most economies, and being predominantly rain- fed, is highly prone to drought. Drought thus gives challenges to economic management at all levels, from households, to governments at all levels, other concerned age ncies, local NGOs, external donors, and international organizations involved in disaster relief provision. Dealing with drought has long been a key element of policy making in SSA but the poor outcomes of drought experience in many situations mean that there is yet far to go in refining drought management to avoid the suffering from hunger and starvation. Much contemporary effort is being focused novel instruments that may enrich the policy agenda and mainstream drought preparedness in the broader development strategy. It is important to adopt a comprehensive drought risk management strategy, and shift from a crisis management mode to ex-ante strategic interventions.
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An investigation into the psychosocial factors associated with willingness to test for HIV among a sample of first year psychology students at a South African tertiary institution. - Gengiah, Santhanalakshmi (2006)
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Annual Review 2006 of General Budget Support in Tanzania: Learning Assessment - Gerster, Richard; Mutakyahwa, Ruta G. (2006)
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Teaching Business Ethics in Africa: What Ethical Orientation? The Case of East and Central Africa - Gichure, Christine Wanjiru (Journal of Business Ethics, 2006)
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The structural adjustment program and education reform in Kenya - Gichuri, Anne Nduta (2006)
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School-Based Treatment for Anxious African American Adolescents - Ginsburg, Golda S. (2006)
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Impact of female education on nutritional status of women and children in Ethiopia - Girma, Eldad (2006)
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Investment in secondary and tertiary education for economic growth: lessons for Rwanda from selected less developed countries - Gisanabagabo, Sebuhuzu (2006)
This research explored two interrelated issues in development economics. FIrstly, it investigated the importance of secondary and tertiary education for long-run growth of low-income economics. Secondly, it examined possible ways to invest in these higher levels of education. It draws on insights on these two issues to highlight lessons for Rwanda where policy makers have set out plans to build a knowledge economy in which science and technology would form the basis of the modern enterprise.
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4 Climate change and Vector Borne diseases(Ecology of African Malaria,Symposium lecture,Abstract,The 58th Annual Meeting of the Japan Society of Medical Entomology and Zoology) - Githeko, Andrew K. (Eisei Dobutsu, 2006)
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ADDIS ABABA UNIVERSITY, BIOLOGY DEPARTMENT SCHOOL OF GRADUATE STUDIES Population Status and Socio-economic Importance of Gum and Resin Bearing Species in Borana Lowlands, southern Ethiopia - Gizaw, Adefires Worku (2006)
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Preferred learning styles of business students : a South African perspective - Glencross, Michael J. (2006)
In accordance with recent government initiatives, higher education institutions in South Africa are being challenged to develop and implement new and innovative learning programmes. In terms of offering quality service to students, a specific goal is to employ quality teaching and learning practices. In addition, actively encouraging students to develop 'learning to learn' skills is believed to go some way towards providing a good foundation for lifelong learning. This paper others an overview of the main issues related to the assessment of students' preferred learning styles. The results of a pilot study that examined the preferredlearning styles of a group of business students are also presented and their implications discussed.
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The Botswana-University of Pennsylvania Partnership - A model for Patient Care and Teaching in the Developing World - Gluckman, Steve (Botswana Notes & Records, 2006)
Botswana has an HIV infection prevalence of 35%i?½40%, as high as any country in the world. HIV has left virtually no family untouched. Untreated is uniformly fatal and as a result life expectancy in Botswana has dropped about 20 years since the beginning of the epidemic. Thousands of AIDS orphans need care and supervision. The economy has been threatened by the loss of adults from the work force in their most productive years. HIV has brought to the fore a number of legal and social conundrums regarding the rights of an individual versus what is best for a society. Controlling the HIV epidemic requires a government with the will to develop a prevention and treatment strategy and the resources to put the strategy in place.
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An evaluation of farmer field school training on the livelihoods of cocoa farmers in Atwima District, Ashanti Region, Ghana - Gockowski, J.; Asamoah, Christopher; David, Soniia; Nkamleu, Guy Blaise; Gyamfi, I.; Agordorku, S.; Kuti (2006)
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Impact of education quality on rates of return to education in Namibia - Godana, Tekaligne; Ashipala, John M. (2006)
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The sources of funds in the cost sharing strategy of financing secondary education in Kenya - Gogo, Julius; Othuon, L.O.A. (Egerton Journal of Humanities, Social Sciences and Education, 2006)
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Government Policy on School Library in Levels of Education in Nigeria: A study of Secondary School Library Provision in Kaduna State - Gojeh, LA (Nigerian School Library Journal, 2006)
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Pregnancy-related school dropout and prior school performance in South Africa - Grant, Monica J.; Hallman, Kelly (2006)
Using data collected in 2001 in KwaZulu-Natal, South Africa, this working paper examines the factors associated with schoolgirl pregnancy, as well as the likelihood of school dropout and subsequent re-enrollment among pregnant schoolgirls. This analysis triangulates data collected from birth histories, education histories, and data concerning pregnancy to strengthen the identification of young women who became pregnant while enrolled in school and to define discrete periods of school interruption prior to first pregnancy. Given the increasing levels of female school participation in sub-Saharan Africa, our findings suggest that future studies will benefit from exploring the causal relationships between prior school experiences, adolescent reproductive behavior, and subsequent school attendance.
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Synthetic learning environment games: Prototyping a humanities-based game for teaching African American history - Greenwood-Ericksen, Adams; Fiore, Stephen M.; McDaniel, Rudy; Scielzo, Sandro; Cannon‐Bowers, Janis A.; Mundy, Carol (2006)
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Impact of animal source foods on growth, morbidity and iron bioavailability in Kenyan school children - Grillenberger, Monika (2006)
Micronutrient deficiencies are highly prevalent in children in developing countries with an increased risk of morbidity, mortality, and poor psychomotor development. In this PhD thesis the impact of meat and milk provided with a local dish over 2 years to rural Kenyan school children on a number of outcomes was examined. It was shown that the provision of any food supplement was beneficial for weight gain and that the meat supplement increased muscle mass. The milk supplement seemed to be beneficial for height gain in those children who were more growth retarded. A diet containing energy and micronutrients that are provided in high amounts in animal source foods was found to be beneficial for growth. The absorption of iron from the habitual diet of the children is low due to food components that inhibit absorption. If some meat and ascorbic acid contained in fruits is added to the children?s diet, their iron nutrition could be improved.
