Dental caries in 12-year-old suburban Nigerian school children. - Adekoya-Sofowora, C A; Nasir, Wakeel Olabamiji; Oginni, Adeleke Oke; Taiwo, Modupe Oladunni (PubMed, 2006)
Dental caries is one of the commonest oral diseases in children. Despite this fact, not much attention has been given to studies on this issue among suburban Nigerian children.To investigate the prevalence of dental caries, dental attendance and oral health behaviours among the 12- year-old suburban Nigerian children.Four hundred and two schoolchildren (349 boys, 153 girls) from both private and public schools age 12-year-old participated in the study in 2003. One examiner was calibrated and performed the screening procedures using standard method of WHO diagnostic criteria.The prevalence of caries was 13.9 % and mean DMFT was 0.14. The decayed component accounted for 77.2 % of the DMFT while filling and missing teeth accounted for 15.8% and 7% respectively. Over 85 % of the children examined were caries free. Seventy seven per cent of the teeth affected by caries were untreated. The probability of having caries experience DMFT> 0 was significantly associated with the type of school and regular sweet consumption p < 0.05. The children who had not visited the dentist had higher caries prevalence than other children. This was statistically significant p < 0.05. Dental attendance was generally poor in both public (90.6%) and private (83.1%) school children.The findings in this study for the caries prevalence in 12 year-old suburban Nigerian schoolchildren was as low as in developed countries of central Europe and lower than the global standard according to WHO references for the year 2000.
openalex: W1566897854 mag: 1566897854
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Factors Affecting Quality of English Language Teaching and Learning in Secondary Schools in Nigeria. - Aduwa-Ogiegbaen, Sam E.O.; Iyamu, Ede O. S. (College student journal, 2006)
This study examined the factors responsible for the poor quality of the teaching of English as a second language in public secondary schools in Nigeria. To guide the study three research questions were posed. The questions examined the following three variables: (1) Frequency of the use of instructional media; (2) Frequency of the use of instructional techniques; and (3) The school learning environment. A questionnaire was distributed to 3000 senior secondary school students across the six geopolitical zones in Nigeria. Results revealed that English language teachers do not frequently use modern instructional technologies and variety of teaching techniques in their English language lessons. It was also found that students learn under harsh environment, which is often rowdy, congested and noisy. BACKGROUND Though, many people would agree that there is an observable fall in standard of education in Nigeria, nobody in his widest imagination would have believed that university education in has fallen to an abysmally level as a Bank study came up with a report that university education in has degenerated in the past 15 to 16 years. The shocking news which was reported as one of the lead headlines in The Guardian, one of Nigeria's major daily newspapers, was published on the 19th of February, 2001. The screaming headline reads; World Bank report scores Nigerian graduates low The Guardian Newspapers quoted the Bank sponsored study that; Nigeria University graduates are poorly trained and unproductive on the job.... Graduate skills have steadily deteriorated over the past decade (p. 1). According to the report, the poor performance of Nigerian graduates is particularly evident in two areas; poor mastery of the English Language and lack of requisite technical skill. It was ascertained in the report that the deficiencies in both vital areas make Nigerian graduates of the past fifteen years unfit for the labour market, and sometimes the larger society. Shortcomings were particularly observed in oral and written communication, and applied technical skills. The study also indicated that a serious disconnection exists between university training and the needs of the labour market and this has been socially costly to the country. The report showed that, in many cases, employers of labour compensate for insufficient academic preparation by organizing remedial courses for new employees at great expenses. This often increased the companies operating cost and reduced profitability. Though the study may have identified major areas of the decline in the university education, the actual problem may have its roots at the secondary school level. For it is at the secondary school level that the potential undergraduate is given adequate foundation in the use of English. A mastery of written and spoken language is highly desirable, yet its teaching and learning is beset by a myriad of problems at the secondary school level. (Kolawole 1998). THE PROBLEM Majority of the students who are admitted into the University in have no ample opportunity to study English Language any more, except those who are admitted to study English and related subjects such as linguistics and literature in English. Though, all students admitted into the universities in are encouraged to take few courses in the use of English, the content of these English courses are grossly inadequate for the students to acquire requisite skills in effective use of language for communication and for the give and take of social experience. In order to study English as a second language and be successful at it, the student must be helped by the teacher to acquire skills in the four language arts skills; namely: Speaking, reading, listening and writing. Language is the vehicle of social interaction and we need effective language to function properly in the work place, social interaction, and indeed, for functional literacy. …
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Integration of Information Communication Technologies (Icts) in The Distance Education Bachelor of Education Programme, Makerere University, Uganda - Aguti, Jessica Norah; Fraser, William (2006)
This article reports on the problems experienced by the Department of Distance Education, Makerere University, Uganda with the B.Ed. (External) programme with specific reference to the technology needs and expectations of the programme. With a total enrolment of nearly 3,500 students in 2003, this programme was one of the largest distance education programmes for teachers in the country. It was therefore important to establish what technologies the stakeholders of this programme had access to, what technologies they believed could be used for the programme and for what purpose, and finally what prerequisites should be put in place for this technology to work. The article reports on the availability of and access to ICTs, access to telecommunications and sources of funding for ICTs in the distance education programme. The authors also looked critically at a number of prerequisites thought to enhance the effectiveness of ICTs in the B.Ed. (External) programme from an African perspective hoping that the integration of ICT in the programmes would lift the distance education mode of delivery of these programmes from a classical first and second generation, to a third generation level of operation.
