Socioculture and students' argument writing in English : a case study from the Vhembe district, Limpopo province, South Africa - Neeta, Nande C. K. (2006)
openalex: W27988530 mag: 27988530
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Community schools and relay schools in the savannah region of Togo - Assiah, Saya Kpam-N’Lé; Luisoni, Pierre (PROSPECTS, 2006)
openalex: W2009050270 mag: 2009050270
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Physics classroom environment factors and students' achievement in physics: the Nigerian experience - Effiong, UU; Enukoha, OI (Global Journal of Educational Research, 2006)
openalex: W2037922191 mag: 2037922191
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Educators and public librarians: unwitting partners in the information literacy education of South African youth? - Hart, Geneviève (Innovation (Pietermaritzburg), 2006)
The article reports on a study of the capacity of public librarians in South Africa for information literacy education. The first phase explores the conceptions of public library staff of their role in information literacy education. The second phase comprises a participant observation case study in two public libraries and interviews with teachers. The public librarians are found to have rather limited conceptions of information literacy. They tend to see their role as the provision of resources for projects on demand and the prevailing information literacy education is once-off library orientation. The teachers are positive about the role of libraries and are unanimous that the new curriculum means that children need access to more resources. Closer probing reveals that they make very little use of libraries in their personal and professional lives. They lack cognizance of the role of librarians in information literacy education and, in common with the public librarians, tend to see libraries as warehouses where their pupils are sent to “fetch” resources. Both groups see information as “something” that is stored and given out – rather than a subjective sense-making process. Paradoxically, these shared conceptions contribute to a gulf between the two sectors, which needs to be bridged if the needs of school learners are to be met.
openalex: W2079709786 mag: 2079709786
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Climate Change and Land Use in Africa - Hodas, David R. (2006)
openalex: W239371211 mag: 239371211
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Attitude of Nigerian secondary school teachers to teacher evaluation - Joshua, MT; Joshua, Akon M. (Global Journal of Educational Research, 2006)
openalex: W2076284604 mag: 2076284604
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Adult education in South African public libraries: enabling conditions and inhibiting factors - Nassimbeni, Mary; May, Bev (Innovation (Pietermaritzburg), 2006)
openalex: W2085073308 mag: 2085073308
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Climate Change Adaptation and Mitigation: Exploring the Role of Land Reforms in Africa - Okoth-Ogendo, H. W. O. (2006)
openalex: W1033203722 mag: 1033203722
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Achieving sustainable development in Nigeria through promotion of environmental education: a critical appraisal - Ubom, BU (Global Journal of Educational Research, 2006)
openalex: W2034452517 mag: 2034452517
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The status of technical education in Akwa Ibom State, Nigeria - Udoh, FD; Udoh, Patricia N (Global Journal of Educational Research, 2006)
openalex: W2015749636 mag: 2015749636
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Teaching sex education in schools in Akwa Ibom State, Nigeria: a social and religious dilemma - Udoh, Patricia N; Udoh, FD (Global Journal of Educational Research, 2006)
openalex: W2077328489 mag: 2077328489
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Educational Conquest: Schools as a Sphere of Politics in French Mandate Syria, 1936-1946 - Dueck, Jennifer M. (French History, 2006)
This article deals with the significance of the school as a space for colonial and diplomatic power struggles in the French Mandate territories of Syria and Lebanon between 1936 and 1945. Often underestimated in their importance to colonial and international affairs, schools were an integral part of France’s precarious political administration in the Levant. Although fiercely anti-clerical at home, the French government relied extensively on long-established Catholic missionary schools to entrench its control. These schools emerged as a space for conflict, both symbolically and physically, as a result of their association with France’s policy of promoting non-Sunni communities at the expense of the regional Sunni majority. Within the context of these policies, French schools became a symbol of privilege for francophile Christian elites and of oppression for Muslim or pan-Arab groups disaffected with the regime. The discussion here addresses the role of schools as a focus for conflict and cooperation among French officials and educators working in the Levant, as a forum for Franco-Syrian colonial interaction and as an object of international diplomatic dispute as Syria gained its independence.
openalex: W2114573104 mag: 2114573104
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Psychosocial Impairment and Lower Quality of Life among Childhood Cancer Survivors in Egypt, Single Institution Experince. - El-Samahy, Mona H.; Abdel-Monem, A. M.; Abdelrahman, Shahinda (Blood, 2006)
Abstract Survival itself has, until recently, been the marker of successful cancer therapy, but now more attention is being focused on the long-term effects of cancer therapy and the quality of life (QOL)of the survivors. OBJECTIVE: To assess health related quality of life and behavior and emotional problems among childhood cancer survivors at Ain Shams Pediatric Oncology Clinic, Cairo, Egypt. DESIGN: This study was conducted on 30 childhood cancer survivors attending the cancer survivors’ clinic at Ain Sham Children’s University Hospital in the period of October 2004–April 2005. The PedsQL™ 4.0 Generic Core Scales (physical, emotional, social and, school functioning) translated into Arabic language has been utilized. Parallel child self-report and parent proxy-report questionnaire formats have been used. Items were reverse-scored and linearly transformed to a 0–100 scale, so that higher scores indicate better QOL. Assessment of behavioral and emotional disturbance was performed using The Child Behavior Checklist (CBCL) Results: Age range 6–16 years with a mean age of 10.7±2.9 years, 18 (60%) were males and 12(40%) were females. Seventeen patients (56.6%) were acute leukemia survivors and 10(43.4%) lymphomas and solid tumors. There was statistically significant (p<0.001) decrease in the overall generic PedsQL in cancer survivors (mean 67±11.6) compared to normal children (mean 83.9±12.5) with school functioning area being the most affected (score 47.5±13). ALL survivors had significantly lower mean QOL (62.5±11.8) compared to other cancer survivors (72.8±8.8) (p<0.05). Gender (females) and CNS-directed therapy were risk factors for poorer QOL. Strong agreement between parents and their children QOL rating was seen in most of the QOL domains {overall QOL (p=0.001) physical well being (p=0.04), emotional feelings (p=0.0004), and social interaction (p=0.003) with the strongest correlation in the school domain (p=0.000004)}. Fifty three percent of the survivors showed clinical range of social incompetence with survivors who were diagnosed before the age of 3 were less socially competent than those who were diagnosed after this age (p<0.05), 63% expressed Internalizing behavioral problems and while 23% had Externalizing problems. CONCLUSION: This results demonstrate Chidhood cancer survivors are at significant risk of poor psychosocial functioning and QOL.
openalex: W2570550612 mag: 2570550612
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Partnerships In The Education System Of Senegal - Ndiaye, Malick (PROSPECTS, 2006)
openalex: W2016093664 mag: 2016093664
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Egyptian and Anterican contplintents: Focus on second language learners - Nelson, Gayle L.; Bakary, Waguida El; Batal, Mahmoud Al (2006)
openalex: W2501080599 mag: 2501080599
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Teaching and Learning in Racially/Culturally Diverse Classrooms in a Post-Apartheid South Africa - Pather, Ethel Una (2006)
openalex: W1526897842 mag: 1526897842
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Antropometric profile of male students from high and low socio-economic backgrounds in secondary schools, Nigeria - Agwubike, Elias O.; Aniodo, Donatus A.; Ebhodaghe, Fidelis O.; Agbonlahor, Elvis I.; Airende, Sunny A. (African Journal for Physical, Health Education, Recreation and Dance, 2006)
No Abstract. African Journal for Physical, Health Education, Recreation and Dance Vol. 12 (3) 2006: 323-334
openalex: W2013333852 mag: 2013333852
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A comparative analysis of the perception and understanding of physical education and school sport among South African children aged 6-15 years - Amusa, L.O.; Toriola, A.L. (African Journal for Physical, Health Education, Recreation and Dance, 2006)
Physical Education (PE) and School Sport (SS) in South Africa demonstrate extremes and inequities. Contrast is visible in all aspects of South African life, but most significantly in education. White and urban schools are relatively problem free, whereas black and rural schools have been adversely affected by the past governments' apartheid and separate development policies (Walter, 1994). Some schools have well developed facilities, while the majority have next to nothing. PE teachers are qualified in some cases and grossly unqualified in many others. PE programmes in white schools and urban cities offer a wide and balanced variety of activities while in others opportunities are limited to a few movement activities. As a school subject PE has been neglected, misunderstood, seen as being of little importance and regarded as inferior when compared to other subjects in the school curriculum (Walter, 1994). In order to find out the status of PE and school sport among school children aged 6- 15years, we administered the Sport in Education (SpinEd) project questionnaire (Bailey, 2005) to 897 school children in two provinces and contrasting geographical locations in South Africa. The questionnaire focused on five main themes/domains that refer to specific aspects of children's development and understanding through PE and school sport, i.e. physical development, lifestyle development, affective development, social development and cognitive development. The results showed some disparity in the perception and understanding of PE and SS among the respondents' age group and geographical location, specifically with regard to ‘feeling' about PE and SS, ‘values' (importance) of PE and SS, ‘comparison' of PE and SS with other school subjects and ‘self-rating' on PE and SS. Responses to each of the five themes/domains varied across age group, and geographical location, indicating the fact that children need to achieve the five most important developmental competencies – foundational (knowledge), practical skills (psychomotor), reflexive (affective), physical (growth) and social skills for holistic development and for PE and SS to adequately address the needs of post-independent South Africa. Keywords: physical education, holistic development, new South Africa, reflexive competency, school sports African Journal for Physical, Health Education, Recreation and Dance Vol. 12(3) 2006: 220-237
openalex: W2165268337 mag: 2165268337
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Negotiating with development partners: ten-year plan for the development of basic education in Burkina Faso - and, Bouréma Jacques Ki; Ouedraogo, Louis-Honoré; Luisoni, Pierre (Prospects (Paris), 2006)
openalex: W2030686168 mag: 2030686168
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Awareness, attitude and practice of contraception among secondary school girls in Calabar, Nigeria - Bassey, EA; Abasiattai, AM; Asuquo, E. E. J.; Udoma, EJ; Oyo-lta, A (Nigerian journal of medicine : journal of the National Association of Resident Doctors of Nigeria, 2006)
Adolescents are disposed to unprotected sexual activity and as a consequence, there is an increasing incidence of unwanted pregnancy among adolescent school girls in Nigeria. This study was carried out to assess the awareness, attitude and use of contraceptives among secondary school girls in Calabar, Nigeria and to determine how attitude affects its use.Data was obtained using self administered semi-structured questionnaires distributed to 480 secondary school girls out of which 450 were properly filled and returned. These were analysed using percentages and chi-square was used to test for significance.The study revealed that contraceptive awareness was high. The main sources of contraceptive information were books/magazines (37%) and friends (26%). Three hundred and thirty-three (74%) girls had a negative attitude (misconceptions) towards contraceptives, while 117 (26%) girls said contraceptives were essential/useful. Sixty-six girls (14.7%) admitted that they were currently sexually active and 42 (9.3%) of them used contraceptives. There was a statistically significant association between positive attitude/beliefs and use of contraceptives (P < 0.05).We recommend the provision of accurate contraceptive information to dispel these misconceptions and the establishment of adolescent reproductive health services which should be strictly confidential to encourage acceptability and optimum utilization.
openalex: W2016928821 mag: 2016928821
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Computing knowledge, attitude and skills among health care professionals in Amino Kanu Teaching Hospital, Nigeria - Iliyasu, Zubairu; Abubakar, IS; Kabir, Monisha; Abbas, Safi (Nigerian journal of medicine : journal of the National Association of Resident Doctors of Nigeria, 2006)
Health care professionals can no longer ignore the application of information technology to health care. This study was carried out to assess computing knowledge, attitude and skills among health care professionals and identify associated factors.A cross section of 200 health care professionals- consisting of 64 doctors, 90 nurses, 35 laboratory scientists and 11 pharmacists in Aminu Kano Teaching Hospital were interviewed using a pre-tested, structured, closed-ended self-administered questionnaire.Only 181 (90.5%) of the respondents returned the completed questionnaires. Twenty six percent of the respondents had formal computer training whereas 34.8% owned a personal computer. Overall, 84 (46.4%) of the respondents had good knowledge of computing. Specifically, 41(66.0%), 5 (50.0%), 14 (51.0%) and 24 (30.0%) of these were doctors, pharmacists, laboratory scientists and nurses respectively. Computing knowledge was highest among doctors and lowest among nurses. These differences were statistically significant (chi2 = 19.1 df = 3 P < 0.01). Age, gender, computer ownership and formal computer training significantly influenced computing knowledge. Most healthcare professionals 160 (88.4%) had positive attitude towards computing and this was significantly influenced by respondent's age and previous computer training. Only 41 (22.7%) of the health care professionals had good computing skills and this was significantly associated with computer ownership (P < 0.01) and formal computer training (P < 0.01).Half of the healthcare professionals had good computing knowledge, majority had a positive attitude while many were quite deficient in computer skills. Computer loans and in-house computing courses were recommended to prepare our healthcare professionals for the challenges of the information technology age.
openalex: W2036728046 mag: 2036728046
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Growth pattern of exclusively breastfed infants in the first six months of life: A study of babies delivered at the University of Port Harcourt Teaching of hospital, River State, Nigeria - Otaigbe, BE; Alikor, E A D; Nkanginieme, K E O (Nigerian journal of medicine : journal of the National Association of Resident Doctors of Nigeria, 2006)
Some authors demonstrate that exclusively breastfed infants have growth patterns comparable with the NCHS standards while others conclude that exclusively breastfed infants grow slower. These conflicting results informed the need for this study to aid the paediatricians and health workers to justify or condemn the recommendation of exclusive breastfeeding for six months. This was a prospective longitudinal study carried out to determine the growth pattern of exclusively breastfed infants in the first 6 months of life and compare them with the International, National Centre for Health Statistics (NCHS/WHO) reference and the Local, Janes' Elite Standards.Using weight, length and occipito-frontal circumference as indices, 530 infants were recruited consecutively by convenience sampling over 17 months. Measurements were taken at birth, 2 weeks, 6 weeks, 2 months and subsequently monthly until the end of the 6th month.The exclusively breastfed infants doubled their birth weights at 3 months. The mean weight, OFC and length gains were maximal at 2 months, 2 weeks and 2 months respectively The growth of exclusively breastfed infants compared favourably with the NCHS/WHO reference group and also compared favourably with the Janes' 'Elite' reference group.It is concluded that the growth in weight, length and OFC of exclusively breastfed infants appears adequate for the first 6 months of life.
openalex: W2066616291 mag: 2066616291
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Relationship between socio-economic status and educational achievements of Ellisras rural primary school children, South Africa - Themane, Mahlapahlapana; Koppes, L.L.J.; Monyeki, KD; Twisk, J.W.R.; Kemper, H.C.G. (African Journal for Physical, Health Education, Recreation and Dance, 2006)
The purpose of this study was to measure the relationship between socio-economic status (SES) and educational achievements (EA) of rural South African children. The data come from a sample of 238 children (118 boys and 120 girls) from the ongoing Ellisras Longitudinal Study. A questionnaire was used to gather information on six SES measures: Availability of TV and radio at home; type of dwelling; educational level of the father; number of people sharing a bedroom; cooking mode used; and household income. EA was measured using the Educational Achievement Tests. In this sample, with a very low average SES, no strong relationships were found between SES and EA. The general absence of significant relationships between SES and EA may be due to difficulties in accurately and adequately measuring SES and EA, and the little variations in SES. The ‘type of dwelling' and ‘cooking mode' however, was positively associated with EA. Based on this result, improvement of housing and cooking facilities may lead to improvement in the educational achievement of children in low SES rural communities. Keywords: socio-economic status, educational achievements, rural South African children African Journal for Physical, Health Education, Recreation and Dance Vol. 12 (3) 2006: 298-309
openalex: W2078028065 mag: 2078028065
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Algerian Minister of Higher Education and Scientific Research, Rachid Haraoubia, with Robert Aymar, during his visit to CERN. - Brice, Maximilien (CERN Bulletin, 2006)
openalex: W2894794548 mag: 2894794548
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Effect of women's education on fertility in Rwanda: Evidence from the 2000 RDHS - Kavatiri, Rwego Albert (2006)
openalex: W2287171475 mag: 2287171475
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Assessment of dietary knowledge, practices and control in type 2 diabetes in a Nigerian Teaching Hospital - Abioye-Kuteyi, Emmanuel Akintunde; Ojofeitimi, E.O.; Fasanu, AO; Ijadunola, KT (Nigerian journal of medicine : journal of the National Association of Resident Doctors of Nigeria, 2006)
In spite of the importance of diet in the management of diabetes mellitus (DM), diabetics are often unaware of its place in ensuring good glycaemic control. Consequently, compliance and adherence with dietary advice remain poor among diabetics. The standard of practice of dietary therapy for DM among physicians is also low. The aim of this study therefore was to assess the dietary knowledge, practices and control of type 2 DM in Obafemi Awolowo University Teaching Hospitals' Complex, Ile-Ife, Nigeria.All 33 type 2 diabetes patients that attended the hospital over a three month period were studied to assess knowledge of DM, dietary practice and control. Percentage perceived, correct and accurate knowledge as well as practice were used for comparative analysis.All 33 subjects had truncal obesity and needed to lose weight. This was moderately severe in 60% of subjects. About 52% received dietary advice. The latter had a significantly higher mean dietary knowledge score than those without dietary advice. Significantly higher mean knowledge scores seemed to be associated with better dietary practices and better glycaemic control. Overall, dietary practices improved significantly following diagnosis and counselling. A significant proportion of subjects increased their use of food with low glycaemic index (legumes 48.5%, cereals 90.9%) following diagnosis.The findings further emphasize the importance of structured dietary advice and dietary control in Type 2 diabetes. In settings where dieticians are scarce, physicians managing diabetic patients must be skilled in the dietary management of the condition and show commitment to it.
openalex: W2083548203 mag: 2083548203
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Learning Through Monitoring : Lessons From A Large-Scale Nutrition Program In Madagascar - Galasso, Emanuela; Yau, Jeffrey M. (2006)
Monitoring data are generally collected as a by-product of the process of monitoring program implementation. Yet this rich source of data have not been exploited to assess the effectiveness of the program. In this paper the authors use detailed administered data from a large-scale, community-based nutrition program in Madagascar to argue that this data can be used to estimate the differential effect of increased exposure to the program and study how these returns to exposure evolve over time. They find that the returns to exposure are positive: communities exposed for an additional one or two years display on average lower malnutrition rates of around 7-9 percentage points. And they find that the returns decrease as time and duration increase, although they do not dissipate to zero. These results are consistent with the hypothesis that the returns to the program reflect learning effects from the intervention. Finally, the results show higher differential returns to the program in poorer areas and areas more vulnerable to diseases. These findings have important implications for how such programs should be scaled-up within a country.
openalex: W3121218572 mag: 3121218572
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Histopathological characteristics of female breast carcinomas seen at the University of Port Harcourt Teaching Hospital, Port Harcourt, Nigeria - Gogo-Abite, M; Nwosu, SO (Nigerian journal of medicine : journal of the National Association of Resident Doctors of Nigeria, 2006)
Breast carcinoma is an unpredictable disease in the sense that some patients may present with relatively early disease and die of widespread metastases within six months to one year, while others present with fairy advanced disease and yet survive longer. The aim of this study was to characterize breast carcinomas into prognostic groups using histological features.A total of 269 breast carcinomas in females received during a five-year period (January 1991 to December 1995 inclusive) were analyzed. Archive records (request forms and microscopic slides) of all breast malignancies diagnosed in the department of Anatomical Pathology of University of Port Harcourt Teaching Hospital were retrieved and evaluated with respect to histological type, histological grades, and mononuclear cell infiltration within the primary tumour. The modified Bloom-Richardson system of microscopic grading of breast carcinoma was used.The majority of carcinomas showed scanty or absent tubule formation (43.1%) and 59% of cases showed numerous mitotic figures. Forty-nine percent of carcinomas show poorly differentiated or anaplastic nuclei. The final tumour grade (FG) which is the summation of tubular pattern, nuclear pleomorphism and mitotic grades of each of the tumours reveals that 53% fall in FG3, 26% in FG2while only 21% fall in FG1. The majority of the breast carcinomas in this study, 58%, show scanty or absent mononuclear infiltration.The majority of breast carcinomas in this study are poorly differentiated invasive ductal carcinoma, "not otherwise specified" which exhibit high proliferation ratio and are associated with poor host cellular immune reaction. These attributes translate to poor prognosis.
openalex: W2010250656 mag: 2010250656
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Awareness and attitude of antenatal clients towards HIV voluntary counselling and testing in Aminu Kano Teaching Hospital, Kano, Nigeria - Iliyasu, Zubairu; Kabir, M; Galadanci, HS; Abubakar, IS; Mh, Aliyu (Nigerian journal of medicine : journal of the National Association of Resident Doctors of Nigeria, 2006)
Mother to child transmission accounts for the majority of HIV infections in children in the developing countries. This study assessed pregnant women's knowledge of HIV/AIDS, awareness and attitudes towards Voluntary Counselling and Testing (VCT) in a teaching hospital in northern Nigeria.A pre-tested structured interview questionnaire was administered on a cross-section of 210 antenatal clients in Aminu Kano Teaching Hospital, Nigeria.All respondents were aware of HIV/AIDS. Fifty seven percent had good knowledge, 32% had fair knowledge and the remaining 11% had poor knowledge of the infection. Most respondents were aware of VCT through health workers, mass media and friends. Similarly, most respondents (81.0%) approved of VCT, 13.0% disapproved of it and the remaining (6%) was undecided. The main reasons for disapproval were; fear of stigmatisation, isolation and effect on marriage security. Those that had tertiary level of education were three times more likely to accept VCT compared to those with lower levels of education (O.R=3.2, 95% confidence interval =1.3-8.0).Although the awareness of VCT for HIV was quite high with most antenatal clients harbouring positive attitudes towards it, there is a need to intensify health education to convince the remaining minority who are still sceptical or ignorant of the benefits of VCT.
openalex: W2092873137 mag: 2092873137
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A case study of the English language practices of six learners in a desegregated urban South African school. - Makubalo, George (2006)
openalex: W2246261293 mag: 2246261293
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Developing field generated standards of practice for HIV/AIDS peer education programmes for South African youth. - Michel, Barbara (2006)
The focus of this action research study was to facilitate a field generated process to develop guidelines towards standards of practice for peer education. Peer education has been widely used across the globe and often in health oriented fields. In South Africa, peer education practice is marked by the lack of agreed standards and guidelines together with a lack of empirical evidence of its impact on beneficiary groups. The researcher consulted with over 200 individuals who are, in some way, connected or involved in the management of peer education or programmes focussing on youth. The research confirmed the lack of an agreed definition of peer education, the need for guidelines and eventually standards of practice for peer education. There was consensus that peer education was considered a ‘valuable strategy’ despite a chronic lack of reporting, monitoring and clear goals for most programmes. An additional challenge was the lack of evaluation of the benefit of peer education to beneficiaries. Programmes lack underpinning theories, and often are implemented in an attempt to ‘help’ communities in any way possible. Lack of a systemic approach and lack of agreed performance standards, perpetuates peer education interventions that fail due to avoidable challenges that could have been averted with more attention to planning and systematic organisation. The research proposes that with agreed standards and support to implement and build capacity at national and provincial level, peer education could become a flagship for the prevention, care and support to many communities, particularly where there is a chronic lack of resources.
openalex: W60883891 mag: 60883891
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University degrees and the workplace: A tracer survey of a cohort of twenty-six bachelor of primary education graduates of the University of Botswana - Motswakhumo, Basha (2006)
Faculty of Humanities and Social Sciences School of Education 0311556x bashamots@yahoo.com
openalex: W1626255425 mag: 1626255425
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The efficacy of holistic learning strategies in the development of church leaders in Mozambique : an action research approach - Scott, Margaret (2006)
openalex: W620684499 mag: 620684499
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Adapting to Climate, Water and Health Stresses: Insights from Sekhukhune, South Africa - Takama, Takeshi; Ziervogel, Gina; Taylor, Anna; Thomalla, Frank (2006)
openalex: W2987066062 mag: 2987066062
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The protective value of school enrolment against sexually transmitted disease: a study of high-risk African American adolescent females - Crosby, Richard A.; DiClemente, Ralph J.; Wingood, Gina M.; Salazar, Laura F.; Rose, Eve; Sales, Jessica M. (Sexually transmitted infections (Print), 2006)
To identify whether school enrolment is protective against laboratory-confirmed diagnosis of sexually transmitted diseases (STDs) and against a spectrum of sexual risk factors.A cross-sectional study of 715 African-American adolescent females (15-21 years old) was conducted. Data collection included an audio-computer-assisted self-interview lasting about 60 min and a self-collected vaginal swab for nucleic acid amplification testing of Trichomonas vaginalis, Chlamydia trachomatis and Neisseria gonorrhoeae.In total, 65% were enrolled in school. After adjusting for age and whether adolescents resided with a family member, those not enrolled were twice as likely to test positive for one of the three STDs compared with those enrolled (adjusted OR2; 95% CI 1.38 to 2.91). Similarly, school enrolment was protective against risk factors contributing to STD acquisition. The measures of sexual risk behaviour of 8 of 10, retained significance after adjusting for the covariates, and 2 of the 3 psychosocial mediators retained significance.This study provides initial evidence suggesting that keeping high-risk African-American adolescent females in school (including forms of school that occur after high-school graduation) may be important from a public health standpoint.