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Impact of supplementation with animal source foods on morbidity of rural Kenyan school children - Grillenberger, Monika; Neumann, CG; Murphy, SP; Bwibo, Nimrod O. (2006)
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Who benefits from Universal Primary Education in Uganda - Grogan, Louise (2006)
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This is my life - Living with a disability in Yemen - Grut, Lisbet; Ingstad, Benedicte; Mont, Daniel; Eide, Arne Henning (2006)
This report is a contribution towards describing the lives of people with disabilities in Yemen. The report is a result of field work conducted during two weeks of May, 2006, on behalf of the World Bank. A family perspective is necessary to understand the questions of disability in a culture where social and cultural life is family based. Disabled people and their families faces many challenges in a country like Yemen. Families with a disabled family member have to reorganize their resources of time, labour capacity and capital in order to meet the new challenges that the care for a disabled member places upon them. The families risk falling out of the social and economic relations within which they understand themselves and there is a risk of losing access to the resources that are necessary to manage as a family group. As they have difficulties in performing the income generating tasks that are considered normal in their community there are very few job opportunities for disabled people. Disabled children almost as a rule do not go to school. Even when the parents care about sending a disabled child to school, the schools do not necessarily accept the child because of inaccessible buildings, lack of adapted teaching materials, unqualified teachers, and lack of transport to and from school. There is an absence of a developed and locally adapted health care system. Health care services are centralised and institution-based and practically inaccessible to the rural population - in Yemen a majority of the people. This field work has shown a need for actions on several levels to secure disabled people’s equal access to public services and to participate in the social and communal life.
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Gender, identity, culture and education : an ethnographic study of the discontinuity of secondary schooling in Senegal, West Africa - Gueye, Barrel (2006)
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The mission school as locus of evangelisation of children in Zimbabwean historiography (1859-1969) - Gundani, Paul H. (2006)
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How student and parent goal orientations and classroom goal structures influence the math achievement of African Americans during the high school transition - Gutman, Leslie Morrison (Contemporary Educational Psychology, 2006)
This study examined the effects of student and parent goal orientations and perceived classroom goal structures on grades and self-efficacy in mathematics during the high school transition. From a sample of 50 African American families living in a low-income school district, student survey data and open-ended parent interviews were examined. There were three significant findings. First, students who espoused more mastery goals in high school mathematics experienced more positive changes in self-efficacy and grades in mathematics during the high school transition than did their peers. Second, students who perceived more mastery and less performance goal structures in their high school math classrooms experienced more positive changes in mathematics self-efficacy during the transition than did their peers. Third, adolescents whose parents espoused mastery goals had higher grades than did their peers whose parents did not espouse mastery goals. Results indicate that mastery goals may be more influential in determining achievement and motivation in mathematics for African American students than are performance goals during the high school transition.
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Teachers' attitudes to inclusion in Ghana - Gyimah, Emmanuel Kofi (2006)
The purpose of this study was to survey the attitudes of teachers in Ghana towards children with special educational needs (SEN) and disabilities in relation to the UNESCO (1994) Salamanca Statement on inclusion. Using random sampling techniques, five. hundred and forty trained and un~rained mainstream Primary School teachers were selected from three of the ten regions of Ghana to respond to questionnaire items composed of educational placement options and bi-polar emotional reactions. Sixteen. of the participants were interviewed using a semi-structured interview guide consisfing of scenarios on the assessment results ofchildren with SEN and disabilities. The results, including chi-square analysis, showed that teachers in Ghana were generally positive towards the inclusion of children with SEN and disabilities. Their greatest 'concern, however, was with children with sensory disabilities (that is the deaf and blind) and severe to profound intellectual difficulties. In some of the SEN categories, statistically significant diffe~ences were found between teachers in terms of gender, level of teaching experience, knowledge ofhow to teach children with SEN and disabilities and the location of school in terms region or level of urbanisation. However, no differences were found between teachers in attitudes to inclusion in terms of age, qualification or length of teaching experience. Further, the results showed that irrespective of a teacher's gender, level of experience and/or knowleage of SEN and disabilities, teachers generally experienced anxiety, dissatisfaction and worry in teaching children with SEN and disabilities. On the basis of the fmdings, conclusions were drawn that global agendas are subject to national and local interpretation. It therefore sounds logical' for research and . policies to be context specific. This way, attitudes could be better understood and policies and regulations on SEN fashioned to meet local situations and standards.
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Faith Resources and Sites as Critical to Participatory Learning with Rural South African Women - Haddad, Bev (Journal of Feminist Studies in Religion, 2006)
Patriarchy is pervasive in rural communities in South Africa. The HIV/AIDS pandemic has forced African women theologians to address the issues of culture and poverty that are exacerbating the crisis for women. This article argues that faith resources are critical to participatory learning about the issues of HIV/AIDS. The Bible, which is central to African Christian women's lives, can be used to initiate discussions around taboo subjects such as sexuality, HIV/AIDS, and gender violence. However, for such discussions to occur, safe and sequestered sites need to be created and utilized. Notwithstanding these safe sites, not all discourses will shift from safe sites to the public realm. These issues are discussed using two case studies from a contextual Bible study group of poor and marginalized Christian women in the rural community of Vulindlela, KwaZulu-Natal, South Africa. The first case study focuses on the group's reading of the biblical passage on the rape of Tamar (2 Sam. 13:1–22), and the second on the group's reading about the woman with the hemorrhage who was healed (Mark 5:21–43). An analytical comparison of these two contextual Bible studies, one on rape and the other on an ailment that can be compared to HIV/AIDS, seeks to determine under what conditions women's "hidden" discourse will move into the public realm in their communities. The article concludes by exploring the role of the activist-intellectual, arguing that her role is both to nurture safe sites where women's voices may be heard [End Page 135] and to mediate these voices in the public realm so as to infl uence public policy. Faith is central to the lives of African Christian women, many of whom endure immense daily suffering. As I have argued elsewhere, it is these wom-en's theologies of survival that need to shape the feminist theological agenda.1 Within African women's theologies in West and East Africa, culture is the central concept in their hermeneutics.2 In the past, South African women's theologies have tended to focus on a hermeneutic of political and social liberation.3 With political liberation in 1994, the past decade has seen a deepening integration between cultural and sociopolitical hermeneutics in these women's theologies. This shift has, to a certain extent, come about because of the ever-deepening crisis faced by the women of southern Africa resulting from the HIV/AIDS pandemic. This pandemic forces women to deal with socioeconomic and cultural oppression. African women theologians have increasingly vocalized the need to address issues of rape and women's vulnerability to HIV infection because of poverty and cultural practices.4 Issues of systemic gender injustice within both church and society, these theologians argue, need to be placed on the agenda of the academy. This article is an attempt to develop this discussion further. It describes my three years spent at St. Gabriel's Anglican Church in Vulindlela, KwaZulu-Natal, South Africa, and argues that participatory learning processes that engage both the activist-intellectual and women participants make for the most effective strategies in overcoming gender injustice in Africa. Because the discourses of these African women readers of the Bible are under the surveillance and control of patriarchy, I argue that safe, sequestered sites need to be created and utilized to enable these women to actively participate in discussions around taboo subjects such as sexuality, HIV/AIDS, and gender violence. Notwithstanding these safe sites, there remains a question concerning what discourses will shift from safe sites to the public realm. I highlight the potential for hidden discourse to irrupt into the public domain, as well as offer suggestions as to why "resisting [End Page 136] speech" was more apparent in some discussions than in others. Finally, I explore the role of the activist-intellectual in work with poor and marginalized women...