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Anthropometric profile of male students from high and low socio-economic backgrounds in secondary schools, Nigeria : anthropometry - 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)
A total of 1, 260 students who were purposively drawn participated in the study. Thirty-nine variables were investigated under body basics, skinfolds, girths, lengths and breadths / lengths. The results revealed that the students from high socio-economic background exhibited bigger body girths and were taller on the average when compared with those from the low socio-economic background. Nevertheless, none of the students from either backgrounds demonstrated BMI for obesity or overweight, though those from low socio-economic background had greater body mass indexes. The skinfolds of both groups were however, comparable since none of the eight variables measured differed between the groups. It was therefore recommended that efforts should be made by all concerned to bridge the gap existing between the rich and the poor and to include anthropometric profile assessment in the training and fitness promotion package of Nigerian students who are the country's future leaders.
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Chronic renal failure at the Olabisi Onabanjo University Teaching Hospital, Sagamu, Nigeria. - Alebiosu, C.O.; Ayodele, Olugbenga Edward; Abbas, Adigun; Olutoyin, A Ina (PubMed, 2006)
BACKGROUND AND OBJECTIVES OF THE STUDY: Chronic kidney disease is a common cause of morbidity and mortality in Nigeria. This study aims at determining the pattern of chronic renal failure (CRF) in a Nigerian University Teaching Hospital.The study was a 10-year retrospective study of consecutive cases of CRF seen at Olabisi Onabanjo University Teaching Hospital, Sagamu, Ogun State, Nigeria.The frequency of CRF in the population was 3.6% (182 of 5,107). There were 90 males and 63 females (1.42:1). The peak age was between 20-49 years, with a mean of 39.6 +/- 14.8 (range 14-72 years). The commonest causes were chronic glomerulonephritis 63(41.2%), hypertensive nephrosclerosis 40(26.1%) and diabetes mellitus 20(13.1%). The commonest symptoms were oedema, vomiting, oliguria and dyspnea occurring at 118(77.1%), 96(62.7%), 89(58.2%) and 87(56.9%) respectively. The mean creatinine clearance value at presentation was 6.5 +/- 8.1 mls/min, while the commonest complications were hypertension 68 (44.4%), biventricular failure 32 (20.9%) and urinary tract infection 29 (19%). The mean presenting systolic and diastolic blood pressures were 167.34 +/- 37.6 mm Hg and 106.03 +/- 28.9 mmHg respectively. The mean total haemodialysis session per patient was 3.5 +/- 1.6 (range 1-7 sessions). Only 34(22.2%) of the patients were able to afford haemodialysis. The majority 21(61.8%) of these could only afford 3 haemodialysis sessions while only 2(5.9%) patients had up to 7 dialysis sessions in the center.Chronic glomerulonephritis, hypertensive nephrosclerosis and diabetes mellitus are the commonest causes of chronic renal failure in Nigeria. Most of the patients presented late. Cardiovascular complications and infections were responsible for a greater morbidity among the patients.