openalex: W2096775981 mag: 2096775981
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Laryngeal cancer at the Korle Bu Teaching Hospital, Accra, Ghana - Kitcher, ED; Yarney, Joel; Gyasi, RK; Cheyuo, Cletus (Ghana Medical Journal, 2006)
Laryngeal cancer is the commonest Head and Neck cancer seen at the Ear Nose and Throat (ENT) Unit Korle-Bu Teaching Hospital. The aim of this study was to determine the number of cases of laryngeal cancer seen at the Korle Bu Teaching Hospital, establish epidemiological parameters of the disease and to outline preventive measures.One hundred and fifteen (115) patients who were managed for laryngeal cancer from 1(st) January 1998 to 31(st) December 2003 were studied retrospectively with respect to age, sex, duration of symptoms at presentation, risk factors, symptoms complex, histopathology, stage of tumor, details of treatment offered and follow up.The age range was 17-85 years with a mean of 55.5 years (SD10.7). Majority of the patients (90.4%) were above 40 years. The commonest symptom at presentation was dysphonia. A significant proportion of cases (37.3%) presented with locally advanced disease. The commonest histological type of laryngeal tumour seen was squamous cell carcinoma. The treatment offered consisted of radiotherapy for 83 (79.8%) patients and total laryngectomy with neck dissection when necessary for 17 (16.3%) patients who also had postoperative radiotherapy. Only 58 (69.9%) patients completed radiotherapy treatment and in all 32 (24.3 %) patients did not report for any treatment. Majority of patients failed to report for post treatment follow up.We conclude that significant number of patients with laryngeal cancer presented with locally advanced disease and dysphonia was the commonest symptom.
openalex: W2147496342 mag: 2147496342
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Scintigraphic analysis of thyroid diseases at the Lagos University Teaching Hospital, Lagos, Nigeria - Aweda, Moses Adebayo; Ajekigbe, AT; Olorunnisomo, IO (West African Journal of Radiology, 2006)
This paper presents a retrospective analysis of randomly selected clinical scintigraphic records at the College of Medicine/Lagos University Teaching Hospital, Nigeria. Out of the 436 patients scanned for various thyroid abnormalities, 266 (61.0%) were used for the analysis due to insufficient data and parameters required for the analysis in the clinical records. Among these 266 cases selected, euthyroidism showed the highest incidence of 123 (46.2%). This was followed by hyperthyroidism 103 (38.7%) and hypothyroidism 40 (15.1%). Of the 103 hyperthyroidism studied, thyrotoxicosis was noted in 82 cases (79.6%). Grave's disease was found in 11 (10.7%) and Nodular goitre in 10 (9.7%). West African Journal of Radiology Vol. 13(1) 2006: 33-40
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U of M Crookston Associate Professor Lyle Westrom, Ph.D., in Egypt to Introduce Active Teaching Methods in Schools - Lemos, Krista (2006)
openalex: W3204757246 mag: 3204757246
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Mathematics teachers' understanding of alternative assessment as applied in junior secondary schools in Gaborone (Botswana) - Raboijane, Botoka (2006)
openalex: W2204446778 mag: 2204446778
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Criteria For Developing Innovative And Contextual Ministerial Training With Implications For Indigenous Churches In Nigeria - Adedokun, Joseph (2006)
openalex: W1573286571 mag: 1573286571
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Traumatic hyphaema in Ilorin, Nigeria: implications for designing preventive health education messages - Alameddine, Mahmoud; Adeboye, A (Tropical Journal of Health Sciences, 2006)
Ophthalmic facilities and ophthalmologists required to manage Traumatic Hyphaema (TH) patients are scarce in most developing countries like Nigeria. Hence it is important to document the pattern of TH with a view to preventing eye injuries that cause them. We aim to document the pattern of TH in Ilorin, Nigeria, and draw out implications for the design of appropriate health education messages that will prevent causative eye injuries and ensure early presentation of patients with TH to the eye clinic. A retrospective review of the hospital records of all the 23 patients that had TH at the University of Ilorin Teaching Hospital, Ilorin, from May 1999 to May 2005 was made. Sixteen of the 23 patients were males and 7 females (M:F=2.8:1). The age ranged from 6 to 60 years with a mean of 21 years. Seventeen of the patients (74%) were aged 20 years and below. Only 6 patients (26%) presented within the first 24 hours of sustaining eye injury. The activities that patients were engaged in when they sustained their eye injuries included children while at play 6 (26%), children while being disciplined by adults 5 (21.7%), domestic accidents 6 (26%), sports injury 2 (9%), occupational accidents 2 (0.09%), and assault 2 (9%). Eight patients (34.8%) underwent anterior chamber paracentesis due to their persistently elevated intraocular pressure and non-clearing hyphaema. Only a patient had a re-bleed episode. In conclusion most patients with TH did not present early to the hospital following their eye injury. With appropriate precautionary measures, the various activities that led to their eye injuries could be made safer. The implications of these in fashioning relevant health education messages are explored. Keywords: traumatic hyphaema, ocular trauma, health education, Ilorin, Nigeria The Tropical Journal of Health Sciences Vol. 13(2) 2006: 35-38
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Drug-use practices in teaching hospitals of Khartoum State, Sudan - Awad, Abdelmoneim; Himad, Hossam Ahmed (European Journal of Clinical Pharmacology, 2006)
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An Evaluation Of Grace University's 1997, Six-Month, Missions Training Program In Mali, West Africa - BURKHOLDER, Jared T. (2006)
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A Description Of The Role Of Christian Education As A Means To Encourage Qualitative Growth In The Churches In Nigeria - Byo, Yohanna (2006)
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The Development of The Eleventh Hour Institute To Be Utilized As A Means of Mobilizing, Training, And Sending Missions Workers From Malawi And Nearby Countries To Unreached Peoples - Chakwera, Lazarus McCarthy (2006)
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The Preparation Of A Theological Education By Extension Textbook For Teaching Biblical Interpretation And Preaching In East Africa - Davis, Theodore E. (2006)
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Fifty Years Of Theological Education In The Gutnius Lutheran Church of Papua New Guinea: 1948-1998 - Eggert, J. (2006)
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Prevalence of urinary schistosomiasis among secondary school students in Ibadan, Nigeria - Fatiregun, Akinola Ayoola; Osungbade, Kayode O.; Olumide, E A A (Tropical Journal of Health Sciences, 2006)
The objectives of the study are to quantify the burden of urinary schistosomiasis among junior students in a secondary school and to assess factors that may contribute to the prevalence of the disease among the student populace. Junior students in a secondary school located within 10 minutes walking distance to University College Hospital (UCH), Ibadan were studied. The study was a descriptive cross-sectional study, involving class teachers as interviewers. A total of 592 students participated with a prevalence of 12.2% obtained by urine microscopy. The disease significantly affected more males (16.1%) than females (7.4%) (p
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Catholic Education In Nigeria and The Teaching Apostolate of The Franciscan Sisters of The Immaculate Conception - Iwebuno, Josephine; Iwebuno, Josephine (2006)
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A Pastoral Training Manual For Use By The Africa Inland Church Kenya - Kivunzi, Titus Musili (2006)
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Contextualizing The Teaching Of Doctrinal Theology In Swaziland - Nothstine, Thomas David (2006)
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Extension Education In An Integrated Theological Education Delivery System Of The West Africa Advanced School of Theology - Teague, Willard D. (2006)
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A New Training Model For Servant Leadership In African Theological Education - Vinton, William R. (2006)
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Restructuring Christian Education In An African-American Church - Watkins, Mary Thompson (2006)
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The impact of transformed institutional governance structures on quality assurance mechanisms in higher education in South Africa - Mosia, Norman Themba (2006)
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Vacuum deliveries at the University of Nigeria Teaching Hospital, Enugu - Iyoke, Chukwuemeka Anthony; Onah, HE (Tropical journal of obstetrics and gynaecology, 2006)
Context: A timely instrumental vaginal delivery can help to avert a caesarean section. A recent study at the University of Nigeria Teaching Hospital (UNTH) Enugu, found that women with dystocia in the second stage who had caesarean delivery because of the absence of functional vacuum aspirators or inexperience on the part of birth attendants constituted 35% of avoidable caesarean sections. Objective: To determine the rate, indications and outcome of vacuum deliveries at the University of Nigeria Teaching Hospital Enugu over a five year period (1999-2003). Methods: A retrospective review of the case notes of all parturients who had vacuum deliveries in the hospital within the study period (January 1999 to December 2003). Results: There were 87 vacuum deliveries out of 5742 total births giving a vacuum delivery rate of 1.5%. The commonest indication for vacuum extraction was poor maternal effort in the second stage of labour (32.2%). Postpartum haemorrhage was the commonest maternal complication and chignon, the commonest fetal complication. The overall perinatal mortality rate was 6.9% while the corrected perinatal mortality rate (excluding stillbirths) was 2.3%. Conclusion: The current rate of vacuum delivery at the UNTH is low. The indications are similar to what had been recorded previously. The outcome of the procedure for both mother and baby was good. In order to increase its use and, perhaps, contribute in reducing the currently high caesarean section rate in the hospital, the vacuum equipment should always be in a functional state and the skills taught to younger residents early in their training. Keywords: vacuum delivery, Enugu, Nigeria Tropical Journal of Obstetrics and Gynaecology Vol. 23(1) 2006: 23-26
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Tobacco use among high school students in a remote district of Arua, Uganda - Mpabulungi, Lillian; Muula, Adamson S (Rural and Remote Health, 2006)
Introduction: Tobacco smoking is a risk factor for several non-communicable public health problems including cancer, ischaemic heart disease and chronic obstructive airways disease. The prevalence of smoking among adolescents and the associated environment deserve attention. Methods: A cross-sectional descriptive study was carried out in 2001 to determine the prevalence of tobacco smoking, exposure to advertisements, environmental tobacco smoke exposure, deterrents from smoking and perception about smoking among high school students in a remote district of Arua, north-western Uganda. Results: In total 1528 high school students participated in the study of which 21.9% were current smokers and 33.1% had ever used tobacco products. When the data were stratified according to sex, 81/452 (17.9%) females and 337/871 (38.7%) males had ever smoked (p <0.05). With regard to current smoking, defined as having smoked at least once in the past 30 days, 12.2% of females (55/452) and 25.5% males were current smokers. Approximately one-tenth perceived themselves as likely to initiate smoking within the next 12 months. Just under half (47.3%) were exposed to environmental (passive) smoking in the home and 19.4% of current smokers usually smoked at home. Approximately 60% of smokers had obtained tobacco from grocery stores and they had never been prevented because of their age. Media exposure to tobacco advertisements was high. Conclusion: Many young people in Arua, Uganda, were current smokers and exposed to environments that seemed to facilitate uptake of tobacco smoking and other tobacco use. This could be explained in part, by the fact that the district relies heavily on tobacco farming and exposure to facilitating environments is common. A concerted public health response is urgently required that will effective alter the home and societal environment so as to discourage uptake of tobacco use by young people. Key words: Arua, remote district, smoking, tobacco, Uganda, youth.
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Community Schools in Egypt - Zaalouk, Malak (2006)
The global and national education context for initializing a community school is discussed here to aid with the understanding of the concept of the community school and Egypt's history in terms of its initiative in the development of the community school. This includes mobilization, mounted initiatives, phrase and strategies, training pedagogies, and core inputs and processes. Also, a description of the fundamental principles guiding the community-school initiative is given. As part of a world movement and a manifestation of special concern in education, Egypt faced one critical challenge in 1993, which was to get all children into school. Such a historical analysis helps to establish the motivation and the investment needed to reach the community-school goal of Egypt talked about in this chapter.
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Language and Development in Multilingual Settings: A Case Study of Knowledge Exchange and Teacher Education in South Africa - Rassool, Naz; Edwards, Viv; Bloch, Carole (International review of education, 2006)
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Paediatric deaths after injury at Komfo Anokye Teaching Hospital, Kumasi, Ghana - Abantanga, FA; Cn, Mock; Quansah, RE (Ghana Medical Journal, 2006)
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Vulvo-vaginal injuries: analysis of 170 cases at Komfo Anokye Teaching Hopital, Kumasi, Ghana - Danso, KA; Turpin, Cornelius Archer (Ghana Medical Journal, 2006)
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Citizenship Education in Malawi: A critique in defence of maximal citizenship - Divala, Joseph Jinja (2006)
This dissertation analyses assumptions about citizenship education in Malawi since the reintroduction of multiparty democracy in 1993 and reveals a minimalist conception of citizenship. It asserts that Malawi’s historical and traditional context require concerted efforts towards participatory citizenship if democracy is to be strengthened and protected. Central to the discussion are conceptual distinctions between minimal and maximal citizenship alongside a discussion of concepts of freedom, human rights and development, which can be attributed to minimal and maximal conceptions of citizenship. The dissertation argues that deliberative and participatory forms of democracy, with their parallel notions of contestatory and republican freedoms and rights, are more attuned to creating an active and strong citizenship while at the same time developing a positive relationship between democratic participation and participation in local and national development, a relationship which representative approaches in Malawi seemingly disavow.
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Haemoglobin levels of well pre-school children in Bibiani, Ghana - Nyarko, KM; Ak, Edusei; Addy, E O; Ansong, Daniel; Opoku-Agyeman, A (Ghana Medical Journal, 2006)
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A Training programme for intermediaries for the child witness in South African Courts - Schoeman, Ulrike Charlotte Wanda (2006)
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The Prevalence of Allergic Rhinitis in College Students at Kenya Medical Training College (KMTC) - Nairobi - Gathiru, Charles M (2006)
Background Allergic rhinitis is one of the commonest atopic diseases world wide yet its epidemiology in Kenya remains sparse. Currently, there is only one questionnaire based study (ISAAC) in children documented Objective The primary objective was to determine the prevalence of allergic rhinitis in K.MTC students, aged 18-50 years. The other objectives included: to determine the severity, pattern of symptomatology and the common aeroallergcns involved in the group thus studied. Method The study was done in two steps. In stage 1, using a stratified random sampling, 423 students were screened for symptoms of allergic rhinitis based on ICR definition of rhinitis. In stage 2. the positive respondents (63 Students) were subjected to a physical examination and skin prick test to confirm allergic rhinitis. Results A point prevalence rate of 13% was reported with no sex or age predilection in the group thus studied. 81.8% of the students with allergic rhinitis had their daily activity affected to a certain degree. Sneezing (83.6%) was the commonest symptom and hypertrophied inferior turbinates (70.9%) the commonest physical finding. Patients with intermittent disease (73%) were the most, average age of onset was 15.2 years, seasonal peaks were in January, July and December and 36% of the students with allergic rhinitis had a family history of atopy. The commonest aeroallergen was the house dust mite (76.4%) and the least was Aspergillus Niger (1.8%). Conclusion Allergic rhinitis affects a significant proportion of the adult population with symptoms which have an impact on the lifestyles of these patients. The common aeroallergens are found within our immediate surroundings e.g. house dust mite, which can be controlled if patients are educated and proper, cheap environmental control measures are instituted.
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School eye health screening in Kaduna-Northern Nigeria - Kehinde, AV; Ogwurike, SC; Eruchalu, UV; Pam, Victoria; Samaila, Elsie (Nigerian Journal of Surgical Research, 2006)
Background: Five public primary schools referred to as Local Education Authority (L.E.A.) primary schools, were identified for this study. The aim was to find out the pattern of eye disorders affecting primary school children in Kaduna North metropolis and to offer treatment to those with treatable disorders. Method: A total of 2,397 pupils whose classes ranged from primary one to six and aged between five to eighteen years were examined. Results: Of this number, 1,232 (51.57%) were males and 1,161 (48.43%). The commonest causes of eye disorders were allergic conjunctivitis (14.5%), refractive error (1.7%), and infective conjunctivitis (1.4%). Conclusion: School eye screening visits should be at least once a year and should involve screening of all nursery one and primary one pupils. School teachers can be trained to measure visual acuity. Primary eye care workers may be trained and utilised to carrying out school screening in schools, while basic eye health classes can be taught in ante-natal classes to enlighten mothers who are the primary care givers. Early detection of eye conditions in children is an advantage for management. Nigerian Journal of Surgical Research Vol. 7(1&2) 2005: 191–194
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The prevalence of enuresis among primary school children in Zaria, Nigeria - Mbibu, NH; Ameh, Emmanuel A.; Shehu, Aishatu; Wammanda, RD (The Nigerian Journal of Surgical Research, 2006)
Background :Enuresis is a common but usually under reported developmental urologic disorder affecting children most commonly .There is evidence of affectation of normal development and social stigmatization of the enuretics apart from it being a real social nuisance.Among the African children this problem is often neglected and the preferred types of treatment are traditional methods.There may be serious implications in the child including ,emotional ,social and mental maladjustment.Method This study was carried out during a six month period in four densely populated primary schools in Zaria.. Native African Children aged above 5 years were included in the study and children with history of neuropsychiatric or obvious urologic disorders were excluded.A structured closed-ended questionnaire was administered to the target group.Results .Enuresis was found in 214/1416(22.2%) of the children.The age range was 5-14 years with a median of 8 years.The male: female ratio of 2:1.96.6 % (211/214) of affected children had nocturnal enuresis while (1.4%)3/214, had day time enuresis only.Both day time and nocturnal enuresis were seen in 2.8%(6/214) of the children.75%(160/214) enuretics were mild-moderate and wetted bed less than 10 times /month.The ratio of the female to male ratio in this group was 1:1.25.4%54/214) enuresis was severe and could not quantify the number of wet nights/month.Only 4/54(7.4%)children in the group considered severe were female the 50 others were male.74.6%(160/214 ) of the children were enuretic from birth with no describable dry periods .25.4%(54/214) enuresis commenced long after birth and symptoms were recurrent with long dry spells.In 200/214(88.%)children the mother had received conventional Ante Natal Care(ANC) and subsequent delivery was supervised in the Hospital while in 14/214(6.5%) of the children the mothers did not have ANC and delivery was un-supervised at home.There was no significant correlation between(ANC) ,mode of delivery and enuresis although two children delivered by caesarean section have severe enuresis among a group of 52 children with sever enuresis whose mothers had routine ANC before an uneventful delivery.(20/214) 3% had co -morbidities: asthma and epilepsy.The majority of parents were mostly low income workers.Most patients were managed preferably by varied traditional techniques with usually unsatisfactory outcomes.Only (74/214) 43% performed above average in school. Conclusion:Enuresis is a common and usually neglected urologic condition in our environment.The significant prevalence in the older child may have important implications on quality of the child's development.Health education will encourage parents to present early to avoid crippling associated complications.
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Validity of the patient health questionnaire (PHQ-9) as a screening tool for depression amongst Nigerian university students - Adewuya, Abiodun O.; Ola, Bolanle; Afolabi, Olusegun O. (Journal of Affective Disorders, 2006)
The common self-rated depression scales are lengthy, old and do not reflect the current diagnostic classifications criteria of depressive disorders. This study aimed to validate the Patient Health Questionnaire (PHQ-9) as a screening tool for depression amongst Nigerian university students.A representative sample of university students (n=512) completed the PHQ-9 and the Beck's Depressive Inventory (BDI). They were also interviewed for clinical diagnoses of depressive disorders using the Mini International Neuropsychiatric Interview (MINI).The internal consistency of questions within the PHQ-9 was 0.85. The PHQ-9 had good concurrent validity with the BDI (r=0.67, P<0.001). It also had a good (r=0.894, P<0.001) one month test-retest reliability. Using the Receiver Operating Characteristic (ROC) curve, the optimal cut-off score for minor depressive disorder is 5 (sensitivity 0.897, specificity 0.989, Positive Predictive Value - PPV 0.875, Negative Predictive Value - NPV 0.981 and Overall Correct Classification - OCC rate 0.973) while for major depressive disorder only is 10 (sensitivity 0.846, specificity 0.994, PPV 0.750, NPV 0.996 and OCC rate 0.992).The study limitations include use of a specific group in community, moderate sample size and screening for only minor and major depressive disorders while neglecting other depressive disorders.The PHQ-9 has good psychometric properties amongst Nigerian university students. Because of its validity, reliability, brevity and ease of administration, the PHQ-9 will be a valuable tool for estimating depression amongst college students in Nigerian community. More studies are needed to test the usefulness of the translated local language versions of this instrument amongst the community in sub-Saharan Africa.
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Bloodborne infections among student voluntary blood donors in Mansoura University, Egypt. - Ah, El-Gilany; El-Fedawy, Sanaa (PubMed, 2006)
We carried out a retrospective study on student voluntary blood donors in Mansoura University, Egypt. Serum samples were tested for HBsAg, anti-HCV, anti-HIV-1 and anti-HIV-2 as well as syphilis. About 7% of students had > 1 of the diseases tested for. Prevalence of HBsAg, anti-HCV, anti-HIV-1 and anti-HIV-2, and syphilis were 4.3%, 2.7%, 0.0% and 0.05% respectively. Significantly more males than females tested positive for HBsAg. Anti-HCV was significantly higher among rural than urban students. Volunteer student donors are a good source of safe blood. With proper selection of donors, the number of blood units discarded can be minimized.
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Quantity and Distribution of Continuing Professional Education Opportunities Among Healthcare Workers in Ghana - Aiga, Hirotsugu; Kuroiwa, Chushi (Journal of Continuing Education in Nursing, 2006)
Background: Despite their importance, continuing professional education opportunities have been rarely addressed in literature. This study explains how continuing professional education opportunities among the healthcare workers in Ghana are distributed. Method: A census was conducted using a self-administered questionnaire ( N = 6,696). Three focus group discussions with a total of 23 healthcare workers were undertaken. Results: The study found that the quantities of continuing professional education opportunities were unequally distributed. The total continuing professional education opportunities were greater than the target of the Ministry of Health but fewer than healthcare workers’ demand. Type of occupational group was the major determinant of continuing professional education opportunities. Conclusion: To ensure homogeneously appropriate quality of services, continuing professional education opportunities should be equally distributed.
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Beyond a learning society? It is all to be done again: Zambia and Zimbabwe - Alexander, David (International Journal of Lifelong Education, 2006)
This article considers the ways in which educators and learning societies in Zambia and Zimbabwe have had to struggle to create independent, democratic and critical curricula in difficult circumstances over the last 50 years in the context of historical shifts in power, a declining British Empire and the re‐emergence of reactionary forces at a time when democracy is in retreat. It is argued that democratic learning societies depend on relationships with progressive social movements which most non‐governmental organizations (NGOs), and their allies in lifelong education, claiming to constitute civil society do not represent. In Zambia the labour movement and its educational programmes have had to contend with the brutal application of neo‐liberalism and imposed structural adjustment programmes. These latter were also imposed in Zimbabwe and in both countries resulted in the decimation of public education and health programmes, appalling human suffering and unemployment, all exacerbated the by the HIV/AIDS pandemic. The issues of land reform in Zimbabwe, its suspension from and quitting the Commonwealth, the demonization of President Mugabe, and the recent March 2005 election victory for Zanu‐PF are analysed. The courage and dedication of so many educators in both countries are overwhelming but the article concludes that the learning society, rich culture, knowledge base and intellectual potential may be in danger from poverty, unemployment, exploitation and disease.
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Brown v. Board of Education: A South African Perspective - Alexander, Neville (Teachers College Record, 2006)
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Obesity and overweight in South African primary school children—the Health of the Nation Study - Armstrong, Miranda; Lambert, Michael; Sharwood, Karen; Lambert, Estelle V. (Journal Of Endocrinology, Metabolism And Diabetes Of South Africa, 2006)
Objectives. To determine the prevalence of overweight and obesity in a sample of South African children aged 6–13 years.Design. Random sampling of schools within each provincial and socio-economic category.Setting. Primary school children from 5 South African provinces.Subjects. 10 195 (5 611 male and 4 584 female) primary school children.Outcome measure. Height and weight were measured and body mass index (BMI) (weight (kg)/height (m)2) was calculated for each grouping (age x gender x ethnic group). Cut-off points for BMI defining obese and overweight for gender and age (6–13 years) were calculated in accordance with international standards.Results. There were significant differences in height and mass between the different ethnic groups and genders. This trend was not evident for the BMI values. The prevalence of obesity within the sample was 3.2% for boys and 4.9% for girls, whereas overweight prevalence was 14.0% for boys and 17.9% for girls. When the contribution of each ethnic group was adjusted to the demographics of South Africa these values were only slightly different. The prevalence of obesity and overweight among boys was 2.4% and 10.9% respectively, while obese and overweight girls comprised 4.8% and 17.5%, respectively.Conclusions. South African children show trends of obesity and overweight, similar to values in developed countries about 10 years ago. Intervention strategies to combat an increasingly sedentary lifestyle may need to be developed for the South African context.