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Micro Water Harvesting for Climate Change Mitigation: Trade-Offs between Health and Poverty Reduction in Northern Ethiopia - Hagos, Fitsum; Yohannes, Mekonnen; Linderhof, Vincent; Kruseman, Gideon; Mulugeta, Afeworki; Samuel, Girmay G.; Abreha, Z. (Social Science Research Network, 2006)
Water harvesting is an important tool for mitigating the adverse effects of climate change. This report investigates the trade-offs between health and poverty reduction by considering the impacts of water harvesting on health in Tigray region, northern Ethiopia. In particular, we assess the prevalence of malaria in association with ponds and wells. The determinants of malaria incidence are explored with multivariate analysis. We investigate people’s willingness to pay (WTP) for improved malaria control using a contingent valuation method (CVM). We applied a double-bounded dichotomous choice CV surveys to elicit households’ WTP for improved health services to control malaria. With interval regression, the WTP was explained as a function of household characteristics, health and health service conditions, and village level factors. The malaria prevalence rate is very high, more than 30 percent in low land communities, although rates are higher after the rainy season. This suggests that ponds and wells are important factors in determining the prevalence of malaria. Better housing conditions, toilet type, and availability of bed nets are all factors which reduce the incidenceof malaria. Pond and well ownership affects the WTP for improved malaria control in a negative and positive way respectively, indicating differences in their economic attractiveness. WTP decreases with altitude and thus malaria incidence. Education and household asset holding generally increases WTP for improved health services. The results suggest that valuation results on household’s WTP in poor economies may be underestimated because of cash constraint. Consequently, alternative payment vehicles in eliciting households’ WTP have to be considered. Similarly, the estimated mean WTP for the external health cost of wells and ponds may be underestimated. In our case, ponds and wells are not fully exploited, as our results suggest that they do not contribute to household income or welfare. Thus the presence of ponds and wells pose high external costs to the economy.
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Earthquake Sources, the Stress Field and Seismic Hazard A Study in Eritrea and its Surrounding - Hagos, Lijam (2006)
Presented in this thesis are some basic concepts and applications of seismic hazard analysis and the elements that influence the amplitude and geometric attenuation of earthquake ground motion. Thi ...
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Oppression, Reflection, and Advocacy in the Classroom: One Teacher-Researcher Reflects on Her Research and Practices Involving African American Students. - Haj‐Broussard, Michelle (Teacher Education and Practice, 2006)
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Initiating change in classrooms: Pathways and challenges for East African schools - Halai, Anjum; Otienoh, Ruth; Shariff, Zeenat; Swat, Naomi (2006)
This paper draws upon classroom-related findings from a set of impact case studies of whole school improvement in six primary schools that have been involved as “cooperating schools” in long-term school-university partnerships with the Aga Khan University Institute for Educational Development (IED), and it’s Professional Development Centre in East Africa (PDC-EA). The IED approach for school improvement involves participating schools in multiple strands of professional development, including: a two-year masters degree programme that provides selected teachers with the pedagogical and leadership knowledge and skills to serve as Professional Development Teachers in their schools; Certificate in Education programmes (CEP) for teachers focused on enhancing subject matter content knowledge and methods (English, Maths, Science, Social Studies, Primary Education); and a certificate programme for head teachers designed to develop their capacity to manage and lead continuous school development in coordination with the teacher development inputs. School participation in the IED and PDC-EA programmes is expected to result in positive impact in four areas: teaching and learning methods; academic coordination and leadership; professional collaboration amongst teachers; and student learning outcomes. IED and PDC-EA inputs into cooperating schools are not delivered all at once. The schools typically involve a few teachers and/or administrators over a period of years in the various programs. Thus, in order to assess and understand the “impact” of this multi-pronged approach to school improvement, it was necessary to select and study schools that had been involved with IED and/or PDC-EA over a long term (5+ years) and that had supported teacher and administrator participation in a variety of the IED and PDC-EA training programmes. The case studies were conducted between August 2004 and March 2005 by a team of researchers from AKU-IED and PDCEA. Data sources included classroom observations, interviews with teacher leaders and teachers (trained
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Epilogue: The Future of African Americans in U.S. Higher Education - Hall, Robert (Metropolitan Universities, 2006)
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Book review : All American Yemeni girls, being muslim in a public school - Halstead, J. Mark (2006)
Drawing on 26 months of fieldwork in a Yemeni community in south-eastern Michigan, Loukia K. Sarroub tells the story of six Yemeni–American girls as they try to pick a pathway between the conflicting cultural values of home and school. The six ijbt, as she calls them, are the daughters of immigrants who came to the US in the 1970s but who have retained a high level of cultural attachment to their parents’ country of origin. They are all teenagers, all students at public schools, all subject to the complex marginalization processes of religion, ethnicity, gender, family, culture, nationality, schooling and socio-economic status, and yet all are presented as negotiating their home and school identities in unique and creative ways. Sarroub is aware of many of the pressures under which the girls live their lives—pressures to be good students so that the option to go to college and become a nurse or teacher remains a possibility; to be obedient daughters who do the housework and will marry husbands of their fathers’ choosing; to be faithful Muslims who live out the precepts of the Qurn; and to uphold the honour of the family through their modest behaviour. The girls themselves are depicted as fluctuating between optimism and desperation, often questioning whether they can live up to any of the expectations placed upon them.