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Prevalence of Refractive Errors in School-Age Children in Burkina Faso - Anera, Rosario G.; Jiménez, José María López; Soler, Margarita; Perez, Mauricio A.; Jiménez, Raimundo; Cardona, Juan de la Cruz (Japanese Journal of Ophthalmology, 2006)
openalex: W1967579570 mag: 1967579570
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HYDROCARBON POLLUTION ALONG MOROCCAN COASTS AND BPH ACTIVITY IN THE MUSSELPERNA PERNA - Azdi, M.; Moukrim, Abdellatif; Burgeot, Thierry; Budzinski, Hélène; Chiffoleau, Jean-François; Kaaya, A.; Zekhnini, A.; Narbonne, Jean‐François; Guarrigues, Ph. (Polycyclic aromatic compounds (CD-ROM), 2006)
Specimens of the mussel Perna perna were collected along Moroccan coasts to determine the concentrations of polycyclic aromatic hydrocarbons (PAHs) bioaccumulated in the tissues, and to measure benzo[a]pyrene hydroxylase (BPH) activity. Chemical analysis of PAHs show that the Mediterranean (Nador, Martil, Tanger) and central Atlantic coasts (from Rabat to Jorf Lihoudi) are those most contaminated (351 245 ng.g− 1 dry weight in Tanger). The mussel contaminants were of mixed origin for most of the locations with non negligible inputs of petrogenic origin in many of them. Baseline levels of PAHs were between 6 and 55 ng.g− 1 dry weight. BPH activity showed significant correlation (r s = 0.64, P < 0.05) with total PAH concentrations at the six most contaminated stations. The baseline level of BPH activity can be identified as in the range 0.1 to 13 pmol.min− 1.mg prot− 1 along the Mediterranean and Atlantic coasts.
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Effects of Education on Determinants of High Desired Fertility: Evidence from Ugandan Villages - Bauer, Michal; Chytilová, Julie; Streblov, Pavel (RePEc: Research Papers in Economics, 2006)
High desired fertility is an important factor contributing to the population explosion in sub-Saharan Africa. On a broad sample of 910 respondents from the rural areas of Uganda this paper assesses the impact of health risks, economic contributions from children, traditional community institutions and unequal position of women on desired fertility levels. The paper further scrutinizes how these determinants are affected by education. The results show that fear of diseases and involvement in traditional clan institutions increase desired number of children. Interestingly, these effects can be remarkably mitigated through education that improves the individual health prevention as well as reduces the influence of clans. Economic incentives for having children seem to be less significant than other factors. In addition, a very significant difference in desired fertility between men and women emerges, nevertheless education leads both to reduction and convergence of their desired fertility levels. All these findings suggest that education stimulates a complex change in fertility preferences and underline the importance of education as efficient tool for reducing rapid population growth.
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Academics versus athletics: An examination of the effects of background and socialization on African American male student athletes - Beamon, Krystal; Bell, Patricia (Social Science Journal, 2006)
It has been stated that popular culture's deluging society with images of African American males as athletes and entertainers is detrimental to the academic and social growth of this group. African American males are over-represented in the sports world, which has recently been attributed to the intentional and intensive socialization of African American into sports. The consequences that have emerged from this phenomena include an over identification with athletic achievement to the detriment of academic achievement. This study addresses the socialization process as an indicator of the overall success or failure of student athletes. This research is a case study of an entire football team at a major Division I University. The research questions were addressed by data collected through a questionnaire designed by the researchers. Several scales, tested for reliability and validity, were utilized to tap the relevant dimensions of the socialization process. Several interesting findings were yielded concerning the parental emphasis on athletics and the effects that emphasis has on academics.
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International student mobility:‘losing’ and ‘winning’ destinations since September 11—The case of Tunisian students - Benhafaiedh, Abdelwahab (Journal of North African Studies, 2006)
Abstract The goal of this paper is to underline the paradox of student mobility and notably the asymmetry between the circulation of goods and the mobility of persons, which is ever more and more notable. Today, the events of September 11 and the response to them raise new questions about academic freedom, freedom of movement, and the role of student mobility. They mark a sharp counterpoint to the celebratory discussions of globalisation and human mobility that dominated during the 1990s. Since 2001, student visa policies have been considered on the basis of country-specific variations (versus academic norms). This decrease of the institutional solution of Tunisian mobility (the cooperation postulate) is associated with a rising form of ‘informal mobility’ and alternative forms of mobility, in terms of networks, and use of the ITCE tools. By studying the institutional and alternative forms of student mobility, this research investigates the sociological composition of candidates for the new and old destinations: by age, discipline and geographic origin of qualified graduates who have opted for the institutional path since September 11. This new post-globalisation posture poses, or rather supposes, in terms of public policies, a certain number of answers which take into account the universal vocation of the university, such as diversification of destinations, the idea of partnership between different Mediterranean universities, and the exploration of new forms of mobility.