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Morbidity due to Schistosoma mansoni: an epidemiological assessment of distended abdomen syndrome in Ugandan school children with observations before and 1-year after anthelminthic chemotherapy - Balen, Julie; Stothard, J. Russell; Kabatereine, Narcis B.; Tukahebwa, Edridah M.; Kazibwe, Francis; Whawell, Sarah; Webster, Joanne P.; Utzinger, Jürg; Fenwick, Alan (Transactions of the Royal Society of Tropical Medicine and Hygiene, 2006)
Journal Article Morbidity due to Schistosoma mansoni: an epidemiological assessment of distended abdomen syndrome in Ugandan school children with observations before and 1-year after anthelminthic chemotherapy Get access Julie Balen, Julie Balen aDepartment of Infectious Disease Epidemiology, Faculty of Medicine, Imperial College London, London, UKbDepartment of Public Health and Epidemiology, Swiss Tropical Institute, Basel, SwitzerlandcDepartment of Population Health, Queensland Institute of Medical Research, University of Queensland, Brisbane, Australia Search for other works by this author on: Oxford Academic PubMed Google Scholar J. Russell Stothard, J. Russell Stothard ⁎ aDepartment of Infectious Disease Epidemiology, Faculty of Medicine, Imperial College London, London, UKdDepartment of Zoology, Natural History Museum, London, UK ⁎Corresponding author. Tel.: +44 20 7942 5490; fax: +44 20 7942 5518. E-mail address:r.stothard@nhm.ac.uk (J.R. Stothard). Search for other works by this author on: Oxford Academic PubMed Google Scholar Narcis B. Kabatereine, Narcis B. Kabatereine eVector Control Division, Ministry of Health, Kampala, Uganda Search for other works by this author on: Oxford Academic PubMed Google Scholar Edridah M. Tukahebwa, Edridah M. Tukahebwa eVector Control Division, Ministry of Health, Kampala, Uganda Search for other works by this author on: Oxford Academic PubMed Google Scholar Francis Kazibwe, Francis Kazibwe eVector Control Division, Ministry of Health, Kampala, Uganda Search for other works by this author on: Oxford Academic PubMed Google Scholar Sarah Whawell, Sarah Whawell aDepartment of Infectious Disease Epidemiology, Faculty of Medicine, Imperial College London, London, UK Search for other works by this author on: Oxford Academic PubMed Google Scholar Joanne P. Webster, Joanne P. Webster aDepartment of Infectious Disease Epidemiology, Faculty of Medicine, Imperial College London, London, UK Search for other works by this author on: Oxford Academic PubMed Google Scholar Jürg Utzinger, Jürg Utzinger bDepartment of Public Health and Epidemiology, Swiss Tropical Institute, Basel, Switzerland Search for other works by this author on: Oxford Academic PubMed Google Scholar Alan Fenwick Alan Fenwick aDepartment of Infectious Disease Epidemiology, Faculty of Medicine, Imperial College London, London, UK Search for other works by this author on: Oxford Academic PubMed Google Scholar Transactions of The Royal Society of Tropical Medicine and Hygiene, Volume 100, Issue 11, November 2006, Pages 1039–1048, https://doi.org/10.1016/j.trstmh.2005.12.013 Published: 01 November 2006 Article history Received: 14 October 2005 Revision received: 08 December 2005 Accepted: 08 December 2005 Published: 01 November 2006
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Hit me baby one more time: the engendering of violence in children's discourse in South African schools - Balfour, Robert J.; Ralfe, Elizabeth (Southern African Linguistics and Applied Language Studies, 2006)
This article explores the disjuncture between discourses of equity, equality, and consideration as evident in the formal secondary schooling curriculum (DoE, 2003) and learners' physical and speech behaviour in two schools in KwaZulu-Natal between 1999–2005, despite critical literacy interventions in these schools. The article draws on Shefer, Shefer and Foster's (2000) research on Discourses of Power and Violence in Students' Talk at UWC. Discourses which are intimidatory, harassing and threatening are often used to girls, and when boys talk together girls are often referred to in a demeaning manner. Our research reveals that the abuse is subtle and generally underplayed by the school. In particular, we argue that both the educational and home environments support the patriarchal stereotypes which remain evident in children's language and behaviour.
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The Role of Outdoor Burning in Relation to Child Indoor Air Pollution Exposure and ALRI in Rural South Africa: An Intervention Study - Barnes, Brendon; Mathee, Angela; Bruce, N (Epidemiology, 2006)
TAA1-O-03 Introduction: Indoor air pollution caused by the indoor burning of biomass fuels such as wood and cow dung has been associated with Acute Lower Respiratory Infections (ALRI) among young children in developing countries. Given the relatively high costs of technical interventions, low-cost interventions that can be widely implemented amongst poor households are needed. Although behavioral change has been identified as a potential intervention category, no published studies have evaluated the impact of behavioral change on child indoor air pollution exposure and ALRI. Objective: To evaluate the impact of a behavioral change intervention on child indoor air pollution exposure and child ALRI in rural South Africa. Methods: The study used a before-and-after study design with control group. A cohort of 502 children less than 4 years old, divided into an intervention (n = 244) and control (n = 258) group, were recruited into the study. Child indoor air pollution exposure (PM10, CO in burning room and CO measured on the child), ALRI incidence and a number of confounding factors were measured before and 12 months after the intervention. The intervention, focusing on burning location, child location, and ventilation behaviors, was implemented among the intervention group only. Results: Among the intervention group, mean PM10 (24 hour) concentrations were reduced from 622.05 to 221.32 μg/m3; CO (burning room) (24 hour) levels were reduced from 220.83 to 126.03 ppm while CO (child) (24 hour) concentrations were reduced from 111.25 to 74.69 ppm. Outdoor burning was the most important determinant of child indoor air pollution exposure showing reductions of between 90% to 95% compared with the indoor burning group. After adjusting for confounding factors, outdoor burning was significantly influenced by the interaction between higher household income and exposure to the intervention (adjusted OR = 2.89; P = 0.042). In terms of child ALRI incidence, there were significant associations between low birth weight (adjusted OR = 5.48, P = 0.002) and high crowding (adjusted OR = 2.98; P = 0.047). There was a positive association yet non significant association between outdoor burning (and by implication lower indoor air pollution risk) and child ALRI (adjusted OR = 1.9; P = 0.219). Conclusion: The study highlighted how, in the absence of relatively expensive technology, people can change their behaviors to reduce child indoor air pollution exposure. The study also highlighted the importance of other factors such as low birth weight and crowding in understanding the association between indoor air pollution and child ALRI in poor rural contexts.
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AIDS epidemic and the psychological well-being and school participation of Ethiopian orphans - Bhargava, Alok (2006)
This paper modeled the proximate determinants of the scores on 60 items from Minnesota Multiphasic Personality Inventory-2 (MMPI) and of school participation of approximately 1,000 children who had lost their mothers due to AIDS and from other causes using the data from a survey in Ethiopia. The scores on MMPI items reflecting emotional and social adjustment, and school participation before and after maternal deaths were modeled in a multi-disciplinary framework incorporating the time sequence of events. The main findings were that while AIDS orphans scored lower on MMPI items, variables such as presence of the father, household income, feeding and clothing conditions, and attitude of the fostering family were significant predictors of children's scores. Secondly, girls were at a disadvantage in terms of the scores on MMPI items. Third, variables such as income and good feeding and clothing conditions were significant predictors of school participation. Fourth, school participation before maternal death was an important predictor of subsequent school participation probabilities. An ordinal regression model was estimated to address certain methodological problems. Overall, the results indicated that economic subsidies to fostering households would enhance child welfare in Ethiopia.
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Modeling the Effects of Nutritional and Socioeconomic Factors on the Growth and Morbidity of Kenyan School Children - Bhargava, Alok (2006)
AbstractThis paper estimates dynamic models for the height, head circumference, weight, and morbidity of approximately 110 Kenyan school children (6–9 years) in a multivariate longitudinal data framework. Dynamic models allow anthropometric dimensions to depend on the respective measurements in the previous period. The system of 4 equations specified for height, head circumference, weight, and morbidity incorporates the interrelationships among these variables; explanatory variables in the model consist of nutritional, socioeconomic, demographic, and environmental factors. The model parameters are estimated using the principle of maximum-likelihood, while controlling for the unobserved between-children differences. The main findings are, first, that calcium intakes are positively associated with height while protein and energy intakes are associated with weight. Vitamin A intakes are negatively associated with morbidity. Second, socioeconomic status plus the cash income of the household is a significant predictor of height, head circumference, and morbidity. Third, maternal height is positively associated with children's height and maternal body mass index (BMI) is positively associated with children's weight. Fourth, parents' scores on psychological tests, mother's age, and children's hemoglobin concentration are negatively associated with morbidity while mothers' morbidity is positively associated with children's morbidity. Implications of the modeling results are discussed.
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Improving well-being through psycho-education among voluntary counseling and testing seekers in Nigeria: A controlled outcome study - Bo, Osuntokun (AIDS Care, 2006)
Abstract The present study evaluated the efficacy of an individualized psycho-education (PE) program in reducing psychological distress and risky sexual behavior and enhancing self-disclosure associated with an HIV diagnosis among attendees of a walk-in non-governmental voluntary counseling and testing (VCT) center in Nigeria. Ninety-four consecutive individuals were asked to complete a pre-counseling, baseline questionnaire detailing their sociodemographic characteristics, psychopathology, sexual practices, self-disclosure intention and coping behaviors. They were screened for HIV and post-test counseled. Sixty-seven individuals (72.2%) who tested positive were consecutively randomly assigned to one of two groups: a PE program (four 60-minute weekly manual driven sessions) (N=34) and a wait-list (WL) control group (N=33). The major outcome measures used were the Crown Crisp Experiential Index (CCEI), the Beck Depression Inventory (BDI) (Beck et al., (1961 Beck, A.T., Ward, C.H., Mendelson, M., Mock, J.E. and Erbough, J.K. 1961. An inventory for measuring depression. Archives of General Psychiatry, 5: 462–467. [Crossref], [PubMed], [Web of Science ®] , [Google Scholar]), self-report sexual practices in past three months, self-disclosure intention and the brief COPE. At four weeks post-intervention, significant reductions on all measures as well as reduction in risky sexual practices were observed in the treatment group compared with the wait-list group. Treatment group members were also significantly more likely to disclose their serostatus and accept their HIV status as a way of coping, compared with the wait-list group. Overall, support was found for the efficacy of a manual-driven PE program for self-disclosure, reduction of depression and improvement in safe sexual practices.
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What African-American Middle School Youth Report About Risk-taking Behaviors - Busen, Nancy H.; Marcus, Marianne T.; Sternberg, Kirk L Von (Journal of Pediatric Health Care, 2006)
African-American youth represent the heaviest burden for HIV in all U.S. ethnic groups. The risk assessment was conducted with a group of suburban and urban African-American middle school children prior to the implementation of a faith-based substance abuse and HIV prevention program. The purpose of the study on risk-taking was to examine the sample's level and predictors of social adaptation and risk-taking processes and to examine their ideas about risk and risk-taking behavior.A correlation design was used to determine relationships between risky behaviors and scores for risk taking and social adaptation. A descriptive design guided open-ended questions about risk and risk-taking behaviors. Data were collected in two youth ministries. The nonprobability sample consisted of 45 male and female subjects in the suburban pre-intervention group and 39 male and female subjects in the urban comparison group.Findings include a statistically significant relationship between male gender and alcohol use and risk-taking scores in the suburban pre-intervention group; in addition, sexual activity and drug use were predictive of higher risk-taking scores in the urban comparison group. The urban comparison group also reported significantly higher risk-taking behaviors than did the suburban group.Data from this study suggest the need for substance abuse and HIV prevention programs for middle school youth before problem behaviors become established.
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Understanding visuals in HIV/AIDS education in South Africa: differences between literate and low-literate audiences - Carstens, Adelia; Maes, Alfons; Gangla-Birir, Lilian (African Journal of AIDS Research, 2006)
This article reports on a research project aimed at determining the scope and nature of differences in picture comprehension between literate and low-literate audiences in the context of HIV and AIDS. Structured interviews were held with 30 low-literate and 24 literate adult speakers of African languages. The responses were coded and analysed both qualitatively and quantitatively. Consistent with previous research, we found that purely analogical visuals pose relatively few interpretation problems across the literacy spectrum. Literate and low-literate respondents recognised human beings and familiar analogous objects equally successfully. The interpretation of abstract items was problematic for respondents at both literacy levels, but relatively more so for low-literate respondents. Purely symbolic or conventional abstract elements, such as speech and thought balloons, and purely mathematical symbols are difficult for low-literate individuals since they do not have any analogical residue that will trigger relevant meaning aspects of the visual. Metaphors are difficult when they require culture-specific knowledge. The results strongly suggest that designers should exploit the expressive power of the human body in constructing (abstract) meaning. All humans have comparable experiences with associated basic actions and bodily expressions. Therefore, facial expressions and body postures and positions are powerful in transferring complex messages. We advise that pictorial metaphors, art styles that distort objects, complex pictures with partially symbolic content, as well as abstract symbols borrowed from written language should be omitted where possible.
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[Auditory brainstem response in normal guinea pigs and those with gentamicin-induced hearing loss under awake and anesthetic conditions]. - Chen, Hao; Yong-he, LI; Qian, Yu-hong; Guo, Ming (PubMed, 2006)
To observe the alterations of auditory brainstem response (ABR) in guinea pigs with gentamicin-induced hearing loss under awake and anesthetic conditions.We recorded the ABR in 20 normal guinea pigs and 20 with gentamicin-induced hearing loss before and after anesthesia for statistical analysis.No significant difference was observed in the waveform, response threshold (RT), I and III peak latencies (PL), I-III interpeak latencies (IPL) of ABR between awake and anesthetic conditions in normal guinea pigs (P>0.05), nor did gentamicin-induced hearing loss showed obvious impact on the ABR parameters (P>0.05).No significant ABR alterations occur under awake and anesthetic conditions in either normal guinea pigs or those with hearing loss, therefore ABR test can be performed without anesthesia to ensure the success and error minimization of the experiment.
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Attracting and retaining rural teachers in Ghana: the premise and promise of a district sponsorship scheme - Cobbold, Cosmas (Journal of Education for Teaching, 2006)
Recruiting and retaining qualified teachers for schools in rural communities is both an issue and a problem in many countries. The very nature of rural communities and perceptions of teaching in such environments tend to discourage qualified experienced and new teachers from taking appointments there. Education jurisdictions, therefore, use various strategies either to compel or entice candidates to accept rural teaching appointments. This paper describes a district sponsorship scheme to attract candidates for teacher training and subsequent appointment in rural schools in Ghana. The paper describes how the scheme operates and assesses its potential to attract and retain teachers, using data obtained through analysis of documents, interviews with key education officers and focus group with teachers. Though the district sponsorship scheme is not new in many education jurisdictions, it is the first of its kind in Ghana. Suggestions for improving the scheme's effectiveness are offered, drawing attention to the need to complement financial incentives with non‐monetary measures in rural teacher recruitment and retention policies.
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Training South African Mental Health Care Providers to Talk About Sex in the Era of AIDS - Collins, Pamela Y.; Mestry, Kezziah; Wainberg, Milton L.; Nzama, Thobile; Lindegger, Graham (Psychiatric services (Washington, D.C. Print), 2006)
Back to table of contents Previous article Next article Brief ReportFull AccessTraining South African Mental Health Care Providers to Talk About Sex in the Era of AIDSPamela Y. Collins M.D., M.P.H.Kezziah Mestry L.L.B.Milton L. Wainberg M.D.Thobile Nzama M.S.Graham Lindegger Ph.D.Pamela Y. Collins M.D., M.P.H.Search for more papers by this authorKezziah Mestry L.L.B.Search for more papers by this authorMilton L. Wainberg M.D.Search for more papers by this authorThobile Nzama M.S.Search for more papers by this authorGraham Lindegger Ph.D.Search for more papers by this authorPublished Online:1 Nov 2006AboutSectionsPDF/EPUB ToolsAdd to favoritesDownload CitationsTrack Citations ShareShare onFacebookTwitterLinked InEmail More than five million South Africans are HIV positive ( 1 ). Although the devastating results of the epidemic have prompted prevention and treatment initiatives for many populations, interventions for people with mental illness are lacking. Preliminary findings of HIV prevalence in two South African psychiatric facilities suggest that the epidemic also threatens this group. A prevalence of 9 percent in a state psychiatric facility and 29 percent in a psychiatric ward at a tertiary care hospital affirms the urgent need for education and intervention ( 2 , 3 ). Although most South African health care providers know about AIDS, gaps exist between providers' AIDS awareness and HIV knowledge and the transfer of interventions to vulnerable groups. These disparities are particularly visible in marginalized sectors of the health care system such as the psychiatric institution. Although HIV risk has been well documented among people with serious mental illness in several settings, implementation of HIV prevention interventions often depends on the attitudes of mental health care providers toward sexual relations and HIV among people with mental illness and their skills for conducting interventions ( 4 , 5 , 6 , 7 , 8 ). Studies suggest that lack of knowledge about the disease, stigmatizing ideas, denial of sexual activity, and institutional barriers limit providers' readiness to respond to HIV prevention and care needs in psychiatric settings ( 4 , 5 , 9 , 10 , 11 , 12 ). In the South African setting, political and social forces have also shaped providers' responses to the AIDS epidemic ( 4 ). The explosion of the AIDS epidemic coincided with South Africa's transition to democracy and development of mental health reforms. In 1996 a national consultative forum on mental health policy discussed issues related to the management of HIV infection in psychiatric hospitals ( 13 ). The consultants identified a human rights dilemma. Persons infected with HIV had the right to avoid being subjected to discrimination (by not being separated from noninfected patients) when they were in a psychiatric institution. Patients without HIV infection had the right to avoid it. This schism presented an important challenge to the management of HIV infection in psychiatric hospitals, but no specific guidelines were developed. To complicate matters further, AIDS prevention in the South African psychiatric setting requires enlisting the commitment of providers who may themselves be infected with HIV, in desperate need of services, or fearful of becoming infected, or they may be assisting in the care of ill family members or struggling with the stigma related to HIV. This article describes the development and evaluation of a contextually relevant AIDS education program for mental health care providers at three institutions in South Africa. We used a pre- and posttest (no control group) design to evaluate whether teaching providers about HIV transmission and care, rehearsing skills for communicating with patients about sex, and addressing providers' anxieties about the AIDS epidemic in a 1.5-day workshop would change attitudes that could ultimately facilitate their ability to include HIV prevention among the services they provide to patients.MethodsThe study was approved by the institutional review boards of the University of KwaZulu Natal and the New York State Psychiatric Institute. All study participants gave informed consent.The training activities took place at three public mental health facilities. Hospital 1 admits general psychiatric patients for acute care. Hospital 2 receives forensic patients who typically remain inpatients for extended periods. Hospital 3 cares for adults and children with developmental disorders.We entered a setting in which growing numbers of staff members were dying of AIDS. Funerals had become so frequent that employees could no longer attend those that occurred during the workday and still adequately staff the hospitals. Yet few staff members openly acknowledged AIDS as the cause of these deaths. Although staff and patients needed to talk about HIV and AIDS, doing so was not straightforward. Traditional isiZulu cultural norms predominated and discouraged talking about sex across gender and age groups. For example, many providers acknowledged that they did not discuss sexuality with their own children, as traditional culture deemed doing so inappropriate. A large portion of the white South African community strongly espoused the Calvinist tradition, which emphasized male authority, "`pure' New Testament principles, rigid austerity, and strictness in conduct and morals" ( 14 ). Administrators feared that talking about safer sexual activity might stimulate greater rates of sexual activity among inpatients. Finally, the South African Mental Health Act of 1973 stated that sex between psychiatric inpatients was illegal. Although a revised act was being introduced, the legacy of the old act (such as concerns that providing condoms condoned sexual activity) remained. At the same time, the growing human rights culture under the new South African constitution recognized the rights of all citizens, including psychiatric patients, to sexual expression. These variables led to considerable guardedness about recognizing, allowing, and managing sexuality in psychiatric patients. We established a working group composed of four to nine providers at each facility. The group composition reflected the predominance of nurses and the smaller number of social workers, occupational therapists, and psychologists at the three institutions. Three focus groups with the core group members revealed that providers felt overwhelmed by the illness and deaths caused by AIDS at the hospital and outside. The participants identified a range of issues to address, including integrating HIV prevention into the daily work routine, developing policies on sexual behavior, managing violent patients and HIV risk, addressing hospital liability for HIV infection, managing sex in the institution, addressing the stigma of mental illness and HIV, and identifying staffing needs for HIV support and treatment. A major challenge for staff was to simultaneously recognize that patients have a right to sexual expression and that the staff are responsible for providing the necessary protection from HIV infection. The training curriculum arose from these needs. We developed a nine-session curriculum that aimed to impart relevant information about HIV and to introduce skills for communicating with patients in order to increase confidence and efficacy of mental health care providers. We applied social-cognitive theory, which emphasizes provision of information, skills development, self-efficacy, and social support ( 15 ). We integrated risk assessment, role-playing, modeling, and problem-solving techniques throughout the workshop. Three members of the research team and four local medical and legal experts conducted the training. Session 1, "What Is the Situation?" presented local HIV prevalence data and reviewed the basics of HIV infection and transmission, defined terms such as opportunistic infection and CD-4 cells, and explained concepts such as viral load.Session 2, "Am I at Risk?" personalized the epidemic by inviting participants to complete a personal risk assessment. The exercise was followed by a guided discussion of stigma related to HIV. Providers were encouraged to brainstorm reasons for stigma as well as solutions for it.Session 3, "What Can We Do?" began to offer solutions. We invited two physicians from the Communicable Disease Clinic at a local public hospital to share with providers the treatments available in the community for opportunistic infections and to describe what antiretroviral therapies were accessible. The physicians reviewed costs of medication, eligibility for antiretroviral therapy, medical insurance plans and their coverage for antiretroviral therapy, and nutrition and diet. They showed how to make referrals to the clinic.Session 4, "What More Can We Do?" addressed the need to talk about sex with patients in the hospital in order to explain the institution's sexual activity policy and to teach sexual risk reduction. The session's exercises acclimated providers to using sexual terms and taught them to identify terms used by most of their patients.In session 5, "Talking About Sex," providers demonstrated their approaches to discussing HIV with patients. Next, trainers modeled empathic interactions with patients. The group identified key messages to convey about sex and HIV and practiced delivering these messages in role plays.In sessions 6 and 7, "Legalities 1 and 2," local human rights lawyers answered questions about confidentiality, disclosure of HIV status of psychiatric patients, and rights to privacy and protection for staff and patients. They explained the institution's liability with respect to HIV testing and prevention and provided guidelines for developing policies for sexual activity in the institution.Session 8, "Our Daily Routine," focused on integrating HIV prevention messages into the ward routine. Providers identified which wards were amenable to integrating HIV prevention activities and the kinds of activities that would be appropriate.Session 9, "Supporting Our Community," which was the final session, facilitated a discussion of staff support needs, strategies for sustaining the core group, and service provision to staff members affected by or infected with HIV.We conducted the training workshops at all three institutions in April 2002. Each workshop lasted 1.5 days. Core group members recruited participants from their institutions. All participants attended the training workshop at their facility.Participants completed a baseline assessment at the start of the workshop and a posttest immediately after the last workshop session.We collected demographic information that included participants' ages, ethnicity, first language, level of education, job title, and reasons for attending the training. We adapted the AIDS Stress Scale ( 16 , 17 ) for use in the psychiatric setting. The instrument assessed comfort with AIDS patients and friends of people with AIDS and perceived knowledge of the physical and emotional needs of AIDS patients. We expanded the instrument to include two additional questions derived from concerns expressed by the providers in the psychiatric setting: "I have sufficient knowledge to deal with the emotional needs of my coworkers who may have HIV/ AIDS" and "I have sufficient knowledge and skills to be able to convey messages about HIV/AIDS to mentally ill patients." Thus a total of five items assessed perceived knowledge (Cronbach's α =.84) on a 5-point Likert scale. Six items assessed comfort with AIDS patients (Cronbach's α =.66), such as "It will be hard for me to deal with a large number of HIV/AIDS patients in the future." Possible scores range from 1 to 5, with higher scores indicating greater perceived knowledge or greater comfort. Factual knowledge was assessed with 12 items to which participants responded yes, no, or "don't know" (Cronbach's α =.67). Questions such as "All pregnant women infected with HIV will have babies born with AIDS" were developed on the basis of the topics of the focus group discussions. ResultsForty-four staff members (32 women and 12 men) from the three institutions participated in the training workshops. Forty-two participants returned baseline and posttest evaluations. The larger number of women than men in the study reflects the predominance of female staff members at the institutions. Participants ranged in age from 24 to 58 years (mean±SD=39±8.68). IsiZulu was the predominant first language of 17 participants (41 percent), and English was the predominant first language of 19 participants (45 percent). Fourteen participants came from hospital 1, 18 from hospital 2, and 12 from hospital 3.Although all participants were staff members from the three institutions, seven employees who did not provide direct services to patients were asked by their supervisors to participate. Thirty-eight participants (88 percent) reported knowledge and skills building as their primary reason for attending the workshop. Twenty-five of 38 participants (66 percent) described themselves as comfortable or extremely comfortable with discussing sexual practices with patients. Thirty-three of 40 participants (83 percent) reported feeling comfortable or extremely comfortable discussing HIV prevention with patients; however most (41 participants, or 93 percent) reported that they did not provide HIV risk assessment or risk reduction interventions to patients. The participant group was largely a self-selected group with commitment to and perceived competence in addressing the issues discussed in the