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Education in Exile: SOMAFCO, the ANC School in Tanzania, 1978 to 1992 (review) - Hammett, Daniel (Africa, 2006)
Sean Morrow, Brown Maaba and Loyiso Pulumani, Education in Exile: SOMAFCO, the ANC School in Tanzania, 1978 to 1992. Cape Town: HSRC Press (pb R175.00 – 0 79 69 2051 6). 2004. 232 pp. - Volume 76 Issue 4
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Making sense of motivation: Stories of high-achieving African American middle school students. - Hammond, F. (2006)
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INSIGHTS FROM VIGNETTES: AFRICAN AMERICAN WOMEN'S PERCEPTIONS OF DISCRIMINATION IN THE SCIENCE CLASSROOM - Hanson, Sandra L. (Journal of Women and Minorities in Science and Engineering, 2006)
Results from a recent web survey that uses the vignette methodology to examine young women's perceptions of discrimination in the science classroom are presented. The vignette findings suggest that a majority of young African American women see race and gender barriers in the science classroom. Although African American women see race as a more formidable barrier than gender, they are more likely than White women to see gender barriers as well. Results reveal advantages of the vignette method for gaining detail and control in the context of the social survey. It is argued that the combination of web survey technology and vignette methodology has considerable potential for providing substantive insights in social science research in general and science education research in particular.
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527 INGUINAL HERNIA EDUCATION IN KUMASI, GHANA. - Harris, Jeff (Journal of Investigative Medicine, 2006)
Purpose The purpose of this community medicine project was to help start an inguinal hernia education program through the Ghana Red Cross Society and to create an informative brochure to be used in educating people about hernias. This project was undertaken after spending a few weeks in the general surgery department and witnessing dozens of hernia operations—the vast majority of which required extensive bowel resections—and subsequently discovering the gross misconceptions about hernias that exist among the local population. Methods After determining that no outreach education existed on hernia prevention, a brochure was designed to answer some of the common questions and resolve many of the misconceptions people have about hernias. This information was then presented to the Ghana Red Cross Youth Educators in Kumasi who will present the information to high school age young men over the next school year. The brochure will also be used by general surgeons at Komfo Anokye Teaching Hospital to educate their patients. Summary The youth were targeted in order to maximize preventive efforts. Training trainers through the Red Cross ensured ongoing education. Conclusions There are many reasons that Ghanaians postpone a hernia surgery until they are extremely ill. Medical costs, strong faith in herbal remedies, time constraints, and lack of information about hernias all contribute to life-threatening procrastination. If patients know that hernias cannot be repaired without surgical intervention and that acting sooner rather than later will save time, money, and possibly their lives, Ghanaians can be more empowered to make these important decisions.
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Learning physical science in a rural South African school: a case study of student perceptions of the value of computer-assisted learning - Hartley (2006)
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Assessing the needs of eight rural schools in the Eastern Cape Province, South Africa, as a premise for the development of informal science and mathematics interventions - Hartley, Peter (2006)
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Dairy education in the United States of America. Alexandria University, Egypt, May 01 - Hassan, Ammara (2006)
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An investigation into the interaction between multiple intelligences and learners' performance in open-ended digital learning tasks (tanzania) - Hattingh, Annemarie; Rogan, John M.; Cronjé, Johannes; Kafanabo, Eugenia Joseph (2006)
In this study, I investigated the interactions between multiple intelligences and performance of learners in open-ended digital learning tasks, and to suggest possible approaches to the teaching and learning process using computers in Tanzania. With the current introduction of computers in the education system in Tanzania, the qualities of instruction and learner participation in learning computer application skills and achievement have not necessarily shown improvement (Nelson, Post, & Bickel, 2003; Tilya, 2003). It is imperative for computer teachers to know the pedagogical strategies that can help them use the current technology effectively. Researchers in instructional design have suggested instructional methods that incorporate methods that encourage the use of learner-centered instruction, incorporating activity oriented methods, and problem solving that are designed around real-world problems (Huba & Freed, 2000). Learners will be able use their knowledge effectively, reveal their uniqueness as learners, and learn computer application skills in a social setting (Gardner, 1983; Wiggins, 1993, 1998; Teele, 2000; Huba & Freed, 2000). The theory of multiple intelligences by Howard Gardner (1983) was used as the theoretical framework for this study. The theory postulates that everybody has at least eight intelligences which reflect different ways of interacting with the world. In an effort to achieve quality learning, learning must be based on multiple approaches with a series of activities which are authentic in nature and have to be completed by the learners. The study was conducted in Tanzania using a qualitative research design. Four secondary schools were selected and 40 learners doing computer studies course participated in the study. Four intelligences from the theory of multiple intelligences were assessed: logic-mathematical, verbal-linguistic, visual-spatial and interpersonal intelligences. Assessment was done using performance assessment procedures. The findings indicated that there are distinctive intelligence profiles apart from the four intelligences that were investigated in this study. Despite the intelligence profiles of the learners, didactical issues that will enhance ICT adoption in the education environment are important. These include the use authentic tasks, performance assessment to acknowledge learners unique performance abilities across several intelligences and teachers familiarization in the use of performance assessment procedures.
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Sport psychological skills training of South African provincial netball players - Heever, Zelna Van den (2006)
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Students Must Rise: Youth struggle in South Africa before and beyond Soweto '76 - Heffernan, Anne; Nieftagodien, Noor; Ndlovu, Sifiso Mxolisi; Peterson, Bhekizizwe; Macqueen, Ian; Lissoni, Arianna (2006)
The Soweto Student Uprising of 1976 was a decisive moment in the struggle against apartheid. It marked the expansion of political activism to a new generation of young activists, but beyond that it inscribed the role that young people of subsequent generations could play in their country’s future. Since that momentous time students have held a special place in the collective imaginary of South African history. Drawing on research and writing by leading scholars and prominent activists, Students Must Rise takes Soweto ’76 as its pivot point, but looks at student and youth activism in South Africa more broadly by considering what happened before and beyond the Soweto moment. Early chapters assess the impact of the anti-pass campaigns of the 1950s, of political ideologies like black consciousness as well as of religion and culture in fostering political consciousness and organisation among youth and students in townships and rural areas. Later chapters explore the wide-reaching impact of June 16th itself for student organisation over the next two decades across the country. Two final chapters consider contemporary student-based political movements, including #RhodesMustFall and #FeesMustFall, and historically root these in the long and rich tradition of student activism in South Africa. 2016 marks the 40th anniversary of the 1976 June 16th uprisings. This book rethinks the conventional narrative of youth and student activism in South Africa by placing that most famous of moments – the 1976 students’ uprising in Soweto – in a deeper historical and geographic context.