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Use of the Nile Monitor, Varanus niloticus L (Reptilia: Varanidae), as a Bioindicator of Organochlorine Pollution in African Wetlands - Berny, Philippe; Buffrénil, Vivian de; Hémery, Georges (Bulletin of Environmental Contamination and Toxicology, 2006)
openalex: W2017188354 mag: 2017188354
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To What Extent are African Education Policies Pro-poor? - Berthélemy, Jean‐Claude (Journal of African Economies, 2006)
This paper discusses the distributional consequences of education policies in developing countries, with a specific emphasis on sub-Saharan Africa. We show that human capital is particularly unequally distributed in sub-Saharan African countries and in Middle-East and North Africa and South Asian regions as well. To obtain this conclusion, we build an analytical framework in which the effects of the level and of the structure of human capital are separated, which provides a way to correct data for the inevitable correlation that exists between the aggregate level of human capital and its concentration. We provide further evidence, based on sub-Saharan African schooling structure data, that these countries pay, relatively speaking, little attention to primary education, to the benefit of secondary education. We interpret this bias as the result of specific institutional characteristics of sub-Saharan Africa, which are deeply-rooted in its history (in particular its post-colonial legacy), its demography and its geography.
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Fault identification for buried strike-slip earthquakes using InSAR: The 1994 and 2004 Al Hoceima, Morocco earthquakes - Biggs, Juliet; Bergman, Eric; Emmerson, Brian; Funning, Gareth J.; Jackson, James; Parsons, B.; Wright, Tim (Geophysical Journal International, 2006)
The 1994 Mw 6.0 and 2004 Mw 6.5 Al Hoceima earthquakes are the largest to have occurred in Morocco for 100 yr, and give valuable insight into the poorly understood tectonics of the area. Bodywave modelling indicates the earthquakes occurred on near-vertical, strike-slip faults with the nodal planes oriented NW–SE and NE–SW. Distinguishing between the primary fault plane and auxiliary planes, using either geodetic or seismic data, is difficult due to the spatial symmetry in deformation fields and radiation pattern of moderately sized, buried, strike-slip earthquakes. Preliminary studies, using aftershock locations and surface observations, have been unable to identify the orientation of the primary fault plane for either earthquake conclusively. We use radar interferometry and aftershock relocation of the earthquake sequence to resolve the ambiguity. For the 2004 earthquake, inverting the interferograms for a uniform slip model based either of the two potential nodal planes results in similar misfits to the data. However, the NE–SW best-fit fault plane has an unrealistically high fault slip-to-length ratio and we conclude the NW–SE striking nodal plane is the primary fault plane and slip was right lateral. We carry out tests on synthetic data for a buried strike-slip earthquake in which the orientation of the fault plane is known a priori. Independent of geometry, missing data, and correlated noise, models produced assuming the auxiliary plane to be the fault plane have very high fault slip-to-length ratios. The 1994 earthquake had a smaller magnitude and comparisons of model misfits and slip-to-length ratios do not conclusively indicate which of the nodal planes is the primary fault plane. Nonetheless, the InSAR data provides valuable information by improving the accuracy of the earthquake location by an order of magnitude. We carry out a multiple event relocation of the entire earthquake sequence, including aftershocks, making use of the absolute locations for the 1994 and 2004 main shocks from our InSAR study. The aftershock locations are consistent with a NW–SE orientated fault plane in 2004 and suggests that the 1994 earthquake occurred on a NE–SW fault; perpendicular to the fault which ruptured in 2004. Previous tectonic models of the area proposed a bookshelf model of block rotation with NNE–SSW left-lateral faults. This model requires modification to accommodate the observation of right-lateral slip on a NW–SE fault plane for the 2004 earthquake and we prefer to interpret the fault orientations as due to a zone of distributed shear with a right-lateral fault striking at ∼115° and conjugate, clockwise rotating, left-lateral faults striking at ∼25°.