workshop.Participants reported greater comfort with HIV and AIDS patients on the posttest than at baseline (baseline mean±SD=3.37±.56; posttest 3.69±.61; t=3.71, df=41, p=.001; effect size d=.54). The greatest change in attitude was observed in response to the question, "I am comfortable working in an environment where people may be infected with HIV/ AIDS" (baseline 3.29±.89, posttest 3.75±.99; t=2.55, df=41, p<.05; d=.48).Participants reported an increase on posttest versus baseline in perceived knowledge about managing HIV and AIDS patients (baseline 3.11±.75; posttest 3.87±.54; t=5.86, df=41, p<.001; d=1.17). Providers showed the greatest change in attitude in response to the question, "I have sufficient knowledge to deal with the emotional needs of my coworkers who may have HIV/ AIDS" (baseline 2.90±.91; posttest 3.74±.77; t=4.90, df=41, p<.001; d=.99).Baseline levels of knowledge were relatively high (73±19 percent correct) but showed significant improvement on the posttest (86±13 percent correct; t=5.53, df=41, p<.001; d=.74). Among the items on which participants showed greatest improvement was "All pregnant women infected with HIV will have babies born with AIDS" (baseline 57±50 percent correct, posttest mean=90±30 percent correct).Discussion and conclusionsThe workshop was well received by the participants. They engaged in conversations on culturally sensitive topics, including homosexuality and vaginal, anal, and oral intercourse. Exercises that concerned us before the workshop in fact facilitated dialogue. In particular, we wondered whether using the personal risk assessment tool might be painful in a setting where HIV affected so many people through the illness and death of friends, family members, and coworkers or as a result of their own infection. On the contrary, this exercise stimulated discussion, including coverage of AIDS-related stigma. Many providers took the personal risk assessments home and invited their partners to complete them.Items in the assessment that showed the greatest change from pre- to posttest were those related to working in an environment where others may have HIV and the associated emotional issues. Given the visibility of HIV and AIDS among the staff, any intervention that addresses HIV prevention and care will need to address staff members' worries about their own well-being and the well-being of their colleagues. The results suggest that the intervention targeted this particular area of anxiety.The evaluation of the training intervention has several limitations. The participants consisted of a small, self-selected group, we used no control group, and we did not follow providers past the immediate postintervention assessment. Alpha coefficients for two of the measures were in the .60 to .70 range, suggesting that further development and refinement of measures for use in this setting are needed. Finally, our study lacked a longitudinal follow-up to see how the attitude changes were reflected in clinical practice and integration of HIV interventions in these settings. Nevertheless, the gains in knowledge and increase in positive attitudes observed after the intervention were encouraging and form a platform from which focused intervention can begin.AcknowledgmentsThis study was supported by a supplement to grant R01-MH-58917 and by grant K01-MH-16091, both from the National Institute of Mental Health. The authors thank Ms. Johan Byssainthe for her contributions to this work and the members of the International Core of the HIV Center for Clinical and Behavioral Studies (New York State Psychiatric Institute and Columbia University) for their helpful comments.Dr. Collins is affiliated with the New York State Psychiatric Institute and the Department of Psychiatry and the Department of Epidemiology, Columbia University, 722 West 168th Street, Room 1713, New York, NY 10032 (e-mail: [email protected]). Ms. Mestry and Dr. Lindegger are with the Department of Psychology, University of KwaZulu Natal, Pietermaritzburg, KwaZulu Natal, South Africa. Dr. Wainberg is with the New York State Psychiatric Institute, New York City. Mr. Nzama is with the Medical Research Council, Durban, KwaZulu Natal, South Africa. Preliminary results of this study were presented at the annual meeting of the American Psychiatric Association, New York City, May 1-6, 2004.References1. National HIV and Syphilis Antenatal Sero-Prevalence Survey in South Africa, 2005. Pretoria, South Africa, Department of Health, 2006Google Scholar2. Singh D, Nair M, Vasant U: New onset psychosis in HIV-positive patients. Presented at the South African Society of Psychiatrists, 12th National Psychiatry Congress, Cape Town, South Africa, Sept 23-27, 2002Google Scholar3. Zingela Z, Esterhuizen F, Kruger C, et al: Prevalence of HIV infection in a group of adult psychiatric inpatients in two wards in Weskoppies Hospital. Presented at the South African Society of Psychiatrists, 12th National Psychiatry Congress, Cape Town, South Africa, Sept 23-27, 2002Google Scholar4. Collins PY: Challenges to HIV prevention in psychiatric settings: perceptions of South African mental health care providers. Social Science and Medicine 63:979-990, 2006Google Scholar5. Herman R, Kaplan M, Satriano J, et al: HIV prevention with persons with serious mental illness: staff training and institutional attitudes. Psychosocial Rehabilitation Journal 17:97-104, 1994Google Scholar6. Wright ER, Martin TN: The social organization of HIV/AIDS care in treatment programmes for adults with serious mental illness. AIDS Care 15:763-773, 2003Google Scholar7. Cournos F, Guido JR, Coomaraswamy S, et al: Sexual activity and risk of HIV infection among patients with schizophrenia. American Journal of Psychiatry 151:228-232, 1994Google Scholar8. Sewell DD: Schizophrenia and HIV. Schizophrenia Bulletin 22:465-473, 1996Google Scholar9. Satriano J, Rothschild RR, Steiner J, et al: HIV service provision and training needs in outpatient mental health settings. Psychiatric Quarterly 70:63-74, 1999Google Scholar10. Walkup J, Satriano J, Hansell S, et al: Practices related to HIV risk assessment in general hospital psychiatric units in New York State. Psychiatric Services 49:529-530, 1998Google Scholar11. Gray R, Brewin E, Noak J, et al: A review of the literature on HIV infection and schizophrenia: implications for research, policy and clinical practice. Journal of Psychiatric and Mental Health Nursing 9:405-409, 2002Google Scholar12. Seeman MV, Lang M, Rector N: Chronic schizophrenia: a risk factor for HIV? Canadian Journal of Psychiatry 35:765-768, 1990Google Scholar13. Lindegger G, Crewe M: HIV/AIDS: Managing the madness, in Mental Health Policy Issues for South Africa. Edited by Foster D, Freeman M, Pillay Y. Cape Town, South Africa, Medical Association of South Africa Multimedia Publications, 1997Google Scholar14. DuPisani K: Puritanism transformed: Afrikaner masculinities in the apartheid and post-apartheid period, in Changing Men in Southern Africa. Edited by Morrell R. Pietermaritzburg, Natal, South Africa, University of Natal Press, 2001Google Scholar15. Bandura A: Social cognitive theory and exercise control of HIV infection, in Preventing AIDS: Theories and Methods of Behavioral Interventions. Edited by DiClemente RJ, Peterson JL. New York, Plenum, 1994Google Scholar16. O'Donnell L, O'Donnell C, Pleck JH, et al: Psychological responses of hospital workers to acquired immune deficiency syndrome (AIDS). Journal of Applied Social Psychology 17:269-285, 1987Google Scholar17. Pleck JH: AIDS Stress Scale, in Handbook of Sexuality-Related Measures. Edited by Davis CM, Yarber WL, Bauserman R, et al. Thousand Oaks, Calif, Sage, 1998Google Scholar FiguresReferencesCited byDetailsCited byGuidelines, Policies, and Recommendations Regarding the Sexuality of Individuals with Severe Mental Disorders in Psychiatric Units, Institutions, and Supported Housing Across Europe: A Systematic Review3 October 2022 | Archives of Sexual Behavior, Vol. 52, No. 1A qualitative exploration of Ugandan mental health care workers’ perspectives and experiences on sexual and reproductive health of people living with mental illness in Uganda10 September 2022 | BMC Public Health, Vol. 22, No. 1A Scoping Review of an HIV/AIDS-Related Stigma-Reduction Intervention for Professionals and Students from Health-Related Disciplines13 May 2020 | International Journal of Sexual Health, Vol. 32, No. 2Minerva Psichiatrica, Vol. 60, No. 2Tropical Medicine and Health, Vol. 45, No. 1AIDS Care, Vol. 22, No. 5AIDS Care, Vol. 21, No. 7Journal of the National Medical Association, Vol. 100, No. 8 Volume 57Issue 11 November, 2006Pages 1644-1647PSYCHIATRIC SERVICES November 2006 Volume 57 Number 11 Metrics PDF download History Published online 1 November 2006 Published in print 1 November 2006
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Training South African Mental Health Care Providers to Talk About Sex in the Era of AIDS - Collins, Pamela Y.; Mestry, L.L.B. Kezziah; Wainberg, Milton L.; Nzama, Thobile; Lindegger, Graham (Psychiatric Services, 2006)
Mental health care providers in South Africa often lack the skills to conduct effective prevention activities in psychiatric settings. This article describes the development and evaluation of an HIV education program for mental health care providers at three psychiatric institutions in South Africa.The research team worked with a core group of 16 mental health care providers to assess HIV training needs and to develop a training intervention focused on identified issues. The training intervention was administered to three groups (42 total) during three 1.5-day workshops. Providers completed pre- and post-intervention assessments that measured knowledge and attitudes about HIV and AIDS.Data analysis revealed a significant increase in reported levels of comfort with HIV care (d=.54), perceived knowledge of HIV (d=1.17), and factual knowledge (d=.74).This contextually relevant HIV education curriculum changed providers' attitudes and knowledge, demonstrated the feasibility of administering the training program, and provided a foundation for further prevention activities.
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The Effectiveness of Substituting Locally Available Materials in Teaching Chemistry in Nigeria: A Case for Science Education in Developing Countries - DomNwachukwu, Nkechi S.; DomNwachukwu, Chinaka S. (School Science and Mathematics, 2006)
This article investigates the effectiveness of improvising locally available materials for teaching chemistry in Nigeria, as a case for a culture of improvisation for teaching the sciences in developing countries. The scarcity and cost of imported materials for teaching science has remained a major challenge to teaching sciences in developing countries, and the fact that many teachers from developing countries tend to wait for these imported materials before they can teach continues to present a set‐back for science education in many non‐Western nations. In this experimental study, second year students in 3 Nigerian Senior Secondary schools in the state of Lagos, Nigeria, were sampled to determine whether there will be a significant difference in their performance when taught using imported materials compared to when taught using local substitutes. The study reveals that whereas their attitudes towards local materials may not be as positive as their attitudes towards imported materials, their performances did not differ when taught with either, as long as they were unaware of which material was local or imported. The result of this study proved that science education will flourish if teachers in Nigeria, and probably other developing countries, can begin to improvise local materials for science instruction.
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Climate change and poverty in Tanzania: realities and response options for CARE - Ehrhart, Charles; Twena, Michelle (2006)
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"An Examination of Death Penalty Views of Nigerian and U.S. College Students: An Exploratory Study." - Elechi, O. Oko; Lambert, Eric G.; Ventura, Lois A. (African Journal of Criminology and Justice Studies, 2006)
The focus of this study is the examination of the views of Nigerian and U.S. college students regarding the death penalty and related issues. This exploratory undertaking seeks to answer three main questions. First, are there differences in the level of support of the death penalty between Nigerian and U.S. college students. The second objective of the study is to understand the reasons that the students provided for either supporting or opposing the death penalty. The third objective of this study is to account for the variance of support or opposition of the death penalty. The research findings show both similarities and differences in views regarding the death penalty between Nigerian and United States college students which we attribute to the differences between the social structure and culture of the two societies.
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Book ReviewIssues in African Education: Sociological Perspectives edited by Ali A. Abdi and Ailie Cleghorn. New York: Palgrave Macmillan, 2005. 320 pp. $65.00 (cloth). ISBN 1‐4039‐7069‐6. - Eloundou‐Enyegue, Parfait M. (Comparative Education Review, 2006)
Previous articleNext article No AccessBook Review Issues in African Education: Sociological Perspectives edited by Ali A. Abdi and Ailie Cleghorn. New York: Palgrave Macmillan, 2005. 320 pp. $65.00 (cloth). ISBN 1‐4039‐7069‐6.Parfait M. Eloundou‐EnyegueParfait M. Eloundou‐EnyegueCornell University Search for more articles by this author Cornell UniversityPDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 50, Number 4November 2006 Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/510052 Views: 27Total views on this site Permission to reprint a book review printed in this section may be obtained only from the author.PDF download Crossref reports no articles citing this article.
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Policy networks in recalibrated political terrain: the case of school curriculum policy and politics in South Africa - Fataar, Aslam (Journal of Education Policy, 2006)
School curriculum policy and politics in South Africa are discussed in this article as a means of highlighting the nature of Governmental power and functioning in a post‐liberation developing country. The notion ‘policy networks’ is used as a lens to understand the ways in which specific constellations of policy interests informed the consecutive policy cycles that led to the curriculum policy trajectory. The article is based on a series of interviews with key policy participants. The two consecutive policy networks that dominated the policy processes established their influence relative to the recalibrated structural and discursive terrain of the 1990s. The article discusses the processes that led to the school curriculum policy that was authorized in 1997, as well as the basis upon which it was displaced by a policy review process during 2000. Key to understanding network functioning and displacement in these processes is the specific epistemic basis upon which the networks acquired and established their dominance.
openalex: W1996496646 mag: 1996496646
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Teaching African American English Forms to Standard American English-Speaking Teachers - Fogel, Howard; Ehri, Linnea C. (Journal of Teacher Education, 2006)
Many U.S. students speak nonstandard forms of English, yet dialect issues are slighted in teacher education programs and literacy courses. In this study, classroom teachers who spoke Standard American English (SE) were familiarized with seven syntactic features characterizing African American English (AAE). Three approaches to instruction based on a cognitive view of self-regulated learning were compared: exposure to the features by reading AAE text (E); exposure plus explanation of dialect transformation strategies (ES); and exposure, strategy explanation, and guided practice transforming sentences from SE to AAE (ESP). On posttests, all forms of instruction improved teachers’ knowledge and positive attitude toward AAE. However, ESP instruction proved more effective in teaching teachers how to translate sentences into AAE and to use AAE in writing stories. Results support the value of implementing self-regulated learning theory and reveal effective ways to teach dialect features to teachers so they can help AAE-speaking students learn SE.
openalex: W2073465154 mag: 2073465154
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School-based prevention of schistosomiasis: Initiating a participatory action research project in northern Tanzania - Freudenthal, Solveig; Ahlberg, Beth Maina; Mtweve, Sabina; Nyindo, Pilli; Poggensee, Gabriele; Krantz, Ingela (Acta Tropica, 2006)
The main aim of this project was to undertake participatory action research in two primary schools in northern Tanzania in order to create enabling environments for the schoolchildren and other community members to adapt practices relevant for reducing the transmission of schistosomiasis. This paper describes the process of initiating the project. The school activities started in 2002 by screening all schoolchildren (n = 1146) in the two schools for schistosomiasis and intestinal helminths and treating those infected. This was interspersed with school essay writing, video recorded dramas and household sanitation observations. The first activities made the researchers realise that they had to focus more on the teachers and change their perspective from one of “helping the research team with their project” to become full partners in the research process. Preliminary results are the actions taken by the teachers to develop a curriculum for enhanced schistosomiasis education in primary schools, making household sanitation surveys part of school activities, better links between the school and the community, and actions taken by community members to create safe swimming places. The experiences and lessons learned so far are discussed.
openalex: W2006055820 mag: 2006055820
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Vulnerability of deepwater demersal fishes to commercial fishing: Evidence from a study around a tropical volcanic seamount in Papua New Guinea - Fry, Gary C.; Brewer, D.T.; Venables, W. N. (Fisheries Research, 2006)
The deepwater fishes around the Lihir Island group, Papua New Guinea, were assessed for their vulnerability to exploitation from a potential commercial fishery. Three dropline surveys were made between 1999 and 2002 to estimate catch rates and life-history parameters. Growth parameters were obtained using the von Bertalanffy growth function fitted to length-at-age data from annuli counts in sectioned otoliths. Mean catch rates and total mortality rates were then used to estimate total fish biomass and maximum sustainable yields for the deepwater species around the island group. A total of 975 fish of 98 species were caught during 886 line hours of fishing. Most of these species are commercially valuable: 17 species are commonly fished commercially in other tropical Pacific regions. However around the Lihir Island group, their catch rates (1.38 ± 0.16 kg/line h) were lower and more variable than elsewhere in the Pacific, probably because of the limited deep-slope habitat. Total deepwater fish biomass between the 125 and 350 m depth zone was estimated at 17.4 metric tonnes with an annual sustainable yield of between 1213 and 3445 kg. In addition, many of the deepwater species may be long-lived, slow-growing species with low mortality rates. Our results suggest that the deepwater fish stock at the Lihir Island group is highly susceptible to overfishing at only moderate levels of fishing pressure. We therefore recommend that a precautionary approach should be taken, including accurate long-term monitoring of catches, if these stocks are to be commercially exploited.
openalex: W1980790383 mag: 1980790383
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Learning Through Monitoring: Lessons from a Large-Scale Nutrition Program in Madagascar - Galasso, Emanuela; Yau, Jeffrey M. (Social Science Research Network, 2006)
Monitoring data are generally collected as a by-product of the process of monitoring program implementation. Yet this rich source of data have not been exploited to assess the effectiveness of the program. In this paper the authors use detailed administered data from a large-scale, community-based nutrition program in Madagascar to argue that this data can be used to estimate the differential effect of increased exposure to the program and study how these returns to exposure evolve over time. They find that the returns to exposure are positive: communities exposed for an additional one or two years display on average lower malnutrition rates of around 7-9 percentage points. And they find that the returns decrease as time and duration increase, although they do not dissipate to zero. These results are consistent with the hypothesis that the returns to the program reflect learning effects from the intervention. Finally, the results show higher differential returns to the program in poorer areas and areas more vulnerable to diseases. These findings have important implications for how such programs should be scaled-up within a country.
openalex: W1628304554 mag: 1628304554
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Culturally Responsive Pedagogy in Citizenship Education: Using African Proverbs as Tools for Teaching in Urban Schools - Grant, Rachel; Asimeng‐Boahene, Lewis (Multicultural Perspectives, 2006)
Preparing today's children to be tomorrow's global citizens will require social educators who have knowledge of the histories, experiences, and cultural practices of the children they teach. This article offers culturally responsive pedagogy and the African proverb as frames for teaching African American students to become engaged local and global citizens.
openalex: W1975594601 mag: 1975594601
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Functional Disability in Elderly Nigerians: Results from the Ibadan Study of Aging - Gureje, Oye; Ogunniyi, Adesola; Kola, Lola; Afolabi, Ebenezer (Journal of the American Geriatrics Society, 2006)
Functional disability is a common reason for loss of independence and need for informal care by elderly persons. There is little information on the profile of disability and the level of unmet need for care in elderly persons living in sub-Saharan Africa. Using a multistage clustered sampling of households conducted in the Yoruba-speaking area of Nigeria (representing 22% of the national population), persons aged 65 and older (N = 2,152) were assessed for disability in activities of daily living and instrumental activities of daily living. Respondents were assessed for self-reports of physical health, for major depressive disorder, and for availability of informal care. The prevalence of any functional disability (defined as inability to independently perform any function) was 9.2% (standard error 0.6). In logistic regression analysis, high risks of disability were associated with female sex, older age, and urban dwelling. Risks were also high for persons with chronic pain, those with poor self-reported overall health, and those with evidence of undernutrition. Disabled persons had poorer quality of life and were more likely to suffer from major depressive disorder; 19.8% of disabled elderly persons lacked any informal care, and this unmet need for care increased the likelihood of having depression. The findings suggest a high burden of unmet need for care in a large section of disabled elderly persons in this African community undergoing demographic and social changes. Social factors relating to urbanization and poverty may be associated with the occurrence of disability and inability to access informal care.
openalex: W2102809962 mag: 2102809962
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If We Cannot Learn from the Past, We are Bound to Re-Invent the Wheel or Repeat the Same Mistakes: Restoring the Chambo in Southern Malawi - Hara, Mafaniso (2006)
openalex: W856618447 mag: 856618447
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Democracy, development and education: Working with The Gambian inspectorate - Harber, Clive (International Journal of Educational Development, 2006)
This paper begins by discussing the relationship between democracy and development in Africa and The Gambia in particular. It then examines the potential role of the school inspectorate in the Gambia in helping to put education for democracy on a sustainable footing. The inspectorate not only evaluate and advise teachers but also provide ongoing support and monitoring. This paper describes a project which explored whether democratic practice could be integrated into the work of inspectors and discusses evidence on both its possible impact and general issues concerning democracy and education in The Gambia.
openalex: W2031152354 mag: 2031152354
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Teacher education for a democratic society in England and South Africa - Harber, Clive; Serf, Jeff (Teaching and teacher education, 2006)
This paper considers the role of teacher education in England and South Africa in relation to education for democratic citizenship. It argues that teacher education should play a positive role in this respect but there has often been a contradiction between the structures and practices of teacher education and democratic forms of education. The paper analyses teacher education policy in both countries in the light of these arguments. It then goes on to discuss the practice of teacher education in both countries in relation to existing literature and evidence and interviews with student teachers at two universities in England and two in South Africa.
openalex: W2082156082 mag: 2082156082
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Evaluation of the Nigerian national antiretroviral (ARV) treatment training programme - Idigbe, Emmanuel O.; Odutolu, Oluwole; Okonkwo, Prosper; Foláyan, Morẹ́nikẹ́ Oluwátóyìn; Uwakwe, C.B.R.; Audu, Rosemary; Jolayemi, Oluwatoyin; Osagbemi, M. O. (SAHARA-J, 2006)
There is an understanding that greater availability of HIV treatment for the 40.3 million people currently infected with HIV is a humanitarian imperative that could prolong the lives of millions, restore economic productivity, and stabilise societies in some of the world's hardest-hit regions. The Nigerian government recognises that the country has the third highest burden of infection, with people living with HIV estimated to total 4.0 million, and so in 2002 commenced the implementation of one of Africa's largest antiretroviral (ARV) treatment programmes. A successful ARV programme requires that all components of a functional management system be put in place for effective and efficient functioning. This would include logistics, human resources, financial planning, and monitoring and evaluation systems, as well as sustainable institutional capacities. The Nigerian national ARV treatment training programme was conceived to meet the human resource needs in hospitals providing ARV therapy. This paper reports on the evaluation of the training programme. It examines knowledge and skills gained, and utilisation thereof. Recommendations are made for improved training effectiveness and for specific national policy on training, to meet the demand for scaling up therapy to the thousands who need ARV.
openalex: W1971328231 mag: 1971328231
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Family Nursing Education and Family Nursing Practice in Nigeria - Irinoye, Omolola; Ogunfowokan, Adesola Adenike; Olaogun, Adenike Ayobola (Journal of Family Nursing, 2006)
A survey of six Nigerian nursing program curricula was conducted to determine the extent to which family nursing theory was used as a reference for conceptualizing nursing care in Nigeria. In addition, 25 nurse clinicians were purposively selected from three levels of primary, secondary, and tertiary health care units in Ile-Ife, Nigeria, and were interviewed to determine the extent to which nurses in practice reported using family assessment tools in their practice. The survey of the postgraduate curricula showed that master’s and doctorally prepared nurses specializing in community health nursing have a theoretical base in family nursing theory. The limited focus on family nursing theory in basic, postbasic, and first-degree nursing curricula was deemed inadequate to develop the knowledge and skills necessary for all practicing nurses to embrace family-focused care in Nigeria. In nursing practice, families were seen to be involved in nursing care only to the extent of meeting financial and physical care needs of their family members. Findings from this study point to the need for a reorientation of the nursing curricula in Nigeria to include more family nursing theory. Specialized education of family nurse practitioners who would function at all levels of care also is a desirable goal to provide holistic health care to Nigerian families.
openalex: W1975077447 mag: 1975077447
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The Ties That Bind: Race and Restitution in Education Law and Policy in South Africa and the United States of America^1 - Jansen, Jonathan D. (Teachers College Record, 2006)
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Prevalence of physical inactivity among school going adolescents in Nairobi, Kenya - Kibet, Jepkemoi Joanne (2006)
openalex: W2747084207 mag: 2747084207
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Health Risk Due to Lagoon Water Pollution in a West African Metropolis: Vulnerability and Resilience of Neighbouring Communities - Koné, Brama; Cissé, Guéladio; Houenou, P.; Obrist, Brigit; Wyss, K.; Odermatt, Peter; Tanner, Marcel (Epidemiology (Cambridge, Mass., Print), 2006)
TM2-O-04 Introduction: In a commune of an African metropolis, wastewater coming from the industrial zone and urban households flows without treatment into the lagoon. During the 20 last years, studies documented the state of advanced pollution of the lagoon and the health risks associated. The populations of the villages bordering the lagoon are exposed to the polluted water. The study aimed to evaluate aspects of vulnerability and resilience of the exposed populations. Perceived health problems associated with the exposure to the lagoon, the solutions reported and actions taken were documented. Methods: Nine focus group discussions were performed in 3 lagoon-bordering villages. In each village, a focus group was carried out with adolescents, a group of women, and village notability, respectively. Six to 8 people participated in each focal group. Results: In all focus group discussions, people reported to be conscious of lagoon pollution. They consider themselves as victims of “the city.” Bad smells emanated from the lagoon. Fishermen complained about itching diseases. The villagers think that the polluted lagoon is a cause of malaria, diarrhea, and some acute respiratory diseases. They say that the lagoon water lost its capacity of cure. Fishing became less productive. There were individual actions of maintenance of the lagoon shores by place. The fishermen abandoned their profession and started to work in the city. Young people reported that they had to stop their recreational activities in lagoon water because of pollution. They reported that their initiatives of maintaining of the lagoon banks and sensitizing riparian residents lacked support. The social capital (eg, friendship, family relations), financial capital (eg, money), and human capital (eg, education level) of the patients or their family play an important rule in the recourse to care in the event of disease. Discussion and Conclusions: This study documents that the lagoons' riparian residents are conscious of lagoon pollution and feel weakened and affected by it. They developed solutions and strategies to mitigate these health threats. The study contributes to define indicators of vulnerability and resilience in the study context and can be consider in a general vulnerability and resilience understanding.