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Meyya Meyya 100%, Egyptian colloquial : self learning approach - Hegazi, Osama A. (2006)
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Gender and Development – No-Man’s Land Revisited. Learning from Men’s Inclusion Discourse and Practice in Uganda - Heinonen, Nea (2006)
This multi-disciplinary study was conducted as part of two Master’s Degrees: in Arts and in Social Sciences. The aim of the study is to examine how men as beneficiaries are included in the gender and development (GAD) approach in development cooperation at the levels of discourse and practice in Uganda. The study aims at providing a case for learning, and initiating discussion and advocacy on more male sensitive approach to gender and development. The primary data consists of ten semi-structured thematic interviews of the staff members of the organization World Vision Uganda on their perceptions and experiences on gender and development in Uganda. The secondary data consists of discussions with community members and organization staff as well as documents and literature. The analysis is divided into two: critical discourse analysis and transitivity analysis of the discourse of GAD, and social scientific analysis of the practice of GAD, both of which are qualitative in this study. It can be concluded that GAD in Uganda is highly consistent with the overall tendency of the GAD approach as more preoccupied with women leaving male beneficiaries in the margin. Moreover, the manner of inclusion is not consistent with gender mainstreaming principle but derives from arguments based on needs rather than rights. However, there is openness to men’s inclusion through the concept of gender partnership at both the discursive and practical levels in Uganda. Recommendations include acknowledging and encouraging men’s role at policy level, moving away from bipolar conflict premise in gender work, learning from contextual responses to men’s inclusion, engaging discourses in sharing experiences via discussion forums, and taking a holistic approach aiming at increasing the welfare of the household as the scene for gender equality work.
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Gender and development - no-man's land revisited : learning from men's inclusion discourse and practice in Uganda - Heinonen, Nea-Mari (2006)
This multi-disciplinary study was conducted as part of two Master’s Degrees: in Arts and in Social Sciences. The aim of the study is to examine how men as beneficiaries are included in the gender and development (GAD) approach in development cooperation at the levels of discourse and practice in Uganda. The study aims at providing a case for learning, and initiating discussion and advocacy on more male sensitive approach to gender and development. The primary data consists of ten semi-structured thematic interviews of the staff members of the organization World Vision Uganda on their perceptions and experiences on gender and development in Uganda. The secondary data consists of discussions with community members and organization staff as well as documents and literature. The analysis is divided into two: critical discourse analysis and transitivity analysis of the discourse of GAD, and social scientific analysis of the practice of GAD, both of which are qualitative in this study. It can be concluded that GAD in Uganda is highly consistent with the overall tendency of the GAD approach as more preoccupied with women leaving male beneficiaries in the margin. Moreover, the manner of inclusion is not consistent with gender mainstreaming principle but derives from arguments based on needs rather than rights. However, there is openness to men’s inclusion through the concept of gender partnership at both the discursive and practical levels in Uganda. Recommendations include acknowledging and encouraging men’s role at policy level, moving away from bipolar conflict premise in gender work, learning from contextual responses to men’s inclusion, engaging discourses in sharing experiences via discussion forums, and taking a holistic approach aiming at increasing the welfare of the household as the scene for gender equality work.
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Teacher education and the challenge of diversity in South Africa - Hemson, Crispin (2006)
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“I am a rarity in my school”: hidden obstacles for African Americans in gifted education - Henfield, Malik S. (2006)
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Help Us Help Ourselves: Education in the Conflict to Post-Conflict Transition in Liberia - Heninger, Lori; Makinson, Carolyn (2006)
openalex: W1584983182 mag: 1584983182
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The design and implementation of an information literacy training course that integrated Information and Library Science conceptions of information literacy, educational theory and information behaviour research: a Tanzanian pilot study - Hepworth, Mark; Wema, Evans (Innovation in Teaching and Learning in Information and Computer Sciences, 2006)
This paper reviews the implementation of an Information Literacy Training course at the University of Dar Es Salaam in Tanzania. The training lasted seven days and involved Masters students from the Faculty of Education. The course was created as part of a PhD research project on information literacy that was undertaken by the second author of this paper at the Department of Information Science at Loughborough University. The objective was to develop a training course that inculcated information literacy and could be implemented by staff in the library. The success of the course was therefore partly judged on whether it effectively enabled knowledge transfer. This was tested by involving librarians in the pilot, and who took the entire course, and then seeing whether they were able to effectively implement the course themselves. This paper explores the implementation of the information literacy training programme attended by Master students from the Faculty of Education at the University of Dar Es Salaam. The course was innovative in that it integrated knowledge from information behaviour research and educational theory with current perspectives of information literacy from Information and Library Science. The style of training was influenced by the pedagogical theories of Kolb and Vygotsky that stress the importance of experiential and reflective learning and mediated communication. The notion that learning information literacy is more akin to learning a culture rather than skills and that learners are active participants in the learning process further emphasised the need for communication and sharing of learning throughout the course. All stages of the course were evaluated using quizzes, exercises, group reflection and presentations that related to each stage in the course. Trainees’ knowledge of information literacy was evaluated before and after the course to provide an indication of changes in knowledge. A review of the course content and its rationale is given here, challenges are identified, and questions about future initiatives are raised. The course, judging from the various forms of feedback, was effective. It also enabled the librarians to run subsequent courses, including the training of Masters students described in this paper. Hence, the programme proved successful in terms of knowledge transfer.
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Language Education Policies in Africa - Heugh, Kathleen (2006)
This article identifies language education policies in Africa and their relationship to development and post-colonial issues. Major language commissions, declarations, reports, and policies concur that the use of indigenous languages in school, alongside a language of wider communication, facilitates education. Yet, with few exceptions, in African schools, indigenous languages are ignored or removed rapidly from classroom learning. Mother-tongue language policies are seldom implemented. Instead, the colonial habitus continues. Policies see-saw between greater and lesser tolerance of African languages, depending on the political party in power.
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Dominance and submission: how peer groups in South African secondary schools construct and utilise peer networks - Hiralal, Keemanthla Hemraj (2006)
A thesis submitted in partial fulfilment of the requirements for the degree of D. Litt. University of Zululand, 2006.
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Vocational skills formation in communities of practice : Experiences from primary school and the informal economy in Tanzania - Höjlund, Gunilla (2006)
The purpose of this thesis is to explore the relationship between school and working life in Tanzania; what goes on inside school in relation to what goes on outside. The focus is on vocational ski ...