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Zambian teachers: What do they know about epilepsy and how can we work with them to decrease stigma? - Birbeck, Gretchen L.; Chomba, Elwyn; Atadzhanov, Masharip; Mbewe, Edaward; Haworth, Alan (Epilepsy & Behavior, 2006)
Purpose Teachers play a central role in determining access to education and may mediate epilepsy-associated stigma. We developed and administered a teacher-specific survey to assess teachers’ knowledge, attitudes, behaviors, and practices (KABPs) regarding epilepsy in Zambia and social and demographic determinants of KABPs. Methods In 2004, we surveyed 171 teachers in urban and rural regions using a 46-item questionnaire. Knowledge and tolerance composite scores were developed and analyses completed to identify demographic and social determinants of KABPs and evaluate whether generic tolerance questions were associated with stigmatizing practices. Results The response rate was 93% (n = 159). Knowledge regarding epilepsy ranged broadly. Misattribution was evident for etiology (spirit possession 17.3%; contagion 28.2%; witchcraft 16.8%), and individuals with poorer knowledge were more likely to recommend traditional healers (p = 0.0004) rather than physicians for epilepsy care. Higher knowledge was associated with higher tolerance (p = 0.01). Tolerance was highest among urban residents (p = 0.002) and individuals with personal familiarity/experience with epilepsy. More tolerant teachers were less likely to report stigmatizing practices, such as ejecting children with seizures from school. Conclusions Teacher-targeted interventions aimed at reducing epilepsy-associated stigma and its sequelae in Zambia should include both an educational component and a social component in which teachers are exposed to a person or persons with the condition. Education programs led by person(s) with epilepsy may be ideal.
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A model for the analysis of professions and professional education applied to medical doctors in South Africa : research article - Breier, Mignonne (Perspectives in Education, 2006)
This article presents a model that has the potential to frame research and analysis across a range of different professional contexts. Professions and their professional education programmes are seen in relation to national and international professional labour markets and the multiple socio-economic, political and discursive conditions that constitute professional milieu. Viewed in this way, the profession and education of medical practitioners poses a number of challenges that also have relevance for other professions. There have been concerted efforts by medical schools to change the demographics of their student populations and to introduce community- and problem-based curricula. However, the question remains: are they producing the doctors which South Africa so desperately needs, doctors who have the competence to work anywhere in the world but the conscience to remain in this country and serve where needed most, which could be in the public or rural service?
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The Projected Influence of Climate Change on the South African Wine Industry - Carter, S. (2006)
The wine industry is an integral part of the Western Capes economy, contributing just over 8% to Gross Provincial Product (GPP). The intensive labour required by the industry also provides employment for semi-skilled labour. Changes in climate induced by global warming are likely to affect many aspects of this industry. Current regional projections of rising temperatures and decreased precipitation ((Midgley et al, 2005; New, 2002) will put pressure on both the phenological development of the vines and on the necessary water resources for irrigation and production. This study examines these effects using three statistically downscaled GCM projections for the mid 21st century. The purpose is to ascertain the likely impacts on this industry under future climate stressors. The emphasis is placed on water related variables, mostly precipitation and derivatives thereof. A short summary of possible mitigation and adaptation strategies concludes the report.
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Increasing the supply of secondary teachers in sub‐Saharan Africa: a stakeholder assessment of policy options in six countries - DeJaeghere, Joan; Chapman, David W.; Mulkeen, Aidan (Journal of Education Policy, 2006)
Over the next decade many countries of sub‐Saharan Africa will face a demand for qualified secondary school teachers that current systems for teacher recruitment, training, deployment and retention will be unable to meet. While strategies for increasing teacher supply to meet this shortage have been suggested, less attention has been given to investigating the acceptability of these potential solutions by those educators closest to the school and classroom level and who often serve as gatekeepers to policy implementation. Kingdon’s multiple streams model is the framework used in this study to assess the feasibility of key strategies widely offered as possible solutions to resolve the projected teacher shortage. This study investigated the responses of 114 secondary school teachers, headteachers and education officials across six countries to policy options for increasing teacher supply. While none of the groups supported options to increase the supply through changed teacher training, there was support among all three groups for options that affected retention, including increased in‐service training and distance education, more mentorship for new teachers and more opportunities for teachers to network with each other. These findings suggest that policy‐makers in sub‐Saharan African countries need to build political support among education stakeholders to find the most feasible and viable solutions to address the large teacher shortages through both increasing supply and retention.