openalex: W2037055363 mag: 2037055363
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ASSESSING THE ROLE OF AUTONOMOUS TEACHERS’ TRADE UNIONS IN ANGLOPHONE CAMEROON, 1959–1972 - Konings, Piet (The Journal of African History, 2006)
In the literature on African trade unions during decolonization and in the immediate post-independence period, two schools of thought can be distinguished: one is pessimistic about the unions' economic and political roles, and the other is optimistic. This study attempts to assess the role of autonomous teachers' trade unions in Anglophone Cameroon during the period 1959–72. The emergence, development and dissolution of these unions appears to have closely followed the region's political and educational reforms. It is argued that two main issues formed a constant source of conflict between the government and these unions, namely the preservation of trade union autonomy, and union demands for a substantial improvement in members' conditions of service.
openalex: W2151082195 mag: 2151082195
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EDUCATION AND LABOUR MARKET OUTCOMES IN SUB-SAHARAN WEST AFRICA - Kuépié, Mathias; Nordman, Christophe Jalil; Roubaud, François (RePEc: Research Papers in Economics, 2006)
The purpose of this paper is to study the effects of education on urban labour market participation and earnings in seven major West African cities. Our results show that although education does not always guard against unemployment, it does increase individual earnings in Abidjan, Bamako, Cotonou, Dakar, Lome, Niamey and Ouagadougou and opens the door to get into the most profitable niches, which are found in the formal private and public sectors. We shed light on convex returns to education in all the cities considered. Besides, not controlling for the endogeneity of education leads to biased estimated returns (either upward or downward depending on the city) which stresses the complexity of the mechanisms linking education and earnings across cities and sectors. We also bring some support to the idea according to which social capital may largely be at work in this relationship. Finally, a major contribution of this paper is to provide evidence of significant effects of education on individual earnings in the informal sectors of the major WAEMU cities, even at high levels of schooling.
openalex: W2169317700 mag: 2169317700
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Violence and abuse against women with disabilities in Malawi - Kvam, Marit Hoem; Braathen, Stine Hellum (65, 2006)
This research project is a study of the nature of abuse, violence and neglect against women with disabilit ies in Malawi. The childhood as well as the present situation of 23 women with disabilit ies in Blantyre district is described. Data was collected in two ways: a) Through in-depth individual interviews with 19 women with visual-, mentalor physical disability, as well as women with albinism. b) Through a focus group discussion with four women with hearing impairment. The interviews and discussions were built on interview guides. Most of the informants reported that during childhood they were treated like the other children in the family. However, education was difficult . The schools and the school material were not adjusted to their needs. The informants stressed the need of more consideration in regards to their special needs in this relation and wanted the society to make education for women with disabilit ies a priority area. Many informants felt that men in the society took advantage of their vulnerable situation and promised to marry them. When the woman got pregnant, the man disappeared and left her to be a single mother. Many of the women regarded this as sexual abuse. The study was arranged as collaboration between SINTEF Health research, Norway, Federation of Disability Organisations in Malawi (FEDOMA) and Disabled Women in Development in Malawi (DIWODE). The Atlas Alliance and the Norwegian Department for Foreign Affairs have given economical support to the study.
openalex: W2731453235 mag: 2731453235
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Evidence for fault-related directionality and localized site effects from strong motion recordings of the 2003 Boumerdes (Algeria) earthquake: Consequences on damage distribution and the Algerian seismic code - Laouami, Nasser; Slimani, A.; Bouhadad, Youcef; Chatelain, Jean‐Luc; Nour, Ali (Soil Dynamics and Earthquake Engineering, 2006)
The Algiers–Boumerdes region has been struck by a destructive magnitude 6.8 (Mw) earthquake on May 21, 2003. The study presented in this paper is based on main shock strong motions from 13 stations of the Algerian accelerograph network. A maximum 0.58g peak ground acceleration (PGA) has been recorded at 20 km from the epicenter, only about 150 m away from a PGA of 0.34g, with both a central frequency around 5 Hz, explained by a strong very localized site effect, confirmed by receiver function technique results showing peaks at 5 Hz with amplitudes changing by a factor of 2. Soil amplifications are also evidenced at stations located in the quaternary Mitidja basin, explaining the higher PGA values recorded at these stations than at stations located on firm soil at similar distances from the epicenter. A fault-related directionality effect observed on the strong motion records and confirmed by the study of the seismic movement anisotropy, in agreement with the N65 fault plan direction, explains the SW–NE orientation of the main damage zone. In the near field, strong motions present a high-frequency content starting at 3 Hz with a central frequency around 8 Hz, while in the far field their central frequency is around 3 Hz, explaining the high level of damage in the 3- to 4-story buildings in the epicentral zone. The design spectra overestimate the recorded mean response spectra, and its high corner frequency is less than the recorded one, leading to a re-examination of the seismic design code that should definitively integrate site-related coefficient, to account for the up to now neglected site amplification, as well as a re-modeling of the actual design spectra. Finally, both the proposed Algerian attenuation law and the worldwide laws usually used in Algeria underestimate the recorded accelerations of the 6.8 (Mw) Boumerdes earthquake, clearly showing that it is not possible to extrapolate the proposed Algerian law to major earthquakes.
openalex: W2015806004 mag: 2015806004
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The challenges of affirmative action in Tanzanian higher education institutions: A case study of the University of Dar es Salaam, Tanzania - Lihamba, Amandina; Mwaipopo, Rosemarie; Shule, Lucy (Women's Studies International Forum, 2006)
This article discusses affirmative action programmes introduced and designed to increase female students' enrolment at the University of Dar es Salaam. The assessment of the interventions is made within the context and perceptions of their implementation. A key finding of this study is that affirmative action programmes have succeeded in increasing female enrolment generally and in traditionally male-dominated specializations such as Engineering, Medicine, Chemistry, Physics and Mathematics specifically. For example, as a result of affirmative action female enrolment in the Faculty of Science rose from 16% in 1996 to 27% in 2003/2004 and from 7% in 1996 to 13% in 2003/04 in the Engineering Faculty. However, as this article shows, there is much more to gender equity than just numbers. Qualitative factors such as participation in academic life as students or staff within and outside the classroom, the living environment, pedagogy and institutional micro-politics continue to pose challenges for gender equity and equality. Limitations in programme scale, infrastructure and resources also raise important questions regarding the sustainability of these affirmative action programmes. Therefore, while affirmative action can be seen as positive efforts to offset a historical imbalance, it still is confronted with and opens up new debates on privilege and discrimination amidst concerns with sustainability in a third world context.
openalex: W2007642616 mag: 2007642616
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Neogene volcanic activity of western Syria and its relationship with Arabian plate kinematics - Lustrino, Michele; Шарков, Е. В. (Journal of Geodynamics, 2006)
The Cenozoic (mostly Neogene) volcanic activity in Syria is part of the extensive magmatism that took place in the Mashrek Region, Middle East, from upper Eocene to Holocene (∼40–0.0005 Ma). Samples in western Syria are mostly high TiO2 (TiO2 ∼1.8–3.7 wt.%) alkaline mafic rocks (basanites, hawaiites and alkali basalts) plus rare transitional/tholeiitic basalts and basaltic andesites) with within-plate-like trace element signature. On the basis of incompatible trace element content, the volcanic activity in Syria has been divided into two stages: the first lasting from ∼25 to ∼5 Ma and the second from ∼5 to recent times. Indeed, the Syrian lavas show incompatible trace element content increasing with decreasing age from ∼25 to ∼5 Ma, followed by an abrupt decrease to low values roughly at the Miocene–Pliocene boundary. This temporal shift in composition is related to major tectonic re-organization occurred during upper Miocene. The proposed petrogenetic model invokes three steps: (a) passive upwelling of the shallow asthenosphere during the development of the Dead Sea transform fault system. Different degrees of partial melting were followed by variable extents of fractional crystallization and limited upper crustal contamination; (b) the Miocene–Pliocene boundary tectonic change enhanced passive decompression of the same sources and a consequent increase in degree of partial melting resulting in low incompatible trace element content of the relatively high-volume liquids; (c) after this phase, the incompatible trace element content in the basaltic magmas increased as consequence of fractional crystallization processes. Major and trace element content similarities with the rest of the circum-Mediterranean igneous rocks are consistent with a common relatively shallow origin for the Cenozoic anorogenic magmatism of the entire circum-Mediterranean area (the so-called Common Magmatic Reservoir). Because much of the igneous activity in the studied area is concentrated near the Dead Sea fault, the origin of Cenozoic magmatism in Syria (and in the rest of the circum-Mediterranean area) reflects a strong lithospheric control on the loci of partial melting. Mantle plumes from lower mantle and/or north-westward channelling of the Afar mantle plume is not needed to explain volcanic activity in Syria and the Mashrek area.
openalex: W1992617050 mag: 1992617050
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Women’s Access To Teacher Education In Zimbabwe: A Gender Profile - Machingura, Viola (2006)
A ZBTE article on women's participation in the teaching profession, via teacher education, in Zimbabwe.
openalex: W1579661678 mag: 1579661678
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Tackling HIV and AIDS with faith-based communities: learning from attitudes on gender relations and sexual rights within local evangelical churches in Burkina Faso, Zimbabwe, and South Africa - Marshall, Mandy; Taylor, Nigel (Gender and Development, 2006)
The AIDS pandemic in Africa is devastating the continent. The institution of marriage does not appear to be protecting women – in some countries rates of infection among married women are higher than those among unmarried, sexually active women. Recognising that unequal gender relations are a driving force behind the AIDS pandemic, this article explores the position of local evangelical churches in Africa with respect to gender relations and sex, and the implications for HIV and AIDS. Based on desk and field research carried out by the UK-based NGO Tearfund, the findings indicate that these churches were largely silent on the issue of gender and sex, or were reinforcing traditional values which contribute to HIV infection. In a number of countries, the church seems to have failed to provide leadership to young people, especially young women, facing huge pressure to be sexually active. Strategies for responding are outlined. In some heavily affected countries, married women have higher rates of HIV infection than their unmarried, sexually active peers. Kofi Annan, UN Secretary General, World AIDS Day 2004. Adhering to the teachings of the Church, we determined to engage more deeply in challenging cultures and traditions which stifle the humanity of women and deprive them of equal rights. We agreed that our greatest challenge is to nurture and equip our children to protect themselves from HIV, so that we can fulfil the vision of building a generation without AIDS. Pastoral Letter from the Primates of the Anglican Communion, 27 May 2003. All the pastors’ wives had never seen a condom as it is seen as a tool for unfaithful wives. NGO worker, Burkina Faso.
openalex: W2020586373 mag: 2020586373
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Lifelong learning for facilitating democratic participation in Africa - Maruatona, Tonic (International Journal of Lifelong Education, 2006)
Lifelong learning has come to be internationally recognized as a framework in the development of sustainable education. However, in spite of rhetoric and its endorsement in some nations’ policy documents, lifelong learning is not operationalized and Africa continues to be plagued by social maladies such as HIV/AIDS, capacity poverty, low quality education, global marginalization and ineffective governance. The article argues that post‐colonial Africa transited from concern with service delivery, went through structural adjustment policies to focusing on African renaissance. It indicates that some countries have embraced lifelong learning as policy framework but have not made sufficient efforts to translate that in their teaching and learning. It contents that lifelong learning in Africa can only be effective if African communities are encouraged to make concerted efforts to embrace principles such as deliberative democracy, multiculturalism, decentralization of decision‐making and helping to redirect the agenda of civil society as a way to use lifelong learning to enhance public participation in Africa.
openalex: W2090968836 mag: 2090968836
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Building consensus on clinical procedural skills for South African family medicine training using the Delphi technique : original research - Mash, Bob; Couper, Ian; Hugo, Jannie (South African Family Practice, 2006)
lIgBackground:l/Ig The development of registrar training as part of the newly created speciality of family medicine in South Africa requires the development of a national consensus on the clinical procedural skills outcomes that should be expected of training programmes. lbrglIgMethods:l/Ig This study utilized a Delphi technique to establish a national consensus between 35 experts from training institutions, those already in family practice and managers who might be employing family physicians in both private and public sector contexts. lbrglIgResults:l/Ig Consensus was reached on 214 core skills at different levels of desired competency and 23 elective skills. The core skills were divided into 58 that should be taught by family physicians, 101 that should be performed independently and 55 that should be performed during training under supervision. The panel were unable to reach consensus on a further 21 skills. lbrglIgConclusion:l/Ig This is the first study that has proposed a set of essential clinical procedural skills for the training of family physicians in South Africa. The findings will act as a benchmark for programmes in South Africa and through the new initiative of 'FaMEC in Africa' may influence curriculum development in other African countries. They may be used as a guide for curriculum planning, as a way of monitoring skills development and as an indication to registrars of the skills they need to achieve for assessment purposes. The findings may also inform the planning of training programmes for the proposed mid-level health worker (clinical associate) in South Africa as their skills will be a sub-set of these skills and will be taught by family physicians within district hospitals. Training programmes for undergraduates and interns in family medicine may also want to position themselves as stepping stones in line with these final outcomes of postgraduate training.
openalex: W2270456287 mag: 2270456287
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Building consensus on clinical procedural skills for South African family medicine training using the Delphi technique - Mash, Robert; Couper, Ian; Hugo, Jannie (South African Family Practice, 2006)
AbstractBackgroundThe development of registrar training as part of the newly created speciality of family medicine in South Africa requires the development of a national consensus on the clinical procedural skills outcomes that should be expected of training programmes.MethodsThis study utilized a Delphi technique to establish a national consensus between 35 experts from training institutions, those already in family practice and managers who might be employing family physicians in both private and public sector contexts.ResultsConsensus was reached on 214 core skills at different levels of desired competency and 23 elective skills. The core skills were divided into 58 that should be taught by family physicians, 101 that should be performed independently and 55 that should be performed during training under supervision. The panel were unable to reach consensus on a further 21 skills.ConclusionThis is the first study that has proposed a set of essential clinical procedural skills for the training of family physicians in South Africa. The findings will act as a benchmark for programmes in South Africa and through the new initiative of ‘FaMEC in Africa’ may influence curriculum development in other African countries. They may be used as a guide for curriculum planning, as a way of monitoring skills development and as an indication to registrars of the skills they need to achieve for assessment purposes. The findings may also inform the planning of training programmes for the proposed mid-level health worker (clinical associate) in South Africa as their skills will be a sub-set of these skills and will be taught by family physicians within district hospitals. Training programmes for undergraduates and interns in family medicine may also want to position themselves as stepping stones in line with these final outcomes of postgraduate training.
openalex: W2121925036 mag: 2121925036
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Seismic activity prior to the May 8, 2004 eruption of volcano Nyamuragira, Western Rift Valley of Africa - Mavonga, T.; Kavotha, Sadaka K.; Lukaya, Nyombo; Etoy, Osodundu; Durieux, Jacques (Journal of Volcanology and Geothermal Research, 2006)
Abstract The spatial–temporal variation in the seismicity in the Nyamuragira area related to different stages of magmatic activity was examined for the period August 18, 2002, to May 7, 2004, prior to the Nyamuragira eruption of May 8, 2004. It is found that swam-type seismicity composed mainly of long-period earthquakes foreran by 2–4 months the eruption of Nyamuragira and was enhanced by tectonic seismicity related to rifting. Ten months before eruption, a steady increase in seismicity at a constant rate from a deep magma feeder was observed. In the last stage (1 or 2 months) before the eruption, the hypocenters of long-period earthquakes became shallower.
openalex: W2016227501 mag: 2016227501
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South African students at the Conservatorium of Music in Amsterdam, 1903-1922 - Mescht, Heinrich Van der (South African Journal of Cultural History, 2006)
Suid-Afrikaanse studente by die Conservatorium vir Musiek in Amsterdam, 1903-1922 In die tydperk 1903-1922 kan onder die studente van die Amsterdamse Musiekkonservatorium altesaam sewe geidentifiseer word wat 'n verbintenis met Suid-Afrika gehad het. Die Nederlands-gebore Dirk Balfoort het ongeveer tien jaar van sy jeug in Pretoria deurgebring en later die diploma in vioolspel by die Conservatorium behaal. Die name van Hermi(e)ne Pet (klavier, Ermelo), Millie van Geuns (klavier, Johannesburg), Siegfried Bahler (viool, Johannesburg), Sabina Matthijsen (klavier, Pretoria) en mej. W.H. van Gorkom (klavier, Johannesburg) is ingesluit in die Conservatorium se jaarboeke met die Suid-Afrikaanse plekke van herkoms by hulle name. Hulle het almal die diploma geslaag, en Millie van Geuns het daarbenewens die Prijs van Uitnemendheid voltooi. Volgens die South African Music Encyclopediahet Hester Boshoff (sang, Potchefstroom) ook by die Conservatorium studeer, maar geen bewys kon daarvoor gevind word nie. For the period 1903-1922 at the Amsterdam Conservatorium of Music, seven students can be identified who had South African connections. The Dutch-born Dirk Balfoort spent about ten years of his early life in Pretoria and later obtained the diploma in violin playing of the Conservatorium. Hermi(e)ne Pet (piano, Ermelo), Millie van Geuns (piano, Johannesburg), Siegfried Bahler (violin, Johannesburg), Sabina Matthijsen (piano, Pretoria) and Miss W.H. van Gorkom (piano, Johannesburg) were entered in the Conservatorium's year books with the names of South African towns next to their names. They all achieved the diploma, with Millie van Geuns also completing the Prize of Excellence. According to the South African Music Encyclopedia, Hester Boshoff (singing, Potchefstroom) was apparently also enrolled at the Conservatorium, but no proof of that could be found.
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The Adjustment of Rorschach Comprehensive System Procedures for South African Learners - Moletsane, Mokgadi; Eloff, Irma (South African Journal of Psychology, 2006)
In this article the researchers describe the adjusted procedures that were developed in a study that focused on administering the Rorschach Comprehensive System (RCS) to young South African learners. Multiple case studies with non-patients were used within a pre-test/post-test design. During pre-testing the standard procedures for conducting the RCS were used. Half of the participants failed to provide the required number of responses that would allow interpretation in terms of the Rorschach system. Subsequently an adjusted procedure was developed, which was based on the observations of the researchers, a review of the literature, and consideration of possible inhibiting factors, such as participant variables, researcher variables, and procedural variables. During post-testing, 10 months later, the Adjusted Rorschach Comprehensive Procedures for conducting the test were used. The response rates of participants increased significantly, with most of the participants providing more than the required number of responses.
openalex: W184917688 mag: 184917688
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An Overview of Education Management in South Africa - Moloi, Kholeka Constance; Bush, Tony (Management in Education, 2006)
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Women and the HIV / AIDS epidemic: The issue of school age girls awareness in Nigeria. - Momoh, Solomon Oseghale; Moses, Ailemen I.; Ugiomoh, Maria M. (Journal of international women's studies, 2006)
This study was conducted to examine women and the HIV/AIDS epidemic: the issue of school age girls awareness in Nigeria information was elicited from 1222 randomly selected regular under-graduate female students from the 11 faculties of the University of Lagos Nigeria with the use of a standardized structured questionnaire. Results of the major objective of the study that is the level of HIV/AIDS awareness among female undergraduate students showed a moderate level of awareness including other specific objectives of age level of study and marital status. In contrast at the graduate level-the 600 level of study-medical students showed a high degree of awareness and it was only divorce as a sub-variable of marital status that showed a low level of awareness. The paper then made some recommendations that what is needed in Nigeria is to address the cultural biological and socio-economic conditions contributing to women greater vulnerability to HIV/AIDS epidemic. (authors)
openalex: W1566492455 mag: 1566492455
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Teacher professional development for the new school improvement: Botswana - Moswela, Bernard (International Journal of Lifelong Education, 2006)
This article focused on the training needs of serving teachers for the enhancement of school performances. It sought to achieve this by involving a selected group of teachers and head teachers in the completion of a questionnaire. The questionnaire was reinforced by interviews conducted on a few teachers and head teachers. The study concluded that for teacher development programmes to achieve their intended goal of improving the teaching and learning processes, they should of necessity be based on the actual problems teachers encounter in the classroom. Not only should in‐service programmes target teachers, but head teachers also need training on an ongoing basis to strengthen their managerial capacities.
openalex: W2042997200 mag: 2042997200
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Scenarios of the impact of local and upstream changes in climate and water use on hydro-ecology in the Okavango Delta, Botswana - Murray-Hudson, Michael; Wolski, Piotr; Ringrose, Susan (Journal of hydrology (Amsterdam), 2006)
Changes in hydrological inputs to the flood-pulsed Okavango Delta result in changes in such flooding characteristics as floodplain water depth, inundation duration and frequency. A mathematical model is used to assess impacts of changing hydrological inputs on flooding in the Okavango Delta. Future conditions are simulated by superimposing simulated abstractions, upstream developments and climate change effects on the observed time series of hydrological inputs. The effects of change in inputs are then determined by comparing hydrological characteristics such as inundation duration and frequency derived from the original and modified time series of model outputs. Simulations show that upstream abstractions are likely to have small short-term effects on the flooding pattern in the Delta, while other upstream developments such as damming or deforestation have more pronounced effects. All of these effects are relatively small, however, when compared to changes resulting from existing climatic variability, and those from the possible effects of future climate change. The combined effects of human abstraction and climate change, manifested as increased temperatures, decreased rainfall, and reduction in river flows, may result in significant Delta drying. The simulated hydrological changes affect the Delta floodplain ecosystems, with anticipated changes in the area and proportions of permanent swamp, areas covered by sedge and grass vegetation (seasonal floodplains) and floodplain grasslands (intermittently flooded areas). These will have varied effects on ecological processes in the Delta, in particular vegetative succession, primary production, and relationships of floodplains with the surrounding woodland and savannah. Additional ripple effects up trophic levels can also be expected. There may also be downstream impacts on tourist facilities presently on the fringes of the seasonal swamps as a result of reduced or increased flooding. As a result of altered flood regime, some effects are also anticipated with respect to the recharge of aquifers, which are currently used for drinking water supply around the Delta.
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Politics and the Paralympic Games: Disability Sport in Rhodesia-Zimbabwe - Novak, Andrew (Social Science Research Network, 2006)
White settler-ruled Rhodesia had one of the most successful Paralympic teams in the history of the Games, despite intense racial and disability discrimination at home and despite Rhodesia's exclusion from international sport in the 1960s and 1970s (including expulsion from the Olympic Games). This article explains why the Paralympic team continued to compete in international competition, and particularly why the British government allowed them to compete even as the British were maneuvering Rhodesian exclusion from the Mexico City and Munich Olympics.