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Through their eyes: A look at achievement and success of selected African American male students - Holder, Tracy L. (2006)
presence and implications of societal, institutional, and personal influences on African American male achievement in school was examined in this study. Through in-depth qualitative research strategies, the researcher sought to ascertain the perceptions of 5 African American male students, who are struggling academically and behaviorally in school, regarding the influences they believe are impacting their school experiences. The data confirmed that no single factor is solely responsible for these students' struggles in school. However, there are factors stemming from the societal, institutional, and personal influences that collectively impact their school success. At the institutional and personal levels of influence, factors consist of the lack of engaging instruction, the absence of significant connections to school adults, a limited role of parental support with education, and the negative influence of peers to misbehave in school. Although only one student acknowledges the influence of societal factors related to his surroundings and the cost of success for African American students as a contributor to his lack of success in school, the societal influence lurked beneath the surface of all of the participants' experiences and beliefs.–Abstract from author supplied metadata.
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Research and Analysis on the Success of African American Students at the University of Kentucky - Hollingsworth, Randolph (2006)
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What can sub-Saharan Africa learn from Asian experiences in addressing its food crisis? - Holmén, Hans; Djurfeldt, Göran; Jirström, Magnus; Larsson, Rolf (2006)
openalex: W653867473 mag: 653867473
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A Probe into the Curriculum Model of Outcomes-Based Education(OBE) in South Africa - Hongxia, Mao (Studies in Foreign Education, 2006)
After the foundation of the new South Africa,the government has faced different educational problems which are left by the apartheid period.So the new government undertook an educational reform actively.For the school curriculum,the government introduced outcomes-based education,trying to search for an appropriate way.In this article,the authors try to explore the OBE curriculum model from three aspects:the emergence,the concept,and the characteristics,which can provide some reference for the curriculum reform in our country.
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South African education policy and the right to religious freedom - Horn, I.H. (Journal for Christian Scholarship = Tydskrif vir Christelike Wetenskap, 2006)
Die huidige Suid-Afrikaanse regering se beleid ten opsigte van religie in die onderwys is humanisties en dus relativisties. Daarbenewes het die wysiging aan die Skolewet volgens die Onderwyswette Wysigingswet, Nr. 50 van 2002, die staatskurrikulum en -assesseringsproses verpligtend vir staat- en onafhanklike skole gemaak. Die wysiging is gemaak ten spyte van die feit dat die reg tot godsdiensvryheid in Suid-Afrika se Handves van Menseregte ingesluit is. Hierdie artikel poog om vas te stel of bogenoemde aspekte van staatsonderwysbeleid inbreuk maak op die reg tot godsdiensvryheid. Die artikel begin met 'n besinning oor menseregte binne 'n bybelse konteks. Daarna word die Weste se historiese skuif na menseregte binne 'n humanistiese raamwerk en die daaropvolgende internasionale erkenning van die begrip van menseregte kortliks beskryf. Laastens word Suid-Afrika se huidige beleid ten opsigte van religie in die onderwys en toepaslike nasionaal erkende menseregte uitgestippel en gevolglik word beoordeel of amptelike onderwysbeleid in Suid-Afrika die reg tot godsdiensvryheid respekteer al dan nie.
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The role of social networks in HIV/AIDS education in Dedza District, Malawi - Houston, Vanessa June (2006)
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A history of the disability rights movement in South Africa - Howell, Colin; Chalklen, Shuaib; Alberts, T. (2006)
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What Is the Nature of African American Teachers' Beliefs About Mathematics and How Do These Beliefs Relate to Their Beliefs About the Performance of African American Mathematics Students? - Howse, Mark (2006)
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Returns to Education and the Transition from School to Work in Syria - Huitfeldt, Henrik; Kabbani, Nader (2006)
Young people in Syria are facing large difficulties in entering the labor market, due to labor supply pressures and weak labor demand from both public and private sectors, leading to persistently high levels of unemployment among the youth. Apart from tabulations of existing data, published research on the Syrian labor market is practically non-existent. This study provides unique analytical insights into the education-employment link in Syria. Using data from the 2001 and 2002 Labor Force Surveys, we describe the current labor market situation, estimate returns to education, and analyze the transition from school to work for young people. We find that rates of return to education are low by international standards, but increase with the level of educational attainment. We find evidence that higher education is attractive because it increases the chances of finding a job, decreases queuing times for sought-after jobs in the public sector, and increases the opportunities for working abroad. Prior to 2001, graduates of intermediate institutes were guaranteed jobs in the public sector where government-set pay scales dictate wages. As a result, over 80 per cent of intermediate institute graduates work in the public sector. In 2001, the Syrian government stopped guaranteeing jobs to graduates of higher institutes, who now have to look for jobs in the private sector that do not necessarily match the training they received. Indeed, we find that the rates of return to schooling are especially low for male graduates of intermediate institutes working in the private sector, indicating little benefit in terms of skills demanded.
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Developing citizens in South African schools - an investigation into teacher / student relationships and the implications for student rights and active citizenship - Hunt, Frances (2006)
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Race, rights and education in South Africa - Hunt, Frances (2006)
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Can Professionals Offering Support to Vulnerable Children in Kenya Benefit from Brief Play Therapy Training? - Hunt, Kate (Journal of psychology in Africa, 2006)
This paper evaluates the perceived benefit to a group of thirty caring professionals of a brief training in Child-centred play therapy. Play therapy enables a child to create fictional worlds and in this way make sense of the real world. By playing in the presence of the therapist, who provides a trusting relationship and at times shares the play, the child is able to obtain relief from the negative effects of distress, sadness, anger or shame. All course participants had adult counsellor qualifications and worked with vulnerable children (n= 25, age range = 56, mean years of experience = 10). The course was delivered in Nairobi, Kenya, East Africa via theory presentations; case presentations; practical skills demonstrations and instruction with tutor feedback and self-development awareness group teaching methods. Questionnaires provided qualitative data for consideration and analysis. Key findings included: pre-training prevalent feelings of inadequacy to meet the therapeutic needs of vulnerable children using adult style counselling; post-training perceived raised awareness of the therapeutic power of play with positive impact on professional and personal lives; perceived increase in therapeutic play skills and increased ease in establishing therapeutic rapport. Training was largely beneficial increasing the confidence, knowledge and skills of the course participants.