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Community Reciprocity in the Work of African‐American Teachers - Dingus, Jeannine E. (Teaching Education, 2006)
Abstract The scholarship on historical and contemporary African‐American teachers highlights the emphasis on community connections in their work. As such, the scholarship portrays African‐American teachers almost exclusively as givers without fully considering what teachers derive from community connections. This paper describes a qualitative study in which intergenerational African‐American teachers illustrate the dual nature of community connections and the ways in which constructs of community informed their work. Three distinct points along the professional spectrum—entry, career development, and long‐term career trajectories—illuminate the ways in which community reciprocity impacts and informs the teachers under study. Study findings elucidated a communal reciprocity in that community connections influenced professional entry contributed to feelings of personal and professional self‐worth and impacted long‐term career goals. Acknowledgements The author would like to thank the editors and reviewers for their assistance as well as Adrienne Dixson and Mary Jane Curry.
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Student Perspectives on Pharmacy Curriculum and Instruction in Egyptian Schools - El-Awady, El-Sayed; Moss, S. H.; Mottram, David R.; O’Donnell, James M. (American journal of pharmaceutical education, 2006)
To determine student attitudes and opinions towards pharmacy education in Egyptian universities to provide information for designing delivery of a revised pharmacy curriculum.Students were recruited from the pharmacy faculties at a government-sponsored university and a privately funded university. Data were gathered using a structured questionnaire and statistically analyzed. Responses from open questions were subjected to thematic analysis.Students spent widely differing amounts of time on non-classroom study, little of which was self-directed. This was reflected in the low frequency of use of library facilities and the preference of students for passively acquired information. Themes that emerged on how students would improve the curriculum were to increase the use of computers and the Internet; make the course more relevant to pharmacy practice and/or clinical pharmacy; improve and expand the practical components of the course; increase their own involvement in learning; and increase their understanding of subjects as well as their knowledge. For many of the questions, there was a significant different between the responses of students at the 2 universities.Students relied on classroom teaching and devoted little time to self-directed study. However, students were aware of international developments in pharmacy education and practice and are receptive to change.
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The implementation of inclusive education in South Africa after ten years of democracy - Engelbrecht, Petra (European Journal of Psychology of Education, 2006)
openalex: W2016223232 mag: 2016223232
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The implementation of inclusive education in South Africa after ten years of democracy - Engelbrecht, Petra (European Journal of Psychology of Education, 2006)
openalex: W2016223232 mag: 2016223232
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Professional Military Education and Training: Challenges Facing the South African Military - Esterhuyse, Abel (Defence studies, 2006)
Since 1994, the South African military had to cope with a new strategic environment and a changed political setting. Collaborative security demarcated the Southern African strategic environment whi...
openalex: W2135754609 mag: 2135754609
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Injury-related behaviour among South African high-school students at six sites - Flisher, Alan J.; Ward, Catherine L.; Liang, Holan; Onya, Hans; Mlisa, Nomfundo; Terblanche, Susan; Bhana, Arvin; Parry, Charles D. H.; Lombard, Carl (South African Medical Journal, 2006)
Objectives . To document and compare prevalence rates of adolescent injury-related risk behaviours at six sites in South Africa. Design . The identical self-administered instrument was used at all sites. Prevalence rates (with 95% confidence intervals) were calculated taking the multistage cluster sampling strategy into account. Setting and subjects. In Cape Town, Durban, Port Elizabeth and Mankweng participants were drawn from either grades 8 or 9, and grade 11, while in Queenstown and Umtata they were drawn from grade 11 only. We selected 39 schools in Cape Town and Durban, 33 in Port Elizabeth and 20 in each of the rural areas. Outcome measures . Road-related risk behaviour, violence, and suicide attempts. Results . Across the sites there were high rates of risk behaviour in all domains. For example, in the 12 months preceding the survey an estimated 52.8% of grade 11 males in Cape Town had travelled in the front seat of a motor vehicle without a seatbelt, 33.0% of grade 8 males in Mankweng had bullied others, while 44.5% of the same group had been bullied, and 18.6% of females in Port Elizabeth had attempted suicide. Rates were lower in rural areas for behaviour involving motor vehicles, but there were no consistent urban-rural findings for violence-related behaviour. Females were at higher risk of suicidal behaviour and males were at higher risk of other injury-related behaviour. Conclusions . There is a need for effective interventions to reduce the extent of injury-related risk behaviour in adolescents in urban and rural settings. South African Medical Journal Vol. 96(9) 2006: 825-830
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INTERNET-BASED EDUCATION FROM A GENDER PERSPECTIVE: A SOUTH-AFRICAN CASE - Frykheden, Louise (Glocal Times, 2006)
Since the year 2000 Linkoping University (Sweden), together with the University of the Western Cape (South Africa), the University of British Colombia (Canada) and the University of Technology (Australia) offers an educational programme called The Intercontinental Master’s programme in Adult Learning and Global Change (60 ECTS credits), which engages students with varied language, cultural and ethnic backgrounds.