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Does expansion mean inclusion in Nigerian higher education? - Odejide, Abiola; Akanji, Bola; Odekunle, Kolade (Women's Studies International Forum, 2006)
The expansion of higher education in Nigeria has been astronomical since 1948 when the first university, University of Ibadan (UI), was established. This article explores gender equity issues relating to access, curriculum transformation and staff development within the faculties of technology and agriculture at the University of Ibadan. It concludes that while gender is not explicitly on the university's agenda, university life is a highly gendered experience. Women's access to the Faculty of Technology is hampered by poor preparation at lower levels of education, male dominance of time and space and societal expectations of appropriate work for women. Affirmative action is perceived as discriminatory and counterproductive. The Agriculture curriculum is not gender mainstreamed because of limited knowledge and expertise, bureaucracy in curriculum change, poor pedagogy and prevalent negative attitude to gender. For female staff, power relations symbolically construct and regulate their experiences of work. Exclusions, while covert, are attenuated by women's exposure to local and international networks and mentoring. There is a need to formulate, implement and evaluate gender equity policies to address gendered experiences of female staff at the university.
openalex: W1982024699 mag: 1982024699
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ALCOHOL ISSUES AND THE SOUTH ASIAN & AFRICAN CARIBBEAN COMMUNITIES IMPROVING EDUCATION, RESEARCH AND SERVICE DEVELOPMENT - P, Menzies Banton; Dhillon, Harjot; Mrd, Johnson; Subhra, G (2006)
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Substance Use and Sexual Risk Behavior among South African Eighth Grade Students - Palen, Lori Ann; Smith, Edward A.; Flisher, Alan J.; Caldwell, Linda L.; Mpofu, Elias (Journal of Adolescent Health, 2006)
We examined the covariation of substance use and various sexual behaviors in 2204 students from one area of South Africa. There was an association between lifetime substance use and both sexual activity and certain sexual risk behaviors. At the most recent sexual encounter, there was an association between substance use and being unfamiliar with one's sexual partner, but no association between substance use and condom use.
openalex: W2092081514 mag: 2092081514
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Colonial legacies and neo‐colonial practices in Papua New Guinean higher education - Papoutsaki, Evangelia; Rooney, Dick (Higher Education Research and Development, 2006)
This paper explores the Westernization of academic quality within the Papua New Guinea higher education system and the hybridity of the university sector where different actors force knowledge to be created for the needs of a small, formal economy, rather than for the development needs of the country. The country has yet to find a system that best responds to its educational needs; several models have been put into practice but without significant results. The approach that the PNG higher education institutes have taken, continuing the colonial tradition, builds on and is reinforced by the new international trends in higher education that follow the market needs, giving a false guarantee that HE is contributing to the economic growth of the country. Colonial legacies and neo‐colonial practices provide the conceptual framework.
openalex: W2091198855 mag: 2091198855
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Compassion or condemnation? South African Muslim students' attitudes to people with HIV / AIDS : original article - Paruk, Zubeda; Mohamed, Salim; Patel, Cynthia J.; Ramgoon, Sarojini (SAHARA : Journal of Social Aspects of HIV / AIDS Research Alliance, 2006)
Given the dearth of literature on the influence of religiosity on attitudes toward people with HIV / AIDS, the present study surveyed these variables in a sample of South African Muslim university students using the Religious Orientation Scale (ROS) and an attitude to people with HIV scale. Gender differences in attitudes towards people with HIV were also examined. The sample comprised 90 male and female undergraduate and postgraduate Muslim students. While both males and females displayed high religiosity scores, male students were found to be significantly more religious than female students. No gender differences were found on the attitude to people with HIV scale, with students indicating positive attitudes to people with HIV. Higher religiosity was significantly correlated with a more positive attitude to people with HIV. The implications of the findings are discussed.
openalex: W3106931619 mag: 3106931619
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Compassion or condemnation? South African Muslim students' attitudes to people with HIV/AIDS - Paruk, Zubeda; Mohamed, Sitti Djamela; Patel, Cynthia J.; Ramgoon, Sarojini (SAHARA-J, 2006)
Given the dearth of literature on the influence of religiosity on attitudes toward people with HIV/AIDS, the present study surveyed these variables in a sample of South African Muslim university students using the Religious Orientation Scale (ROS) and an attitude to people with HIV scale. Gender differences in attitudes towards people with HIV were also examined. The sample comprised 90 male and female undergraduate and postgraduate Muslim students. While both males and females displayed high religiosity scores, male students were found to be significantly more religious than female students. No gender differences were found on the attitude to people with HIV scale, with students indicating positive attitudes to people with HIV. Higher religiosity was significantly correlated with a more positive attitude to people with HIV. The implications of the findings are discussed.
openalex: W2163440142 mag: 2163440142
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Traditional birth attendants, HIV/AIDS and safe delivery in the Eastern Cape, South Africa - evaluation of a training programme - Peltzer, Karl; Henda, Nomvo (South African Medical Journal, 2006)
lIgIntroduction.l/Ig Traditional birth attendants (TBAs) are still frequently utilised in rural areas in South Africa, even when mothers have access to formal health care facilities. Studies reveal that utilisation of TBAs can be beneficial in some contexts, with support and supervision from the Western health sector. lbrglIgAim.l/Ig To evaluate a training programme for TBAs on HIV / AIDS and safe delivery. lbrglIgMethod.l/Ig The study used a pre-post training evaluation design of 50 TBAs in two primary health care clinic areas in rural South Africa. lbrglIgResults.l/Ig Most TBAs had some knowledge of risk signs during pregnancy. At follow-up assessment HIV / AIDS knowledge had significantly increased and HIV risk practices when assisting during a delivery had significantly decreased. Most TBAs were involved in HIV/sexually transmitted infection (STI) management such as risk assessment, risk reduction counselling, distribution of condoms, community education and home-based care. After the training significantly more TBAs conducted prenatal check-ups, assessed the baby's position in the uterus and took the mother's and baby's pulse, and fewer TBAs conducted abnormal or complicated deliveries. lbrglIgConclusion.l/Ig Training of TBAs can increase their knowledge, improve their attitudes and reduce risk practices. TBAs need skilled and equipped available support to carry out basic preventive measures in the obstetric patient, anticipate and identify obstetric complications, administer nevirapine prophylaxis, and make appropriate and timely referrals backed up with efficient referral mechanisms to reduce maternal morbidity and mortality.
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Typical career dilemmas of academic staff during the early career phase within a changing South African higher education institution - Pienaar, Cobus; Bester, Coen (South African Journal of Education, 2006)
Job satisfaction is of great importance for any organization, including higher education in stitutions, as it impacts on productivity. Higher education in stitutions need to identify, and familiarise themselves with, the career dilemmas of their employees. Then they can more effectively introduce mechanisms to support and assist academic staff to manage these dilemmas effectively. Our objective was to determine the career dilemmas of academic staff during the early career stage within a changing South African higher education institution. The data were obtained by means of the Delphi technique in order to cater for the specific and unique individual dilemmas. Respondents were randomly divided into four panels according to gender and race. A response rate of 88% to 100% was obtained from the panel members during the respective rounds. The most prominent career dilemmas that were identified included performance management and promotion; role overload and role conflict; financial remuneration; support regarding research and teaching; discrimination; and certain management matters. South African Journal of Education Vol. 26 (4) 2006: pp. 581-594
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Perceived Racial Discrimination, Social Support, and Psychological Adjustment Among African American College Students - Prelow, Hazel M.; Mosher, Catherine E.; Bowman, Marvella A. (Journal of Black Psychology, 2006)
The purpose of this study was to examine three competing models of the relations among perceived discrimination, social support, and indicators of psychological adjustment in a sample of 135 African American college students. The three competing models, social support buffering, social support mobilization, and social support deterioration, were tested within a regression framework. The buffering model, which predicted that social support would interact with perceived discrimination such that individuals with high levels of social support would be protected from the harmful effects of discrimination, was not supported. The social support mobilization model, which predicted that support networks would mobilize to support individuals exposed to discrimination, was also not supported. Support was only obtained for the social support deterioration model, which predicted that social support would decrease for those exposed to discrimination. Perceived racial discrimination was associated with lower perceptions of social support, greater symptoms of depression, and lower levels of life satisfaction.
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MULTICULTURALISM AND LEARNING TECHNOLOGIES IN ADULT BASIC EDUCATION AND TRAINING PROGRAMS AT THE UNIVERSITY OF SOUTH AFRICA - Quan-Baffour, Kofi Poku; Vambe, Maurice Taonezvi (Research and Practice in Technology Enhanced Learning, 2006)
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Global and cross‐national influences on education in post‐genocide Rwanda - Schweisfurth, Michele (Oxford Review of Education, 2006)
Abstract In post‐genocide Rwanda, education is being seen as a tool for development, reconstruction and reconciliation. This article explores three different ways in which international influence on the education agenda is being experienced, with particular focus on Rwanda as a post‐conflict society. The three quite different dimensions and sources of influence considered here are: the global and bilateral pressures related to foreign aid to education; the effects of migration arising from national and regional conflict, and through this the transfer of models from elsewhere; and the conceptualisation of genocide as a global tragedy. Acknowledgements Work in Rwanda was funded in part by CfBT. Thanks to all those who gave their time to respond in interviews in Rwanda, and to Harvey Smith and Clive Harber for advice on drafts of this paper.
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The Significance of Contextual Factors in African American Students’ Transfer of Learning - Serpell, Zewelanji; Boykin, A. Wade; Madhere, Serge; Nasim, Aashir (Journal of Black Psychology, 2006)
This study sought to address the lack of experimental research examining the influence of contextual factors on African American students’ learning. A total of 162 low-income African American and White fourth graders were randomly assigned to ethnically homogeneous, communally structured groups of three to work on a motion acceleration task using either computer simulation or physical tools, or to a control group that did not participate in the learning activities. A 3 (condition) × 2 (ethnicity) MANOVA was computed with initial learning and transfer as dependent variables. Results indicate African American and White students performed equally well on the test of initial learning, with both groups scoring significantly higher than the control group. However, African Americans’ transfer outcomes were better than those of their White counterparts. Regarding tools, work with physical apparatus yielded better transfer outcomes than work with computer simulation. Implications for creating optimal learning contexts for African American students are discussed.
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Gender and the transformation agenda in South African higher education - Shackleton, Lesley; Riordan, Sarah; Simonis, Desireé (Women's Studies International Forum, 2006)
Higher education in South Africa is undergoing significant transformation within a policy environment supportive of both gender and racial equity. A detailed study of different aspects of gender equity in a historically white, advantaged institution highlights some of the remaining challenges. This article presents a study of these challenges. One component of the study looked at women students entering the Engineering Faculty, the faculty with the lowest proportion of women students, and identified key success factors which have increased this proportion over the years. Whilst transformation of the student body has been relatively successful, there has been less success in transforming the gender (and racial) composition of the staff, despite a favourable institutional policy environment. A second component of the study explored initiatives aimed at achieving greater gender equity among staff and found that little effort is put into providing any developmental programmes that might affect a change in the gender climate.
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What Matters In Economics Teaching And Learning? A Case Study Of An Introductory Macroeconomics Course In South Africa - Snowball, Jen; Wilson, Magda (Journal of College Teaching & Learning, 2006)
In many universities, economics lecturers now face the challenge of dealing with large, diverse classes, especially at undergraduate level. A common concern is the non-attendance at lectures of unmotivated (conscript) students. Poor lecture quality, as reflected in student evaluations of teaching (SETs), is often blamed for lack of attendance and consequent poor performance. This paper presents the results of a student assessment of a macroeconomics 1 course, coupled with a self-assessment of their own input into the course. The results obtained, using econometric models, suggest that students inputs and attitudes to the course are equally, or more, important than lecture attendance itself.
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Inclusive or exclusive? : a missiological analysis of congregations in the Reformed Church in Africa - Sukdaven, Maniraj (2006)
openalex: W2287163763 mag: 2287163763
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Eolimna archibaldiispec. nov. andNavigiolum adamantiformecomb. nov. (Bacillariophyceae): two possibly endemic elements of the South African diatom flora tolerant to surface water pollution - Taylor, Jonathan C.; Lange‐Bertalot, Horst (African Journal of Aquatic Science, 2006)
Two little-known diatom taxa have been encountered in the saprobic and anthropogenically impacted waters of the Vaal River, South Africa. Eolimna archibaldii, an extremely small-celled species, is described as new to science. Navicula adamantiformis Archibald is transferred to the taxonomically-appropriate genus Navigiolum Lange-Bertalot, Cavacini, Tagliaventi and Alfinto, as no specific characters of N. adamantiformis coincide with Navicula sensu stricto.
openalex: W1971293387 mag: 1971293387
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Innovative and Sustainable Mobile Learning in Africa - Traxler; Leach (2006)
Mobile learning is gaining ground in the developed countries of Europe, North America and the Pacific Rim. In the dramatically different affordances of sub Saharan Africa, mobile learning is developing in a different direction. This paper brings together accounts of two contrasting initiatives, both of which support in-service teacher training and novel but appropriate blended learning formats, in the region in order to illustrate the differences and the difficulties of mobile learning and in order to explore their potential synergy
openalex: W3141864640 mag: 3141864640
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Support for distance learners in a Nigerian distance education programme - Ukpo, Eugenia Onwu (Open Learning: The Journal of Open and Distance Learning, 2006)
This paper reports on a research study that draws on the perceptions of students, tutors, field centre coordinators and central management to evaluate the support services provided to students in the National Teachers’ Institute’s distance teacher training programme. Within a conceptual framework that built upon models of teaching and learning at_A_distance, both quantitative and qualitative approaches were used for data collection and analysis. Although the major forms of support provided were found to be relevant to students, the study highlights the need to improve the current level of student satisfaction by strategies that will improve the supply of course materials and tutorial support, enhance students networking and exploit the use of multimedia.
openalex: W1969327626 mag: 1969327626
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Participatory Environmental Education and Willingness to Pay for River Basin Management: Empirical Evidence from Nigeria - Urama, Kevin; Hodge, Ian (Land Economics, 2006)
This paper examines the role of participation as a tool for improving individuals’ perceptions and environmental values using a test-retest experiment conducted in south-eastern Nigeria. Two identical contingent valuation experiments were interspersed by participatory workshops designed to involve respondents in framing and forming the valuation scenario. Econometric analyses found that participatory education significantly developed individuals’ perceptions of pollution problems and increased the magnitude and precision of their WTP for a river basin management scheme. The extent of changes in perceptions declined with increasing levels of formal education, suggesting that less educated respondents are more likely to hold weakly formed preferences. (JEL Q51, Q25)
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Evaluation of the Nigerian national antiretroviral (ARV) treatment training programme : original article - Uwakwe, C.B.R.; Audu, Rosemary; Jolayemi, Oluwatoyin; Osagbemi, M. O.; Idigbe, Emmanuel O.; Odutolu, Oluwole; Okonkwo, Prosper; Foláyan, Morẹ́nikẹ́ Oluwátóyìn (SAHARA : Journal of Social Aspects of HIV / AIDS Research Alliance, 2006)
There is an understanding that greater availability of HIV treatment for the 40.3 million people currently infected with HIV is a humanitarian imperative that could prolong the lives of millions, restore economic productivity, and stabilise societies in some of the world's hardest-hit regions. The Nigerian government recognises that the country has the third highest burden of infection, with people living with HIV estimated to total 4.0 million, and so in 2002 commenced the implementation of one of Africa's largest antiretroviral (ARV) treatment programmes. A successful ARV programme requires that all components of a functional management system be put in place for effective and efficient functioning. This would include logistics, human resources, financial planning, and monitoring and evaluation systems, as well as sustainable institutional capacities. The Nigerian national ARV treatment training programme was conceived to meet the human resource needs in hospitals providing ARV therapy. This paper reports on the evaluation of the training programme. It examines knowledge and skills gained, and utilisation thereof. Recommendations are made for improved training effectiveness and for specific national policy on training, to meet the demand for scaling up therapy to the thousands who need ARV.
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Comparative assessment of parents perception of the Kenyan and the Ugandan secondary education systems using the marketing mix - Wabuyabo, Brigitte Mukabana (2006)
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"You Gotta Reach ‘Em": An African American Teacher"s Multiple Literacies Approach - Williams, Cynthia Hansberry (Theory Into Practice, 2006)
Teachers who utilize a multiple literacies approach to language instruction provide opportunities for students from culturally and linguistically diverse backgrounds to become more successful learners. A multiple literacies approach fosters an atmosphere of participation that allows students to tap into the language resources and cultural knowledge of their home communities and engage in meaningful learning. Equally important, a multiple literacies instructional approach helps students from culturally and linguistically diverse backgrounds, such as African American Language speakers, acquire standard language without sacrificing their identities.
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Sustainability of electricity supply and climate change in South Africa - Winkler, Harald; Mukheibir, Pierre; Mwakasonda, Stanford (2006)
openalex: W2946249665 mag: 2946249665
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The Prevalence of Self-Reported Asthma in School-Going Children 6/7 and 13/14 Years in a Rural Province, South Africa - Wolvaardt, Jacqueline Elizabeth; Wichmann, Janine; Maritz, Chantelle; Voyi, Kuku (Epidemiology, 2006)
P-486 Introduction: Asthma is reported as becoming more common in children worldwide but no population based studies have been conducted to determine the prevalence of asthma in children in a rural province in South Africa. Methods: A cross-sectional study was done to determine the prevalence of asthma and rhinitis of school-going children aged 6/7 and 13/14 in a rural province, South Africa. The study was conducted on a 60 kilometer radius from the central business district of the provincial capital. This abstract only reports on the asthma findings. The standardized International Study on Allergies and Asthma in Children (ISAAC) Phase 3 questionnaire was used and questions assessing risk factors were added, e.g. questions addressing use of cooking fuel. The study was conducted in the periods that schools were not in recess- August (2004), October (2004) and February (2005). The questionnaires were available in English, Afrikaans and North-Sotho. For the 6/7 age group questionnaires were completed by parents or guardians. The 13/14 year old age group completed the questionnaires themselves. 115 numbers of schools participated and 8199 surveys were returned. 17% of the surveys had to be excluded from the analysis due to ineligible age, resulting in a final sample of 6802 valid questionnaires. Results: The majority of questionnaires were completed in North Sotho- 84.7% in the 6/7 year groups and 60.6% in the 13/14 year groups. Only 10.7% of those completed in the 6/7 year groups were completed by a parent. The reported prevalence of “ever had wheezing” was 18.5% (95% CI 15.3; 21.7) for the 6/7 year olds and 29.7% (95% CI 25.2; 34.3) for the 13/14 year olds. The reported prevalence of asthma was 4.0% (95% CI 2.6; 5.5) for the 6/7 year olds and 6.8% (95% CI 4.8; 8.9) for the 13/14 year olds. When compared to the other ISAAC studies, the self-reported prevalence of asthma was markedly lower than expected when taking into account the prevalence of wheezing (ever and in the past 12 months). Geographical differences and potential risk factor analyses are reported in the full paper. Discussion and Conclusions: Based on the results of both “wheezing” questions, the prevalence of medically diagnosed asthma is low. This in not unexpected in a rural province that rates as second poorest in the country and one with limited access to healthcare. This baseline data provides public health practitioners and health service planners an opportunity to improve services (including health promotion), practice and serves as a benchmark for future prevalence studies.
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Urban‐Rural Literacy Gaps in Sub‐Saharan Africa: The Roles of Socioeconomic Status and School Quality - Zhang, Yanhong (Comparative Education Review, 2006)
Previous articleNext article No AccessUrban‐Rural Literacy Gaps in Sub‐Saharan Africa: The Roles of Socioeconomic Status and School QualityYanhong ZhangYanhong Zhang Search for more articles by this author PDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 50, Number 4November 2006 Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/507056 Views: 682Total views on this site Citations: 55Citations are reported from Crossref © 2006 by the Comparative and International Education Society. All rights reserved.PDF download Crossref reports the following articles citing this article:Nicola Bianchi, Yi Lu, Hong Song The effect of computer-assisted learning on students’ long-term development, Journal of Development Economics 158 (Sep 2022): 102919.https://doi.org/10.1016/j.jdeveco.2022.102919Aquib Parvez, K. Laxminarayana Mathematics learning inequality among children of private and public schools, Asia Pacific Education Review 23, no.22 (Nov 2021): 257–269.https://doi.org/10.1007/s12564-021-09733-6Lara Cockx Moving toward a Better Future? Migration and Children’s Health and Education, Economic Development and Cultural Change 70, no.33 (Mar 2022): 1229–1293.https://doi.org/10.1086/713931Aduragbemi Banke-Thomas Designing Preventive Strategies for Obstetric Fistula: Evidence from a Survey Conducted Among Rural and Urban Women in Burkina Faso, (Sep 2022): 355–366.https://doi.org/10.1007/978-3-031-06314-5_25Panchali Guha Are disadvantaged schools slow to adopt school-based management reforms? Evidence from India, Policy Design and Practice 4, no.44 (Jul 2021): 517–533.https://doi.org/10.1080/25741292.2021.1950349Fiona Carmichael, Christian Darko, Shireen Kanji Wage effects of educational mismatch and job search in Ghana and Kenya, Education Economics 29, no.44 (Mar 2021): 359–378.https://doi.org/10.1080/09645292.2021.1900790Sugata Sumida, Keisuke Kawata An analysis of the learning performance gap between urban and rural areas in sub-Saharan Africa, South African Journal of Education 41, no.22 (May 2021): 1–17.https://doi.org/10.15700/saje.v41n2a1779Jean-Baptiste M.B. Sanfo, Keiichi Ogawa Explaining the rural-urban learning achievements gap in Ethiopian primary education: a re-centered influence function decomposition using Young Lives data, Education Economics 29, no.33 (Jan 2021): 269–297.https://doi.org/10.1080/09645292.2021.1872504Ian Ross, Oliver Cumming, Robert Dreibelbis, Zaida Adriano, Rassul Nala, Giulia Greco How does sanitation influence people's quality of life? Qualitative research in low-income areas of Maputo, Mozambique, Social Science & Medicine 272 (Mar 2021): 113709.https://doi.org/10.1016/j.socscimed.2021.113709Dinah Amongin, Lenka Benova, Annettee Nakimuli, Mary Nakafeero, Frank Kaharuza, Lynn Atuyambe, Claudia Hanson Trends and determinants of adolescent childbirth in Uganda- analysis of rural and urban women using six demographic and health surveys, 1988–2016, Reproductive Health 17, no.11 (May 2020).https://doi.org/10.1186/s12978-020-00925-8Olugbenga Adedayo Ige, Loyiso C. Jita INSTRUCTIONAL PRACTICES OF SCIENCE TEACHERS IN RURAL LEARNING ECOLOGIES, Journal of Baltic Science Education 19, no.55 (Oct 2020): 780–803.https://doi.org/10.33225/jbse/20.19.780Heather F McClintock, Julia M Alber, Sarah J Schrauben, Carmella M Mazzola, Douglas J Wiebe Constructing a measure of health literacy in Sub-Saharan African countries, Health Promotion International 35, no.55 (Aug 2019): 907–915.https://doi.org/10.1093/heapro/daz078Medadi Ssentanda, Allen Asiimwe Challenges to the Acquisition of Literacy in Rural Primary Schools in Northern Uganda, Language Matters 51, no.11 (Apr 2020): 38–62.https://doi.org/10.1080/10228195.2020.1717587Vishal Bhavsar, Dinesh Bhugra Stigma in Rural Settings, (Apr 2020): 251–261.https://doi.org/10.1007/978-981-10-2345-3_31Sung won Kim, Hyunsun Cho, Lois Y. Kim Socioeconomic Status and Academic Outcomes in Developing Countries: A Meta-Analysis, Review of Educational Research 89, no.66 (Sep 2019): 875–916.https://doi.org/10.3102/0034654319877155David D. Laitin, Rajesh Ramachandran, and Stephen L. Walter The Legacy of Colonial Language Policies and Their Impact on Student Learning: Evidence from an Experimental Program in Cameroon, Economic Development and Cultural Change 68, no.11 (Sep 2019): 239–272.https://doi.org/10.1086/700617Julius Ssegantebuka THE INFLUENCE OF DIFFERENT EDUCATIONAL CONTEXTS ON TUTOR PRESENTATIONS OF VISUAL ARTS IN TEACHER COLLEGES IN UGANDA, Problems of Education in the 21st Century 77, no.44 (Aug 2019): 515–527.https://doi.org/10.33225/pec/19.77.515Sharon Wolf, Dana Charles McCoy The role of executive function and social-emotional skills in the development of literacy and numeracy during preschool: a cross-lagged longitudinal study, Developmental Science 22, no.44 (Feb 2019): e12800.https://doi.org/10.1111/desc.12800Nathan M. Castillo, Daniel A. Wagner Early-grade reading support in rural South Africa: A language-centred technology approach, International Review of Education 65, no.33 (May 2019): 389–408.https://doi.org/10.1007/s11159-019-09779-0Osayame A Ekhaguere, Rosena O Oluwafemi, Bolaji Badejoko, Lawal O Oyeneyin, Azeez Butali, Elizabeth D Lowenthal, Andrew P Steenhoff Automated phone call and text reminders for childhood immunisations (PRIMM): a randomised controlled trial in Nigeria, BMJ Global Health 4, no.22 (Apr 2019): e001232.https://doi.org/10.1136/bmjgh-2018-001232Musonda Simwinga, Moses K Kumwenda, Russell J Dacombe, Lusungu Kayira, Agness Muzumara, Cheryl C Johnson, Pitchaya Indravudh, Euphemia L Sibanda, Lot Nyirenda, Karin Hatzold, Elizabeth L Corbett, Helen Ayles, Miriam Taegtmeyer Ability to understand and correctly follow HIV self‐test kit instructions for use: applying the cognitive interview technique in Malawi and Zambia, Journal of the International AIDS Society 22, no.S1S1 (Mar 2019): e25253.https://doi.org/10.1002/jia2.25253Laurent Gabriel Ndijuye, Nirmala Rao Early reading and mathematics attainments of children of self-settled recently naturalized refugees in Tanzania, International Journal of Educational Development 65 (Mar 2019): 183–193.https://doi.org/10.1016/j.ijedudev.2018.08.002Sharifullah Khan, Gwo-Jen Hwang, Muhammad Azeem Abbas, Arshia Rehman Mitigating the urban-rural educational gap in developing countries through mobile technology-supported learning, British Journal of Educational Technology 50, no.22 (Sep 2018): 735–749.https://doi.org/10.1111/bjet.12692Vishal Bhavsar, Dinesh Bhugra Stigma in Rural Settings, (Apr 2019): 1–11.https://doi.org/10.1007/978-981-10-0751-4_31-1Nicola Bianchi, Yi Lu, Hong Song The Effect of Computer-Assisted Learning on Students’ Long-Term Development, SSRN Electronic Journal (Jan 2019).https://doi.org/10.2139/ssrn.3309169Liezel Cilliers, Carole Bloch A reading project to improve literacy in the foundation phase: A case study in the Eastern Cape, Reading & Writing 9, no.11 (Nov 2018).https://doi.org/10.4102/rw.v9i1.167Maame Afua Nkrumah The relevance of teacher factors