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A survey of outsourcing of training services by commercial banks in Kenya - Hussein, Mohammed M. (2006)
openalex: W2461058742 mag: 2461058742
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An approach for creation, training and extension of systems based on direct seeding on permanent soil cover in Madagascar - Husson, Olivier; Michellon, Roger; Charpentier, Hubert; Ramaroson, Ignace; Razanamparany, Célestin; Andriantsilavo, M.; Moussa, Narcisse; Séguy, Lucien (2006)
Experiments conducted in the 1990's in various ecological zones of Madagascar allowed to propose a large range of cropping systems based on direct seeding on permanent soil cover (DSPSC). To face the many constraints of Malagasy farmers, a unique set of references was developed, for various agro.ecological and socio-economic conditions, with different levels of intensification and risk (Seguy, 2005). However, although the proposed systems had demonstrated their high agronomic, environmental and economic performances, and proved to be sustainable, their extension remained limited. Main reasons identified to explain this situation, apart from the limited financial resources allocated to this task, were the very limited human resources and the lack of an approach for extension of knowledge intensive systems, in a difficult environment: subsistence agriculture, srnalihol ders with limited investment means, degraded soils, poor infrastructures, etc. (GSDM, 2004). (Resume d'auteur)
openalex: W2225752040 mag: 2225752040
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Maternal mortality in Jos University Teaching Hospital, Nigeria - Ibrahim, Safaa A.; Iliyasu, Zubairu; Musa, J (Tropical journal of obstetrics and gynaecology, 2006)
openalex: W2278731340 mag: 2278731340
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An Inhospitable Port in the Storm: Recent Clandestine West African Migrants and the Quest for Diasporic Recognition* - Ifekwunigwe, JO (2006)
openalex: W96170434 mag: 96170434
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The State of Education in Nigeria - Igbuzor, O (Economic and Policy Review, 2006)
Over the years, Nigeria has expressed a commitment to education, in the belief that overcoming illiteracy and ignorance will form a basis for accelerated national development. The paper describes the state of education in Nigeria and posits that aside from lack of access, infrastructures, teaching and learning materials, the greatest challenge facing education is inadequate funding by federal, states and local governments, to the extent that funding has been in response to the conditionality imposed by international financial institutions. NESG Economic Indicators Vol. 12 (3) 2006: pp. 9-15
openalex: W1588920954 mag: 1588920954
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Initial antihypertensive therapy: prescription pattern at the out-patient cardiology clinic of University of Nigeria Teaching Hospital, Enugu - Ike, SO; Anisiuba, BC; Onwubere, Bjc; Ikeh, V. O. (2006)
Aim : To study the prescription pattern of different cadres of doctors, with the possible influencing factors, at the initial visit of hypertensive patients to the outpatient cardiology clinic of the University of Nigeria Teaching Hospital (UNTH), Enugu, Nigeria. Method : A five-year retrospective study (from September 1989 to August 1994) of all the antihypertensive prescriptions at the patients' initial visits, using their case notes, was carried out. Results : Out of the 421 patients selected for the study, 233 (55%) were males and 188 (45%) females, giving a male:female ratio of 1.2:1. Two hundred and thirteen (51%) of the patients had severe hypertension and 27 (6.5%) were mildly hypertensive. Monotherapy was observed in 156 (41%) of the patients and Polytherapy in 59%. Regroton was the most commonly prescribed drug (20%), and Minizide, the least prescribed (0.7%). The 51-60 year age group had the highest incidence of both mono and polytherapies respectively, and the >80 years age group the least. Though there was statistical difference with regards to age of patients (P = 0.005), there was none in prescription patterns of mono or polytherapies (P = 0.075), or status of the prescribing doctor (P > 0.22). Conclusion : Findings highly suggest that the prescription pattern for antihypertensive drugs reflected the grade (severity) of hypertension in the presenting patients, the experience of the prescriber, and the knowledge of the available drugs at the time of prescription, in this teaching hospital. Journal of College of Medicine Vol. 11(1) 2006: 8-14
openalex: W2270295253 mag: 2270295253
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Influence of formal maternal education on the use of maternityservices in Enugu, Nigeria - Ikeako, LC; Onah, HE; Iloabachie, G.C. (Journal of Obstetrics and Gynaecology, 2006)
SummaryAlthough some previous studies have suggested formal maternal education as the most potent tool for reducing the mortality ratio in Nigeria, other studies found that the depressed Nigerian economy since 1986 has marginalised the benefits of education with the result that educated women stopped making use of existing health facilities because they could not afford the cost of health services. This study was carried out to determine the current influence of formal maternal education and other factors on the choice of place of delivery by pregnant women in Enugu, south-eastern Nigeria. It was a pre-tested interviewer-administered questionnaire study of women who delivered within 3 months before the date of data collection in the study area. In an increasing order of level of care, the outcome variable (place where the last delivery took place) was categorised into seven, with home deliveries representing the lowest category and private hospitals run by specialist obstetricians as the highest category. These were further sub-categorised into non-institutional deliveries and institutional deliveries. Maternal educational level was the main predictor variable. Other predictor variables were sociodemographic factors. Data analysis was by means of descriptive and inferential statistics including means, frequencies and χ2-tests at the 95% confidence (CI) level. Out of a total of 1,450 women to whom the questionnaires were administered, 1,095 women responded (a response rate of 75.5%). A total of 579 (52.9%) of the respondents delivered outside health institutions, while the remaining 516 (47.1%) delivered within health institutions. Regarding the educational levels of the respondents, 301 (27.5%) had no formal education; 410 (37.4%) had primary education; 148 (13.5%) secondary education and 236 (21.5%) post-secondary education. There was a significant positive correlation between the educational levels of the respondents and their husbands (r = 0.86, p = 0.000). With respect to occupational categories of the respondents, 88 (8.0%) of them belonged to occupational class I, 158 (14.4%) to occupational class II, 107 (9.8%) to occupational class III, 14 (1.3%) to occupational class IV and 728 to occupational class V. There was a significant positive correlation between the respondents' and their husbands' occupational levels (r = 0.89, p = 0.000). There were statistically significant associations between choice of institutional or non-institutional deliveries and respondents' educational level as well as place of residence (urban/rural), religion, tribe, marital status, occupational level, husband's occupational and educational levels, age and parity (p ≤ 0.05 for each variable). Further analysis of only the respondents who delivered within health institutions showed that there was a significant positive correlation between their educational levels and the level of care where they delivered (r = 0.45, p = 0.000). Significantly more of them with post-secondary education lived in the urban than in the rural areas, were Christians and were married to husbands of higher educational and economic levels. It is concluded that formal education is still a significant predictor of whether women deliver within or outside health institutions in Enugu, south- eastern Nigeria. Efforts at reducing maternal mortality ratio in Nigeria must increase the adult female literacy rate.
openalex: W2056350637 mag: 2056350637
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The social context of adult learning in Africa - Indabawa, Sabo A. (2006)
Contents 1. Adult education and development 2. Development and social change 3. Community and adult education 4. Race, ethnicity and religion 5. Social class and gender 6. Empowerment 7. Democracy 8. Health and HIV/AIDS 9. Poverty and debt 10. Globalisation and the environment.