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Disability associated with low back pain in Mulago Hospital, Kampala Uganda. - Galukande, Moses; Muwazi, S.; Mugisa, BD (PubMed, 2006)
Low back pain is sufficiently disabling and a common cause of disability particularly during the productive middle years of adult life. Disability implies interference with daily activities.To assess and document the disability associated with low back pain in terms of sick leave days, interference with daily activities and some pain characteristics.This study was carried out in the Orthopaedic out patient clinic of Mulago Hospital, a tertiary national referral hospital in Kampala, Uganda. It was a descriptive cross sectional study over a period of seven months. 204 patients with mechanical back pain were enrolled in the study, after screening all consecutive new adult patients referred with low back pain as the major complaint. A validated modified Oswestry instrument was used to collect data. Nine daily activities: sleep, sex, lifting, traveling, social and recreational activities, dressing, sitting, walking and running activities were investigated. Data was analyzed using SPSS for windows version 10. Mean and Standard deviations were used to summarize continuous variables. P value was considered statistically significant if it was equal or less than 0.05.87% of the respondents reported a mean of 14 days off work during the 4 weeks prior to the interview because of back problems. The mean duration of a current low back pain episode was 5 months. All activities were interfered with; with lifting as the most affected with a mean score of 4.5, walking and running was 3.6, standing was 3.3, sex life was 2.9, traveling was 2.9, sitting was 2.7, social and recreational activities was 2.7, getting dressed was 2.1 and sleeping was 1.8.Our results confirm that low back pain is a significant cause of disability affecting the productive middle years of adult life and causes significant disruption of daily activities including sleep and sex. The cost of lost work time, compensation and treatment for our setting is a knowledge gap that should be filled by further study. There is need for a community-based study to ascertain extent of the problem in at a wider population level.
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The Distribution of Education and Health Services in Madagascar over the 1990s: Increasing Progressivity in an Era of Low Growth - Glick, Peter; Razakamanantsoa, Mamisoa (Journal of African Economies, 2006)
Journal Article The Distribution of Education and Health Services in Madagascar over the 1990s: Increasing Progressivity in an Era of Low Growth Get access Peter Glick, Peter Glick 1Peter Glick is the corresponding author, e-mail: pjg4@cornell.edu Search for other works by this author on: Oxford Academic Google Scholar Mamisoa Razakamanantsoa Mamisoa Razakamanantsoa Search for other works by this author on: Oxford Academic Google Scholar Journal of African Economies, Volume 15, Issue 3, September 2006, Pages 399–433, https://doi.org/10.1093/jae/eji026 Published: 01 September 2006
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Observations of school library impact at two rural Ugandan schools - Goodman, Valeda Dent (New Library World, 2006)
Purpose The purpose of this research is to explore connections between the presence of a library at two schools in rural Uganda and certain student academic engagement indicators, such as scholastic performance, reading habits, study habits, and library use patterns. The study is not intended to demonstrate strong correlations between these items, rather, it is a limited exploration of certain questions meant to inform further enquiry in the area. Five specific questions guided the research: Do students with a school library read more? Do students make good use of the library? Do students recognize the importance of having the library? Do students use the library materials for other than class‐related work? Are there any noticeable differences between the grades of students with the library at their school, and those without? Design/methodology/approach Researchers gathered both quantitative and qualitative data from two different schools in the Masaka District, one school with a library, the Kitengesa Comprehensive Secondary School, and one without, Masaka High School. Researchers also gathered important library‐use information from a third school, Sseke Secondary School, to supplement the quantitative data gathered from the other two schools. Grade and class rank information was collected for 85 students, 6 focus groups were conducted, 85 questionnaires were distributed and collected from students, 5 school administrators and 3 library staff were interviewed, and approximately 10 hours of observation was done. Findings Findings indicate that there are several areas where the presence of a school library has an impact, including students' reading habits, use of materials for non‐school‐related activities, and academic performance. The school libraries visited are both successful examples of how important the rural school library can be to the development of a reading culture. Implications of the findings are discussed in detail. Research limitations/implications Future research efforts might include a multi‐school, longitudinal study on the impact of rural libraries specifically on student achievement. Many studies have been conducted on this topic in the West, but no significant studies so far in Sub‐Saharan Africa, where hard evidence is needed in order to demonstrate the importance of the rural school library to student learning. Originality/value The study itself is unique in that the data hail from a two‐year study conducted at local schools/libraries in rural Uganda, using a broad methodology which included reviewing qualitative and quantitative data. It will provide information that can be used by others to support the need for the establishment of rural school libraries in underdeveloped regions, and provision of reading materials, which are otherwise scarce, for students and teachers.