in understanding tertiary students’ performances, Quality Assurance in Education 26, no.44 (Oct 2018): 476–488.https://doi.org/10.1108/QAE-02-2018-0017Myung-Bae Park, Chun-Bae Kim, Chhabi Ranabhat, Chang-Soo Kim, Sei-Jin Chang, Dong-Won Ahn, Young-Kyoo Joo Influence of community satisfaction with individual happiness: comparative study in semi-urban and rural areas of Tikapur, Nepal, Global Health Promotion 25, no.33 (Jul 2017): 22–32.https://doi.org/10.1177/1757975916672169Dana Charles McCoy, Carmel Salhi, Hirokazu Yoshikawa, Maureen Black, Pia Britto, Günther Fink Home- and center-based learning opportunities for preschoolers in low- and middle-income countries, Children and Youth Services Review 88 (May 2018): 44–56.https://doi.org/10.1016/j.childyouth.2018.02.021Jingying Wang, Hui Li, Dan Wang Bridging the Rural-Urban Literacy Gap in China: A Mediation Analysis of Family Effects, Journal of Research in Childhood Education 32, no.11 (Dec 2017): 119–134.https://doi.org/10.1080/02568543.2017.1388308Emily Smith-Greenaway, Shelley Clark Variation in the link between parental divorce and children’s health disadvantage in low and high divorce settings, SSM - Population Health 3 (Dec 2017): 473–486.https://doi.org/10.1016/j.ssmph.2017.04.004Thomas F. Luschei, Amita Chudgar Setting the Study Context: India, Mexico, and Tanzania, (Nov 2016): 25–42.https://doi.org/10.1057/978-1-137-57926-3_3Thomas F. Luschei, Amita Chudgar Supply-side Explanations for Inequitable Teacher Distribution, (Nov 2016): 87–107.https://doi.org/10.1057/978-1-137-57926-3_5Thomas F. Luschei and Loris P. Fagioli A Vanishing Rural School Advantage? Changing Urban/Rural Student Achievement Differences in Latin America and the Caribbean, Comparative Education Review 60, no.44 (Sep 2016): 703–745.https://doi.org/10.1086/688394Dana Charles McCoy, Pamela A. Morris, Maia C. Connors, Celia J. Gomez, Hirokazu Yoshikawa Differential effectiveness of Head Start in urban and rural communities, Journal of Applied Developmental Psychology 43 (Mar 2016): 29–42.https://doi.org/10.1016/j.appdev.2015.12.007Jerome De Lisle Evolving data use policy in Trinidad and Tobago: the search for actionable knowledge on educational improvement in a small island developing state, Educational Assessment, Evaluation and Accountability 28, no.11 (Dec 2015): 35–60.https://doi.org/10.1007/s11092-015-9232-7Sarah J. Schrauben, Douglas J. Wiebe Health literacy assessment in developing countries: a case study in Zambia, Health Promotion International (Dec 2015): dav108.https://doi.org/10.1093/heapro/dav108Sylvia C. Nassar‐McMillan, James L. Moore, Heather A. Warfield, Renae D. Mayes Global Diversity Issues in Counseling, (Sep 2015): 9–18.https://doi.org/10.1002/9781119222736.ch2Emily Smith-Greenaway Educational attainment and adult literacy, Demographic Research 33 (Nov 2015): 1015–1034.https://doi.org/10.4054/DemRes.2015.33.35Caroline Van der Mescht ‘One day I will pick up a snake, wanting to read it’: Becoming a successful reader in a rural environment, Reading & Writing 6, no.11 (Apr 2015).https://doi.org/10.4102/rw.v6i1.55Alan de Brauw, Valerie Mueller, Hak Lim Lee The Role of Rural–Urban Migration in the Structural Transformation of Sub-Saharan Africa, World Development 63 (Nov 2014): 33–42.https://doi.org/10.1016/j.worlddev.2013.10.013Douglas Gollin, David Lagakos, Michael E. Waugh The Agricultural Productivity Gap, The Quarterly Journal of Economics 129, no.22 (Dec 2013): 939–993.https://doi.org/10.1093/qje/qjt056Radim Tobolka Political Parties in Zambia, Burundi and Togo: Organization, Cohesion and Party-Voter Linkage, SSRN Electronic Journal (Jan 2014).https://doi.org/10.2139/ssrn.2483987Aduragbemi O. Banke-Thomas, Salam F. Kouraogo, Aboubacar Siribie, Henock B. Taddese, Judith E. Mueller, Matt A Price Knowledge of Obstetric Fistula Prevention amongst Young Women in Urban and Rural Burkina Faso: A Cross-Sectional Study, PLoS ONE 8, no.1212 (Dec 2013): e85921.https://doi.org/10.1371/journal.pone.0085921Anne Traynor and Tenko Raykov Household Possessions Indices as Wealth Measures: A Validity Evaluation, Comparative Education Review 57, no.44 (Jul 2015): 662–688.https://doi.org/10.1086/671423Moses W. Ngware, Moses Oketch, Alex C. Ezeh, Maurice Mutisya The effect of free primary education policy on late school entry in urban primary schools in Kenya, International Review of Education 59, no.55 (Nov 2013): 603–625.https://doi.org/10.1007/s11159-013-9389-6Maia Chankseliani The financial burden of attending university in Georgia: Implications for rural students, PROSPECTS 43, no.33 (Jul 2013): 311–328.https://doi.org/10.1007/s11125-013-9274-xMaia Chankseliani Rural Disadvantage in Georgian Higher Education Admissions: A Mixed-Methods Study, Comparative Education Review 57, no.33 (Jul 2015): 424–456.https://doi.org/10.1086/670739A.J.C. Cunningham Understanding Local Realities of Quality Education in Kenya: Pupil, Parent and Teacher Perspectives, Research in Comparative and International Education 7, no.33 (Jan 2012): 296–341.https://doi.org/10.2304/rcie.2012.7.3.296Thomas F. Luschei In Search of Good Teachers: Patterns of Teacher Quality in Two Mexican States, Comparative Education Review 56, no.11 (Jul 2015): 69–97.https://doi.org/10.1086/661508Saadia Tayyaba Rural‐urban gaps in academic achievement, schooling conditions, student, and teachers' characteristics in Pakistan, International Journal of Educational Management 26, no.11 (Jan 2012): 6–26.https://doi.org/10.1108/09513541211194356Douglas Gollin, David Lagakos, Michael E. Waugh The Agricultural Productivity Gap in Developing Countries, SSRN Electronic Journal (Jan 2012).https://doi.org/10.2139/ssrn.1989664Thomas F. Luschei, Amita Chudgar Teachers, student achievement and national income: A cross-national examination of relationships and interactions, PROSPECTS 41, no.44 (Nov 2011): 507–533.https://doi.org/10.1007/s11125-011-9213-7Barbara Trudell Local-language literacy and sustainable development in Africa, International Journal of Educational Development 29, no.11 (Jan 2009): 73–79.https://doi.org/10.1016/j.ijedudev.2008.07.002Claudia Schuchart School effectiveness in primary schools: the role of school climate and composition characteristics, (Jan 2009): 297–324.https://doi.org/10.7476/9788523209315.0014
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The Incidence of Noise Induced Hearing Loss (NIHL) In a South African Diamond Mine. - Bomela, Dumisani Sizwe (2006)
Student Number : 0213468X - MPh dissertation - School of Public Health - Faculty of Health Sciences
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Vulnerability and adaptation to climate variability and extremes: A case study of flooding in Niger state, Nigeria - Eze, Jude Nwafor (2006)
Student Number : 0413447J - MSc research report - School of Geography and Environmental Studies - Faculty of Science
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An Assessment of the Policies And Programmes of Zimbabwe in addressing the HIV/Aids Epidemic in the Education Sector - Rembe, Symphorosa (Educational Research Review, 2006)
his study assessed the policies, strategic plans and structures that have been put in place in Zimbabwe to address the HIV/AIDS epidemic in the education sector. It also examined the comprehensiveness of projects and programmes currently being implemented by the government in collaboration with partner organisations and NGOs. The findings show that the epidemic has had a very adverse impact on the education sector. They also reveal that policies and strategies put in place in this sector have sound and clear aims and objectives particularly in preventing and mitigating the impact of the HIV/AIDS epidemic. Zimbabwe has reduced the prevalence of HIV/AIDS from over 30 per cent to less than 25 per cent. However, there are a number of challenges in the implementation of HIV/AIDS projects and programmes which include, among others: lack of capacity in terms of skills, human and financial resources, lack of proper monitoring and follow up partly due to inadequate staff and transport. Moreover, the prevailing political climate in Zimbabwe has led to some donors withholding funding which is essential for the implementation of current and future programmes to combat the HIV/AIDS epidemic in the education sector. Key Words: policies and strategic plans, programmes and projects, assessment, prevalence, prevention, mitigating impact, implementation, funding, Education Sector, Zimbabwe
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Addressing the HIV Epidemic in Ghana through Open and Distance Education - Aggor, R. A. (The Fourth Pan-Commonwealth Forum on Open Learning (PCF4)., 2006)
When the first person was diagnosed with HIV/AIDS in Ghana in 1986, it was seen as a health problem. This conception has since changed into a development issue pregnant with grave consequences. The government, development partners and civil society organisations teamed up to tackle the problem before infection rates went beyond the 3.7% recorded in 2003. The face-to-face educational approach benefited only a limited number the population at risk, and at specific locations and times. This became a concern to the Institute of Adult Education, University of Ghana, so in partnership with UNFPA, Ghana AIDS Commission, Police Hospital and the West African AIDS Foundation, it decided to adopt the ODL methodology to address the issue. A six module ODL course was developed and delivered to four batches of 1,756 learners between October 2003 and March 2006. Outcomes include: *increased participation than when the Institute used the face-to-face approach *participants ranged from secondary school leavers to PhD holders *teachers and pastors were the two groups most represented * graduates from the programme have been engaged on HIV projects to educate others, especially in rural communities * community groups and NGOs have sponsored participants on the programme.
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Open and distance learning as a mechanism for women empowerment in Nigeria - Akomolafe, Comfort Olufunke; Foundations, Educational (The Fourth Pan-Commonwealth Forum on Open Learning (PCF4)., 2006)
The issue of women empowerment is a global concern. Access to quality education has been at the root of women empowerment. The increasing cost of education coupled with widespread poverty has restricted the opportunity for girls' education. Culturally women are perceived as having lower social status, which has further worsened their opportunity and consideration for education. The inadequate resource situation does not help the matter, because funding of education has become a huge problem for government, hence the government alone cannot meet the financial obligations. After due consultation with existing literature, a qualitative survey was conducted using interview and participatory experience. This paper therefore examines the place of ODL programme in Nigeria and its place in making education accessible to average Nigerian woman. It discusses women empowerment and the significance of education as a tool for women empowerment. It discusses ODL as a supplement and complement to regular school learning; a strategy for government to alleviate the problem of inadequate funding, and making quality education accessible to Nigerian women.
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Using Radio in Innovative ways to support ODL Learners in Namibia: Opportunities, Challenges and Achievements - Beukes, Jerry Raymond (The Fourth Pan-Commonwealth Forum on Open Learning (PCF4)., 2006)
This paper sets out to report on a project initiated by the Namibian Ministry of Education in 2004 to enhance education radio broadcasting in the country. The project is primarily aimed at developing local capacity to write, record and produce education radio programmes. This is a collaborative effort between publicly-funded ODL institutions and some Ministries involved in continuing education with the Commonwealth of Learning (COL) as the external capacity building partner. The rationale for the project stems for the realisation that most of the resource materials currently provided to ODL students are print-based. The contention is that radio, although widely regarded as a second generation technology, could still be used effectively to supplement printed texts in the Namibian context and in endeavours to address the many diverse challenges facing the education and training sector in the country. Chander and Sharma (2003) confirm, for example, that radio offers a number of advantages, including the following: it is a viable medium which has proven educational worth in terms of both pedagogical importance and geographical reach; high quality educational programming can be delivered to highly diversified audiences located across broad geographical areas at low unit production cost; radio programmes can benefit weaker students when used as supplementary tool; and it can bring previously unavailable resources to students. It is against the background of the above that this paper highlights opportunities, challenges and achievements pertaining to the education radio project in Namibia. The paper speaks directly to the PCF4 sub-themes of innovation and collaboration.
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Achieving Development Goals through cost-effective open and distance learning in Sub-Saharan Africa: what costs, how effective? - Deane, Michele; Bird, presented by Michael (The Fourth Pan-Commonwealth Forum on Open Learning (PCF4)., 2006)
This paper reports on a research and development project to collect information to inform the construction of a software costing tool for open and distance learning (ODL) teacher education in Africa. Data were collected in five countries in Sub-Saharan Africa (Anglophone and Francophone). In all five cases, to meet the need to provide basic education for all, governments required that large numbers of teachers receive continuing professional development to enhance their qualifications and professional understanding, and ODL was seen as the most cost-effective way to achieve this at scale. While there are some differences in the way each country has set up its ODL teacher training provision, some strong trends emerge, particularly: - the programme design and content, including the learning resources - the profiles of trainers and trainees (even though the balance of genders differs according to countries; possible reasons for this will be explored). - the monitoring and evaluation of trainees that rely on formal assessment systems; - the increasing use of new technologies which still needs to be developed to improve learning, production of materials and the tracking of students; - the quality assurance procedures. These similarities afford opportunities and constraints that are reviewed and analysed.
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The Teacher Education in Sub-Saharan Africa programme: Using innovative online approaches to teacher education. - Devereux, Jane (The Fourth Pan-Commonwealth Forum on Open Learning (PCF4)., 2006)
Meeting the millennium goals for universal primary education is largely dependent on developing the quality of and dramatically increasing the scale of teacher education. Traditional face to face teacher education courses will not provide sufficient numbers of qualified teachers with good classroom practice within the millennium goals' time scale. Consequently there is an urgent need to recruit, retain and professionally develop a large cohort of teachers who can train whilst at work. The Teacher Education in Sub-Saharan Africa programme (TESSA) aims to produce innovative online, open content, quality school-based activities written by teacher educators from across Sub-Saharan Africa. The intention of these activities is to support the teachers in a wide range of classrooms to think and act reflectively about their roles and responsibilities. The TESSA materials are also aim to help teacher education institutes develop school based teacher education programmes using innovate approaches. This paper examines the structure and format of these materials including the underlying principles and approaches to teaching and learning TESSA has adopted. It also examines how the key characteristics such as different modes for the materials, versioning and translating to particular contexts and ways of promoting thinking and reflection can contribute to a rise in the quality of teacher education in Sub-Saharan Africa. The Teacher Education in Sub-Saharan Africa programme (TESSA): Using innovative online approaches to teacher education.
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Enhancing Apprenticeship Training in Ghana Through Distance Learning - Donkor, Francis; Mallet, Joshua (The Fourth Pan-Commonwealth Forum on Open Learning (PCF4)., 2006)
In Ghana hundreds of thousands of young people are engaged as apprentices in the private or informal sector. However, virtually all apprentices and masters lack formal vocational or technical training. Other challenges they face include: lack of access to current technological information and upgrading; lack of knowledge about environmental issues; and lack of entrepreneurial skills to manage their shops. Government has now decided to partner the private sector to promote apprenticeship. Additionally, Government has launched the President’s Special Initiative on Distance Learning (PSI-DL) and the Ghana ICT for Accelerated Development (ICT4AD) Policy. The PSI-DL has been extended to basic and second cycle levels and will soon cover TVET within formal and informal sectors. Under the ICT4AD Policy, computers and Internet access are being provided to basic and second cycle schools, and Community Information Centres are being established in all constituencies. This paper proposes a model of apprenticeship that could address the aforementioned challenges. Built on the three moves/policies of the Government, the model envisages apprenticeship training to take place at workshops (on-site) and through DL (off-site). The off-site mode will employ mainly radio and television broadcasts, audio-tapes and video-cassettes. However, On-line delivery could target the few literates amongst them.
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Using World Space Radio to improve quality of primary education in Kenya at distance - Florence, Odera (The Fourth Pan-Commonwealth Forum on Open Learning (PCF4)., 2006)
Since the introduction of Free Primary Education (FPE) in Kenya when the Narc government of president Kibaki came to power in 2003, many primary schools have experienced large enrolment of pupils in classes one to eight such that in some schools there are over 100 pupils per class with only one teacher. Such increased enrolment influenced by the removal of tuition fees, and provision of free learning materials. Some schools have not been doing well due to lack of teachers and relevant resources, while others have managed to perform well. The large number of students who join school continue to be so large that the impact is for reaching and causing a lot of concern due to inadequate physical facilities, teaching and learning resources and qualified teachers. In order to meet the challenges of free primary education, the Kenya Government recently introduced world space radio broadcasts to schools to supplement improve classroom teachers work and the quality of education at distance. The biggest change that faces free primary education is more on access to quality learning rather than quantity. With such observation and criticism of free primary education, a study was undertaken to bring into light the contribution of world space radio improve the quality of teaching and learning at distance in primary schools in Kenya. A semi-structured interview was used to collect data from headteachers and classroom teachers. The overall findings showed that students learn from radio lessons and teachers also benefited from well researched programmes that helps to improve their teaching. Key words: World Space Radio, Free Primary Education, Quality, Quantity, Physical Facilities, Resources and Teach
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The Teacher Education in Sub-Saharan Africa programme: preparing for implementation - Floyd, Ann; Menon, Mohan (The Fourth Pan-Commonwealth Forum on Open Learning (PCF4)., 2006)
The Teacher Education in Sub-Saharan Africa programme (TESSA) is developing a bank of innovative open content materials to support school-based teacher education at primary/basic level. It therefore contributes to the MDG of universal primary education. It is a consortium of nine African universities, together with the Commonwealth of Learning, the African Virtual University, the BBC World Service Trust, and the OU UK. Preparing good materials is not enough of itself. There are many examples of good ODL materials being prepared and then not being used. TESSA is therefore paying particular attention to implementation issues. The consortium's ambition is that TESSA materials will be used by many thousands of teachers in large-scale school-based professional development programmes. This session will outline the ways in which the consortium and its individual African members are preparing for large-scale implementation, and some of the issues that are arising. These include ownership and academic approval, versioning materials to local contexts, the fit of the materials with others in the same programmes, planning learner support, and assessment strategies. The session will have a substantial interactive component, so that some of these issues can be explored by participants and experiences and insights shared.
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The impact of Video Conferencing on Distance Education: A University of Namibia Case Study - Frindt, Trudie; Education, Continuing (The Fourth Pan-Commonwealth Forum on Open Learning (PCF4)., 2006)
Recently, there has been explosive growth in the array of distance learning delivery modes and information technologies. Interactive video and audio conferencing as well as telephone tutoring have made it possible for distance education to move into the forefront of course delivery. The University of Namibia has been using interactive video conferencing and teleconferencing techniques to enhance leaning amongst its distance education students during the past few years. This paper will present the results of a study, which will evaluate the examination results of three groups of students who are enrolled in Business Mathematics at the University of Namibia. Business Mathematics is a course on the Bachelor of Education that is offered both through open and distance learning, and through the conventional full time mode. Group A as fulltime students would received instruction through the conventional lecturing mode, while Group B will be taught through the means of distance education designed study materials. Group C would receive instruction through the distance education designed study material complemented by video conferencing. The research design will follow a quantitative research method whereby test and examination results of the three groups will be analysed and compared. The aim of the study is to determine the impact of the three delivery methods on the academic performance of the above-mentioned groups.
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African American male students' perceptions of social, emotional, physical, and academic variables in their transition from elementary school to middle school - Grigsby, Bettye Lois (2006)
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Mobile phone technology as an instrument for student support in Africa - Hendrikz, Johan (The Fourth Pan-Commonwealth Forum on Open Learning (PCF4)., 2006)
The University of Pretoria is the largest contact university in South Africa. The university runs a distance education programme for more than 10 000 teachers to upgrade their qualifications. The speaker will use the experience of the distance education programme to illustrate the use of mobile phones as an instrument for student support. The realities with regard to the availability of computers in deep rural South Africa and other African countries and the challenges facing providers/sponsors to make computers available, have shaped the University’s e-learning strategy to accommodate the technology profile of the distance education students. A brief overview will be given of the history of mobile phones in Africa and how this technology has changed Africa. The changes in mobile phone technology will be illustrated. The practical use of mobile phones in the distance education programme will be discussed. This will include the application of this technology for administrative as well as academic purposes. Examples will be given of both types of applications. This will include results of pilot projects on the use of mobile phones as e-learning/m-learning support tool in a predominatly paper based distance programme.
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Facilitated e-learning in sub-Saharan Africa - Janssens-Bevernage, A.; Stern, R. D. (The Fourth Pan-Commonwealth Forum on Open Learning (PCF4)., 2006)
This paper describes an e-learning initiative made possible by improved electronic communications and computer skills of staff in Africa, and not just in the capital city. The analysis of climatic data is important in many development sectors including agriculture, food security, health, water supply, building and flood prevention. National Meteorological Services in Africa are decentralising their climatic activities, a change made possible by the wide availability of computers and improved communications infrastructure. The staff in the individual Met stations need training in data analysis, as do the many potential users of climatic data. A training course, called SIAC, Statistics in Applied Climatology, is designed to support producers and users of climatic data to develop their skills in the analysis of the historical records. Since 2005, part of this training has been given as a facilitated e-learning course. The paper describes the importance of a virtual community of practice for sustained learning and how an online platform can offer the opportunity and space to engage with other climatologists across the continent. It narrates the challenges of an online course for professional development in Africa and the positive impact of e-SIAC on motivation and collaborative on-line problem solving.
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The effectiveness of mobile short messaging service (SMS) technologies in the support of selected distance education students of Makerere University, Uganda - Kajumbula, Richard (The Fourth Pan-Commonwealth Forum on Open Learning (PCF4)., 2006)
This paper reports the results of an exploratory study undertaken to test the effectiveness of Short Messaging Service (SMS) communication among selected first year Bachelor of Commerce External upcountry Distance Education students in Makerere University, Uganda. It is proposed that these results and their findings can inform more effective future usage of mobile technologies in Distance Education in Uganda. Using a questionnaire on a cluster sample of the students, and an interview guide on a purposively selected sample of tutors and administrators, SMS communication was found to be more effective in conveying information about upcoming programs and developments at the main campus. Students were enthusiastic about it. The sample will be studied for a number of semesters to establish the trend of the performance of the objectives.
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Factors Affecting Students Completion from the In-service Diploma in Primary Education (DPE) by distance mode at the University of Botswana - Kamau, Judith W (The Fourth Pan-Commonwealth Forum on Open Learning (PCF4)., 2006)
In a bid to raise academic standards from primary school to the tertiary level, and in its drive to achieve universal primary education by 2016 by expanding a teaching force that is shrinking through retirement and disease, mainly through(HIV/AIDS), the government of Botswana, through Recommendations 100 (a) of the Revised National Policy on Education (RNPE) of 1994, raised the minimum qualification for primary school teacher certificate (PTC) holders from certificate to the diploma level. Recommendation 104 (b) of RNPE, mandated all (PTC) holders to be upgraded through part time studies. The first cohort of 600 teachers enrolled on this four year DPE programme in December 1999, with an expectation of completing their studies and graduating no later than December 2003. So far, no students have graduated from this programme which is a collaborative venture between the University of Botswana and the Ministry of Education. This paper, explores the challenges faced by the consortium of educational providers and stakeholders who set out to share available resources in the design, development and delivery of the DPE programme and how these challenges contributed towards the delay in the completion of the programme by learners. The paper also discusses how collaborative and participatory methods designed to achieve maximum benefit in the preparation and distribution of learning materials, tutoring and marking of students' work and how joint management and administration of assessment procedures and processes impacted on programme completion dates.
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Increasing access to university education through the distance education mainstreaming policy: The case of the University of Botswana - Kamau, Judith W (The Fourth Pan-Commonwealth Forum on Open Learning (PCF4)., 2006)
In one of its strategic planning documents, UB beyond 10,000: A strategy for growth and shaping our future: A Strategic Plan to 2009 and Beyond, the university has committed itself to increasing educational opportunities in tertiary education through the distance education delivery mode. To achieve this goal the University of Botswana which is a dual mode institution promulgated a distance education mainstreaming policy in 2005,which attempts to incorporate distance education provision into the University vision, mission, policies and activities so that distance education can become a normal feature of the University business. The rationale for this policy is to make distance education an integral part of the UB vision and mission and as a result elevate distance education programmes to the same status as on-campus programmes. Thus the policy seeks to streamline distance education programmes into the institutional culture by aligning university rules, regulations and bureaucracies, student support and budgetary and decision- making processes with the needs of distance learners. This paper analyses the issues that need to be addressed to facilitate integration of distance education programmes at the institutional level and the need for the university to get access to requisite resources from other institutions at the national level. • Programme initiation, materials development, production, and distribution processes and procedures: challenges and constraints including the use of ICT at the institutional and national level • Procedures for delivery of instruction, tutoring and counseling, assessment and accreditation, including maintenance of students records using appropriate distance education friendly, Information Technology System (ITS) • Quality assurance and programme review • Provision of decentralized learner support services, resource implications and sharing procedures with various stakeholders at the national level • Articulation between on-campus and distance delivered programmes • Benchmarking through comparison with operations in other dual mode institutions such as the University of Namibia and the Uni9versity of Zambia. By sharing with others in the panel the author will compare the challenges distance education provision is facing at the University of Botswana with other dual mode institutions and make suggestions for improvement.