openalex: W641728675 mag: 641728675
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A story of health education in South Africa. - Ingle, Ronald (PubMed, 2006)
openalex: W2415032882 mag: 2415032882
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Cost Sharing and Participation in Higher Education in Sub Saharan Africa The Case of Tanzania - Ishengoma, Johnson M. (2006)
openalex: W2553411356 mag: 2553411356
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Coping strategies of Sahelian agropastoralists in response to severe drought and locust attack: Forage activities at a Tamasheq village, north of Burkina Faso - Ishimoto, Yasuko (2006)
openalex: W2771181362 mag: 2771181362
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Globalisation and Nigerian Education in the 21st Century: Issues and Insights - Iyoha, Milton A. (Economic and Policy Review, 2006)
This paper seeks to establish the importance of education in Nigeria within the global framework. On this basis, an investment in building human capital to drive technological innovation and economic growth is imperative. In the case of Nigeria, gains of globalisation can be maximised by accepting aid from the World Bank and other development agencies, donor partners, and foreign private foundations, especially for post-graduate education in scientific and other highly technical fields. NESG Economic Indicators Vol. 12 (3) 2006: pp. 37-42
openalex: W1586520856 mag: 1586520856
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Attitudes, perception and practice of workers in laboratories in the two colleges of Medicine and their teaching hospitals in Lagos State, Nigeria as regards universal precaution measures - Izegbu, MC; Amole, O.O.; Ajayi, GO (Biomedical Research-tokyo, 2006)
Objective of the present study is to determine the knowledge, attitude, and practice of universal precautions amongst medical laboratory workers in the two Colleges of Medicine and their Teaching hospitals in Lagos State, Nigeria. Cross-sectional study of health care workers was Conducted using a standardized self-administered questionnaire, which enquired about knowledge, attitude and practices of universal precautions. The hepatitis B vaccination statuses were also determined. 300 questionnaires were administered and 154 of them were returned giving a response rate of 51.3%. Participants included; Medical laboratory scientist 55.8%(n=86), Laboratory at-tendants 23.3%(n=36), Medical laboratory technician 10.4%(n=16), Post-graduate students 7.8%(n=12) and Medical doctors 2.59%(n=4). All the participants wear gloves during laboratory work but 81.2% wear a single pair. Ny-lon gloves were commonly used (57%) followed by latex gloves (43%). 17.5 % of the partici-pants claimed to know what to do if exposed to infection. (i) 45.6% of the participants eat in the laboratory, (ii) 47.0% of them store foods and water in the refrigerators meant for stor-age of body fluids and chemicals, (iii) 31.5% of them put on cosmetics in the laboratory, (iv) 12.6% smoke and sniff in the laboratory, (v) 10.0% cut their finger nails with teeth and put their biros in their mouths in the laboratory. (vi) 36.5% do not know that tissues fixed in formalin can transmit infections. (vii) 91.5% are not immunized against hepatitis B virus (HBV). (viii) 99.0% of them do not take shower immediately after laboratory work. (ix) 82.0% of the participants do not feel that the use of masks is necessary in laboratory. It is concluded that the knowledge, attitude, perception, and compliance with universal pre-cautions amongst these highly exposed laboratory workers are poor.
openalex: W2466116251 mag: 2466116251
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A study of the writing tasks and reading assigned to undergraduate science students at a South African University - Jackson, Leonora; Meyer, Wilhelm; Parkinson, Jean (English for Specific Purposes, 2006)
Based on a questionnaire to academic staff, this article examines the reading and writing tasks assigned to undergraduate science students at a South African university. The article finds that although academic staff in science value clearly written and well-organised writing, few see it as their task to induct students into this literacy. Instead emphasis is limited to a large degree to the ability to express relationships mathematically. The article confirms previous findings that the laboratory report is the most important genre of writing assigned to science students. It finds that textbooks make up the bulk of the reading assignments. The laboratory report has many similarities with the research article, a key genre in science, but very few research articles are assigned as reading, representing a mismatch between the most prominent genre assigned as reading (textbook) and the most frequent written tasks assigned (laboratory report).
openalex: W1973291131 mag: 1973291131
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Improving Soil Fertility and Farm Productivity under Intensive Crop-Dairy Smallholdings: Experiences from Farmer Field Schools in the Highlands of Kiambu District, Central Kenya - Jager, A. de; Wouters, B.; Gachimbi, L.N. (2006)
4 Abstract: A study to improve soil fertility and farm productivity under intensive crop-dairy smallholder farming systems was carried out in Kiambu District, central Kenya highlands in the period 2003-2005 using farmer field school approach. The objectives of the study were to diagnose farming system constraints and assess the contribution of livestock to soil nutrient balances, design and test potential interventions for improving soil fertility and fodder availability and to distil methodological learning experiences in using Farmer Field School (FFS) approach. Literature reviews, baseline studies, soil sampling and analysis and nutrient monitoring tool were used to diagnose production constraints. Based on farmer-extens ion-researchers' identified constraints, an FFS curriculum was formulated and implemented for farmer learning and capacity building and the following experiment jointly designed to address declining soil fertility and fodder-livestock productivity: T : Conventional Tillage (CT) + Bana Napier variety (B) + Farmyard manure (FYM, 10 t ha ) + 1 1
openalex: W2185748104 mag: 2185748104
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Sources of occupational stress among secondary school administrators in Kano State, Nigeria - Jaiyeoba, Adebola O.; Jibril (I.E.R. Flambeau, 2006)
openalex: W2993323826 mag: 2993323826
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A Shift from Traditional Teaching to the Development of Complex Thinking in a Technology Classroom in South Africa - Jakovljević, Maria; Ankiewicz, Piet; Swardt, Estelle de (2006)
Traditional teaching in technology classrooms failed to concentrate on the new technologies conducive to the development of the in-depth understanding of design concepts and procedures of an information system. Thus the needs of learners in technology classrooms were neglected, concentrating mainly on low-level thinking. The purpose of this paper is to explore the impact of web technology in shifting from the traditional way of teaching to the development of learners' complex thinking in the technology classroom. This research was based on a qualitative, action-research approach in which individual interviews, focus group interviews, observation and documents were used to gather data (Yin 1994; Merriam 1998). A total of 17 students at an institution of higher education were observed and their experiences were investigated through a focus group interview, journals and essays. The findings of this study reveal the necessity for explicit teaching of complex thinking through Internet technologies and the collaboration with the business world in order to promote the teaching of thinking skills. Findings indicate a need for a design of information systems to be used in conjunction with practical and cognitive apprenticeships. This will enlarge and strengthen the insight into the technological design and set a learning environment conducive to thinking.
openalex: W2188110564 mag: 2188110564
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