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Elearning Delivery: Exploratory Study of ICT in Higher Education in South Africa - Kinuthia, Wanjira; Middle; Secondary; Dagada, Rabelani (The Fourth Pan-Commonwealth Forum on Open Learning (PCF4)., 2006)
This paper reports on the findings of a research study that was conducted to explore the types of Information and Communication Technology (ICT) in higher education in South Africa. The goal was to examine the types of ICT that aid elearning. Specifically, the objectives of the study were to: 1) explore how ICT is being used for teaching and learning purposes; and 2) investigate the barriers to participation in ICT-integrated learning. Data were collected from interviews with educators and instructional designers at three institutions of higher education. Data also came from observation of physical and virtual classrooms, and Learning Management Systems (LMS), as well as institutional (print and electronic) documents related to the use of ICT in instructional environments. Analysis and reporting of the data is currently underway. Preliminary analysis indicates that the resident universities and distance learning universities in the study differ in their missions and approaches to e-learning. A variety of tools including software, LMS and print resources are being integrated. Barriers to participation include large class sizes, limited bandwidth, time and financial limitations. Despite the barriers, elearning integration continues, and learners are enthusiastic in engaging in activities, subsequently fostering ICT integration in instruction.
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Distance Learning Access to Higher Education in Zambia - Makunka, Cosmas; Ngoma, Patrick Seleta (The Fourth Pan-Commonwealth Forum on Open Learning (PCF4)., 2006)
The aim of this study is to undertake a broad review of the literature pertaining to the application and organisation of Distance Education at the University of Zambia, Directorate of Distance Education provision in Zambia. The study will describe and examine the context and identify the need to identify an appropriate philosophy and forms of provision of distance education in Zambia at the teritiary level. The literature review will focus upon the philosophy and structure of the Distance Education at the University of Zambia conducted by the Directorate of Distance Education. In the last section, recommendations on the forms of provision of Distance Education at the teriary level in Zambia will be entirely based upon a review of the relevant literature: texts and journals concerning Distance Education in higher education and materials in the African newspapers and magazines. Interviews will be conducted in the appropriate higher Institutions based in Zambia. The questionaire will be administered to graduates from the University of Zambia, Directorate of Distance Education.
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Creating pathways to community economic development through open and distance learning: The University of Namibia Northern Campus approach. - Nekongo-Nielsen, Haaveshe (2006)
Under normal circumstances community and economic development initiatives start with government or chambers of commerce setting goals for economic growth and taking steps to bring economic activities and projects to a particular community. However, the University of Namibia (UNAM) recognized that community economic development should be addressed through empowering community members who must participate in such economic activities. During 2000 and 2001 UNAM, through its Northern Campus and in collaboration with Regional Councillors of north central Namibia, and two educational institutions in the USA, developed and implemented two educational programmes, namely the New Leaders Initiative Programme and the JobStart Programme. These programmes were developed to address issues of leadership development and eradication of unemployment among the youth of the region. The two programmes utilized open learning models to enable people who are far away from a University Campus, to learn and immediately apply what has been learned. This paper will highlight the impact that the two programmes had made on the individual participants and their communities. It will provide information about the contributions the individual participants are currently making to the socio-economic development of their communities. The paper will further present useful learning outcomes as to what happens when a higher education institution tries to be involved in community development programmes of this sort. The development and implementation of the New Leaders Initiative and JobStart programmes were made possible by a generous funding from The Ford Foundation.
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The contributions of open and distance learning to national development in Namibia - Nekongo-Nielsen, Haaveshe (The Fourth Pan-Commonwealth Forum on Open Learning (PCF4)., 2006)
Education in general continue to be a crucial means to national development and a well educated and trained population is found to contribute meaningfully to the socio-economic development of any country (Marope, 2005). In addition, open and distance learning methods and programmes are known to make valuable contributions to the socio-economic development of countries that offer such programmes. Man countries have therefore recognized that open and distance learning is a powerful tool for achieving the country’s educational and training needs and a potent instrument in creating a learning society capable of bringing about scientific, technological, social and economic development. Since achieving independence in 1990 Namibian educational institutions have been offering programmes utilizing open and distance learning methods. By offering open and distance learning programmes educational institutions have recognized the critical role that open and distance learning can play in national development. Thus, open and distance learning programmes in Namibia are located within the developmental context of the country and have been designed and developed to address the developmental needs of the country. During the panel discussion I will provide an account of the country’s achievements in supporting open and distance learning, the huge contributions that ODL has made in meeting the educational and training challenges of the country and the potential of ODL to realizing Vision 2030. This will be done as follows: 1. The contributions that open and distance learning has made to Namibia’s socio-economic development since independence in 1990 will be highlighted. 2. Tangible contributions would be presented in terms of the number of graduates that the four publicly funded ODL institutions have produced and injected into society over the past 15 years. 3. Specific cases of individual graduates who have made inroads and assisted the country to realize its developmental goals would be provided. 4. I will also highlight how collaboration and sharing of resources within and between Namibian ODL institutions has contributed to the development of quality and cost-effective ODL programmes and support systems. 5. Finally I will highlight how open and distance learning has already started making a contribution to realizing Namibia’s Vision 2030 – a national development strategy which has set Namibia to the road of developing a knowledge based economy and becoming a developed nation by year 2030. References Marope, Mmantsetsa Toka (2005). Namibia human capital and knowledge development for economic growth with equity. Africa Region Human Development Working Paper Series – No. 84. The World Bank.
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Assessment of distance learning programs and factors that contribute to the dropout rate among distance students at the University of Zambia - Ngoma, Patrick Seleta; Changala, Moses (The Fourth Pan-Commonwealth Forum on Open Learning (PCF4)., 2006)
The study sought to assess the distance learning programs and factors that contributed to the drop out rate among distance learning students at the University of Zambia. The sample consisted of 91 distance students (66males,25females) who attended Residential School in 2004. A simple random sampling method was used to identify the subjects. A questionnaire was used to collect data. Some objectives of the study were to: establish the main factors that led to some distance students dropping out from studies; to establish whether quality of course materials affected learning, and determine ways of arresting the situation.Descriptive statistics were used to analyse findings.Results showed that 98% of the respondents were employed and on self-sponsorship. They also showed factors that contributed to the drop out like limited self-sponsorship, receiving misleading time-tables leading to missing examinations,and it took too long to finish studies.Respondents suggested solutions to the problems like use of Internet in teaching; and government should provide loans to students in order to access higher distance education. It was hoped that the findings would benefit the University administration and other stakeholders in the improvement of distance education in Zambia.
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The Role of Information and Communication Technologies in Science Education: the Case of the Namibian College of Open Learning - Nitschke, Jan Jacobus; Williams, presented by Irving Charles (The Fourth Pan-Commonwealth Forum on Open Learning (PCF4)., 2006)
The buzzword in communication today is technology. It becomes more relevant where distance, especially long distances apply. In the case of Open and Distance Learning Institutions, technological development is crucial to ensure sustainability, oppose competition and manage threats. However, in the developing world, the financial implications of technological development become a serious challenge in endeavours to keep abreast of latest technology, but more so to innovate and lead technological development. Although it can be cost-saving when applied correctly, these technologies are very costly to acquire. Good collaboration among ODL institutions and the sharing of resources might be a viable option to address some of these financial challenges. Namibia has three Government-subsidized ODL institutions, and a few privately owned institutions. Since our population is relatively small, there is not a big local market for ODL. This situation increases the risk of investments in technological development. This research intends to find out what the challenges of these institutions are and how best to address these challenges in the Namibian context.
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Building the capacity of agricultural facilitators and farmers in Ghana: Providing complementary training with Open Distance Learning and Information and Communications Technology - Osei, Collins; Aggor, Reuben (The Fourth Pan-Commonwealth Forum on Open Learning (PCF4)., 2006)
The need for food security in Ghana requires continuing education of agricultural extension agents (AEAs) who work with farmers in rural settings. The lack of continuing education opportunities is a drawback to AEAs performance. Increased access to quality education and training and new opportunities for learning and skill development in agriculture at the facilitator and farming community levels must be exploited to continually update the knowledge and skills of extension workers and farmers to better meet the challenge of sustaining and increasing agricultural productivity Emerging information and communication technology mediated open distance education (TECH-MODE) holds promise to provide new learning opportunities which will enlarge the information space and facilitate regular learning of improved technologies and increase access to knowledge and skills. Opportunities provided by TECH-MODE were therefore exploited to continually update the knowledge and skills of facilitators and farmer groups.
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An alternative pathway for open learning and skills training through distance education in Papua New Guinea - Paul, John R.; Lavaki, Ouka (The Fourth Pan-Commonwealth Forum on Open Learning (PCF4)., 2006)
National Education Department recognizes that there is a natural consensus to make education a life long need for all citizens, distance education has both opportunities and challenges to cater for traditional learners for education qualifications, professionals to upgrade knowledge and skills to the communities to acquire skills and knowledge and information. This paper provides a unique platform for sharing and exchanging ideas in perspective of Open and Distance Learning in relation to national development needs, institutional capacities, collaboration and sharing resources, globalization and ICT enabled education and more profoundly to quality of program delivery.
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Flexibility, in distance and time: a focus on Papua New Guinea secondary education - Paul, John R.; Tongogo, Demas (The Fourth Pan-Commonwealth Forum on Open Learning (PCF4)., 2006)
Today we experience the effects of globalization, as well as knowledge era. Globalization has brought the world closer and has evolved around the need for maximum reachout. Whereas knowledge era has played an instrumental role in creating a knowledge society. The ‘knowledge’ society necessitates easy access to and sharing of knowledge. In a way it is a process of building learning communities. Open and Distance Learning (ODL) provides an opportunity to build learning communities by taking knowledge to the doorstep of the learners. Universal education, lifelong education, continuous updating and innovation are needed for survival in the present age. Distance education meets many of the challenges, through a variety of innovative educational models in information communication technology (ICT) vocational, behavioral, management skills and teacher training are the likely tools for the future hopes of our nation. ODL offers numerous benefits to individuals, organizations and even to society in general. There is much to gain from the intelligent use of appropriate technologies, especially broadcast communications based on satellite installations. Such technologies, when used in the context of well-structured distance education captions, can provide cost-effective remotes and deprived communities in the rural areas while at the same time enrolling formal school systems.
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Governance in Higher Education in South Africa: A transformation and development perspective - Roberts, Des; Regional (The Fourth Pan-Commonwealth Forum on Open Learning (PCF4)., 2006)
Since 1994 the South African government has been involved in numerous activities in the country, trying rid itself from its unequal past and repositioning the country for the future. This was primarily done through a vision of transformation. The major challenges Higher Education institutions are to address past inequalities and transform the higher education system serve a new social order, meet pressing national needs, and respond new realities and opportunities (White Paper: 1.1). The transformation agenda is articulated in documents such as the Education White Paper 3: A Programme for the Transformation of Higher Education (1997). This was followed by the National Plan for Higher Education (2001) with a focus on development and addressing the current needs of the South African Communities, labour and the future needs of the country. This article analyses the National Plan expectations and reviews how the Higher Education landscape has changed over the last 3 years. Three comprehensive, merged institutions are used compare the pre-merger and post merger outcomes in terms of the National Plan (2001) desired outcomes.
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Access to and participation in education in South Africa: a quantitative analysis - Shindler, Jennifer (2006)
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Africa Up in Smoke? 2: An update report on Africa and global warming from the working group on climate change and development - Simms, Andrew; Magrath, John R. (2006)
Too much or too little rain can be a matter of life or death in Africa. At different times and in different places across the continent, climate change threatens both. This briefing brings up to date the original report from the Working Group on Climate Change and Development, Africa - Up in smoke?, released in 2005. Note: a figure cited in this 2006 report on maximum temperature rise in Kericho, Kenya (page 5) has been questioned (February, 2013). The statistic was from the following study 'Vulnerability to climate induced highland malaria in East Africa'. However, the cited temperature change in this location seems an extreme example of rising temperatures, nor do we know if this increase has been maintained. Oxfam would, therefore, no longer cite this as a good example of the general warming trend observed across Africa.
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Towards a curriculum innovation: HIV prevention at the Insitute of Distance Education, University of Swaziland - Vilakati, Nokuthula (The Fourth Pan-Commonwealth Forum on Open Learning (PCF4)., 2006)
This paper proposes an innovation on HIV prevention, in response to the United Nations Millennium Development Goal to combat HIV/AIDS. The curriculum innovation is through a participatory action research design of life skills based education course, involving both health faculty tutors and first year distance education students at the University of Swaziland. The innovation builds onto the strengths of previous HIV prevention interventions and argues that effective life skills based education targets the individual, peers and the wider community, since the same levels are crucial in HIV transmission. The innovation also recommends a rethinking of the content used to teach and learn life skills based education to prevent HIV and recommends that such content is to be co-constructed by the students and tutors through peers and wider community involvement. The content is to be delivered in a participatory way in order for the students to engage in critical action to prevent HIV. Because of the novelty of such an intervention, the innovation recognises that such an approach to the design and implementation of the curriculum initiative is complex and involves careful planning, monitoring and evaluation to yield desired outcomes. In conclusion, the innovation recommends that HIV prevention can be possible even in a country such as Swaziland, with the highest HIV prevalence in the world.
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Potential impacts of climate change on Sub‐Saharan African plant priority area selection - McClean, Colin J.; Doswald, Nathalie; Küper, Wolfgang; Sommer, Jan Henning; Barnard, Phoebe; Lovett, Jon C. (Diversity and distributions (Print), 2006)
ABSTRACT The Global Strategy for Plant Conservation (GSPC) aims to protect 50% of the most important areas for plant diversity by 2010. This study selects sets of 1‐degree grid cells for 37 sub‐Saharan African countries on the basis of a large database of plant species distributions. We use two reserve selection algorithms that attempt to satisfy two of the criteria set by the GSPC. The grid cells selected as important plant cells (IPCs) are compared between algorithms and in terms of country and continental rankings between cells. The conservation value of the selected grid cells are then considered in relation to their future species complement given the predicted climate change in three future periods (2025, 2055, and 2085). This analysis uses predicted climate suitability for individual species from a previous modelling exercise. We find that a country‐by‐country conservation approach is suitable for capturing most, but not all, continentally IPCs. The complementarity‐based reserve selection algorithms suggest conservation of a similar set of grid cells, suggesting that areas of high plant diversity and rarity may be well protected by a single pattern of conservation activity. Although climatic conditions are predicted to deteriorate for many species under predicted climate change, the cells selected by the algorithms are less affected by climate change predictions than non‐selected cells. For the plant species that maintain areas of climatic suitability in the future, the selected set will include cells with climate that is highly suitable for the species in the future. The selected cells are also predicted to conserve a large proportion of the species richness remaining across the continent under climate change, despite the network of cells being less optimal in terms of future predicted distributions. Limitations to the modelling are discussed in relation to the policy implications for those implementing the GSPC.
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Interactions Between North African Vegetation and the African Easterly Jet: A Mechanism for Abrupt Climate Change - Patricola, Christina M. (2006)
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Food crop production in Nigeria. II. Potential effects of climate change - Adejuwon, J. O. (Climate Research, 2006)
Two separate lines of investigation were adapted from the recommendations of the 1994 United States Country Studies Program (USCP).In one approach, arbitrary incremental scenarios were adopted to assess the response of crop yield to changes in the various elements of climate.Using the erosion productivity impact calculator (EPIC) crop model, tests were conducted to demonstrate how crop yield might respond to changes in rainfall, relative humidity (RH), temperature, solar radiation and CO 2 concentration.The value of one element was altered incrementally while holding constant the values of the others.In the second approach, potential future changes in the yields of maize, sorghum, millet, rice and cassava were simulated based on a scenario specifying mean conditions for 1961-9190 as a baseline and general circulation model (GCM) projections from this for 3 periods: 2010-2039, 2040-2069 and 2070-2099.The results predicted a possible increase in crop yield during the first half of the 21st century to be followed by a decrease during the second half.Enhanced crop yield was explained by projected increases in rainfall, solar radiation, atmospheric humidity and CO 2 concentrations.Lower yields were explained in terms of continued global warming, as a result of which maximum and minimum temperatures approach the limits of tolerance for the modelled crops.
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Effect of sex and species on prevalence of cowdriosis in small ruminants at Ahmadu Bello University Veterinary Teaching Hospital Zaria, Nigeria - Ate, Iyorhemba Utim; Umoh, J. U. (Nigerian Journal of Parasitology, 2006)
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Prevalence of schistosomosis among pupils in some local areas in Katsina state, Nigeria - Idris, H. S.; Ajanusi, Joseph Ologunja; Umoh, J. U.; Galadima, M; Ogbogu, V.C. (Nigerian Journal of Parasitology, 2006)
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Prevalence of intestinal parasites among school children in two contrasting communities in Cross river state, Nigeria - Okon, O. E.; Oku, EE (Nigerian Journal of Parasitology, 2006)
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Effects of iodination on membrane integrity of drought resistant Duma and non-drought resistant Kwale Kenyan wheat varieties - Amana, M. J.; Bhattacharjee, M.; Wanjama, J. K. (Discovery and Innovation, 2006)
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Learning from the past: Supporting teaching through the Facing the Past History Project in South Africa - Tibbitts, Felisa (PROSPECTS, 2006)
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Sustainability of the environment and water pollution in Nigeria: Problems, management and policy options - Adenuga, AO; Ogujiuba, Kanayo; Ohuche, FK (Global Journal of Environmental Sciences, 2006)
Severe environmental degradation appears to be threatening the long-term development prospects of countries all over the world, particularly the developing ones such as Nigeria. The paper reviews relevant literature and examines the process of environmental degradation via water pollution in Nigeria. While it notes that a careful management of water as a resource is essential for meeting a major demand created by accelerated urbanisation, industrialization and agricultural development, it highlights loss of revenue and declining health-care as some of the economic implications. The paper explores the possibility of applying economic instruments to mitigate environmental degradation, with particular reference to water pollution in Nigeria with a view to incorporating environmental costs in the decision-making process of producers and consumers. The paper posits that water pollution control need to be supported by coordinated policy, adequate legal and institutional framework which are essential tools for sustainable development.
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Fixed and Mobile Interference Cancellation for Syrian National Earthquake Monitoring Network - Darwish, Hikmat I. (2006)
The performance of radio communication system can be severely degraded by the presences of Radio Interference RI signals. Indeed, this degradation may be overcome to a some good extent by using various modern coding and modulation techniques. However, the effectiveness of these techniques depends, highly on the power level of RI signals. Better still if the RI signal can be suppressed at the output of the antenna prior to entering the receiver. In this paper we propose a viable scheme for RI suppression using phase array antenna by means of adjusting the phase of the array element only (i.e. phase perturbation) so that a null or more in the overall antenna pattern in directions of RI sources are synthesized The system is, otherwise known as Phase Only Null-Steering PHONS. The optimum phase perturbation are evaluated using constrained optimization procedure which is based on Lagrange multiplier. The performance of the proposed PHONS is evaluated using computer simulation for a number of diferent conditions. The proposed PHONS scheme is compared with Side Lobe Canceller using Minimum Mean Square Error MMSE criterion in term of complexity and convenience. An earthquake monitoring network was deployed nation wide in Syria back in 1987. The network is intended to sense, register, and monitor the seismic signals, and, subsequently locate the center of the earthquake event by means of Time Of Arrival TOA. However, Being an analogue system, the network inherently, suffers from a number of drawbacks such as the constant drift of operating points.
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E-learning at Islamic University of Gaza - Elaydi, Hatem; Hammad, Rifqi (2006)
E-learning is a new form of education and is a tool to reach students everywhere. In Gaza Strip it was used to solve the difficulty in movement problem. It was used as an enhancement tool in the educational process. IUG started experimenting with e-learning since 1999. IUG started a systematic approach in developing it e-learning teams. Joint partnership with Middlesex University help set up a system. Couple of courses were available to all university students and limited success was enjoyed
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Designing educational systems for use: Case study of Tunisian Primary Schools. - Elleuch, N.; Bellamine-BenSaoud, Narjès; Ahmed, Md. Kawser (2006)
This article deals with our experience in designing a Computer Supported Collaborative Learning (CSCL) environment for science learning/teaching in Tunisian Primary School. We present CSCL particularities and addresses requirements elicitation in such system. In studying CSCL environments, we distinguished between pedagogical, ergonomic and psychological, and functional requirements. We have chosen the theoretical Activity Theory framework for eliciting and discovering requirements in such environments. Therefore, this article is a summary of our experience.
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Effect of Sex Education Programme on At-Risk Sexual Behaviours of School-Going Adolescents in Ilorin, Nigeria - Esere, Mary O. (Mass communication journal, 2006)
Objective: To determine whether Sex Education Intervention Programme would reduce at-risk sexual behaviours of school-going adolescents. Design: Pre-test, post-test control group experimental design Setting: A randomly selected co-educational school in Ilorin Metropolis, Nigeria Participants: 24 school-going adolescents aged 13-19 years Intervention: Sex Education Programme (treatment group) versus Control programme (placebo) Main Outcome Measures: Self-reported exposure to sexually transmitted disease, multiple sex partners, anal sex, oral sex, non use of condom. Results: When the treatment (intervention) group was compared with the control group in an intention to treat analysis, there were significant differences in at-risk sexual behaviours of the two groups. Those in the intervention group reported less at-risk sexual behaviours than their counterparts in the control group. The treatment group evaluated the intervention programme positively and their knowledge of sexual health improved. Lack of behavioural effect on the control group could be linked to differential quality of delivery of intervention. Conclusion: Compared with the control group, this specially designed intervention sex education programme reduced at-risk sexual behaviour in adolescents. Based on this finding, it was recommended that sex education be introduced into the curriculum of secondary school education in Nigeria. Keywords:Sex Education; At-Risk Sexual Behaviour; School-Going Adolescents, Nigeria. The Nigerian Journal of Guidance and Counselling Vol. 11 (1) 2006: pp. 34-42
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Competencies and training needs in the IST in SYRIA and Mediterranean Countries - Kurdy, M.B. (2006)
The Medforist Eumedis project concerns the implementation of a euro-Mediterranean network for sharing IST learning resources. Within this framework, a survey on competencies and training has been conducted. This paper presents the main results of the MEDFORIST survey. The survey has targeted mainly small and medium enterprises (SMEs) operating in different sectors in 11 countries of the Mediterranean region. Algeria, Cyprus, Egypt, Jordan, Lebanon, Malta, Morocco, Palestine, Syria, Turkey and Tunisia. The paper is divided into two sections: a general assessment of ICT in businesses and the needs for training. In general, ICT, which is mainly used for administrative and commercial purposes, is mainly considered as an investment and its budget is allocated most of the time towards up-grading, creating new services and maintenance. The majority of surveyed companies have noticed improvements in work organization, time saving and cost reduction. However, they faced problems in training employees, implementation costs and lack of maturity of the market. E-business practices has been introduced in a general manner and on average in nearly half the surveyed enterprises, the majority of remaining enterprises intend to introduce e-business soon. The section on needs in training shows that the staff is trained to new technologies as frequently as the need arises. The training addresses the majority of the staff in all positions. The needs are mainly in the top managerial and the most qualified positions.
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Attitudes of Teachers in Obudu, Nigeria toward the Education of Students with Special Needs - Undiyaundeye, Florence A. (Nigerian Journal of Guidance and Counselling, 2006)
The challenges that learners with special need face in the course of learning are enormous. These challenges pose crucial problems to the teachers who are in direct contact with these types of learners. It is on this note that this study is undertaken to find out empirically the teachers' attitudes toward the education of learners with special needs. The study adopted the survey design using the simple random sampling to select 150 respondents to form the sample for the study. Frequency counts, simple percentages and standard scores were employed to analyse the data. The findings showed that the attitudes of majority of the teachers were generally positive. Consequent upon this, it was recommended among others that teachers should be better remunerated to further enhance positive attitude towards the education of special needs learners Keywords: Teachers, Attitude, Special Needs learners, Education The Nigerian Journal of Guidance and Counselling Vol. 11 (1) 2006: pp. 127-133
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A Farmer Field School approach for learning and exchanging knowledge on animal health and production: Results from action research in Kenya, Uganda, Vietnam and Denmark - Vaarst, Mette; Riise, Julie; Rasmussen, Peter; Larsen, Christian (2006)
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The Implementation of E-Learning in the Lebanese University - Lebanon and in the Al-Quds Open University - Palestine - Wakim, B.; Hodali, I. (2006)
The aim of the paper is to present an experience about the implementation of E-Learning at Al-Quds Open University (QOU) - Palestine and at the Lebanese University (LU) and to describe particularly their experience within the framework of the Avicenna project. This paper will also focus on two points, which seem important to us, as this is the first experience of E-learning in our universities: o Copyrights /Author rights contracts: specific clauses. o Pedagogical model developed for Avicenna project: describing different components of this model.
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Keywords: openalex:import

Higher Education in Sudan and Knowledge Management Applications - William, N.; Amin, Ghaneirad Mohammad (2006)
Knowledge is a foundation of nation building. The discipline of knowledge management has become a hot topic in business because of its prospects for dramatic improvement in organizational effectiveness. Higher education institutions are in the knowledge business, since they are involved in knowledge creation and dissemination and learning. This paper is an attempt to examine the applicability of the concepts of knowledge management to higher education institutions in the Sudan. Identifies a number of existing facilities, systems or projects which contribute to knowledge management in higher education, such as libraries, and electronic collections of learning materials, networks for e-mail communication, and management information systems which provide data on the student profile. Then considers the challenges associated with the creation of a knowledge environment in higher education, and explores the opportunities offered by viewing knowledge as an asset. It discusses the distinction between knowledge, information and data, definitions of Knowledge (explicit and tacit knowledge and the distinction between them). Elaborate brief information about knowledge management; background information about higher education in Sudan.
openalex: W1917562831 mag: 1917562831
Keywords: openalex:import