openalex: W1981919882 mag: 1981919882
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Report from Awka: Pollution, Progress, and Promise in Nigeria - Guidotti, Tee L. (Archives of Environmental & Occupational Health, 2006)
"Report from Awka: Pollution, Progress, and Promise in Nigeria." Archives of Environmental & Occupational Health, 61(5), pp. 195–196
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The Relationship of Career Decision-Making Self-Efficacy, Vocational Identity, and Career Exploration Behavior in African American High School Students - Gushue, George V.; Scanlan, Kolone R. L.; Pantzer, Karen M.; Clarke, Christine P. (Journal of Career Development, 2006)
This study explores the relationship between the social cognitive construct of career decision-making self-efficacy and the outcome variables of vocational identity and career exploration behaviors in a sample of 72 urban African American high school students. The results indicate that higher levels of career decision-making self-efficacy are related to both a more differentiated vocational self-concept and to greater engagement with career exploration activities. Implications for career guidance and future research are discussed.
openalex: W2157799226 mag: 2157799226
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Storytelling as a Means of Peacemaking: A Case Study of Christian Education in Africa - Haitch, Russell; Miller, Donald E. (Religious Education, 2006)
Abstract This article explores how storytelling can help create a space for transformational learning. In particular it looks at the role of storytelling in education for peace in Africa. It also touches on related issues, including the role of historic peace churches, the role of women, and the role of faith convictions, in the process of moving from violence to peace with justice. The case study for the essay is the Watu Wa Amani (People of Peace) conference held in Nairobi in 2004.
openalex: W2027823670 mag: 2027823670
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Women Teaching Women: The Impact of Gender and Religion on Training Teachers in Colonial Africa - Helander, Eila (Temenos, 2006)
Finnish women missionaries have made a major contribution to the training of women teachers in Ovamboland, the northern part of present Namibia. In this paper I examine how African women teachers perceive the impact of Finnish teachers on their career development and their role in society. Data was gathered in Namibia in 1999. Results reveal that missionary women have played a significant role in the process of creating a new social category, that of a career women in the Ovambo society. The example of missionary women has contributed to adopting the idea of building the nation as an essential part of being a teacher. In this process religious legitimization of new ideas and practices has played an important role.
openalex: W1948967875 mag: 1948967875
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SIMPLIFIED MULTI-ORGAN DYSFUNCTION SCORE PREDICTS DISABILITY IN AFRICAN CHILDREN WITH PLASMODIUM FALCIPARUM MALARIA - Helbok, Raimund; Issifou, Saadou; Matsiegui, Pierre Blaise; Lackner, Peter; Missinou, Michel A.; Kombila, Davy; Dent, Wolfgang; Schmutzhard, Erich; Kremsner, Peter G. (American Journal of Tropical Medicine and Hygiene, 2006)
In this prospective study, we assessed the simplified multi-organ dysfunction score (sMODS) in 485 consecutive African children, hospitalized with Plasmodium falciparum malaria. Children were grouped according to their ability to walk unaided (Group 1, N = 414), sit unaided (Group 2, N = 63), or inability of both (Group 3, N = 8) before contracting malaria. The sMODS on admission to hospital was highly correlated with prolonged disease duration in Groups 1 and 2 (Spearman r = 0.79 and r = 0.78, respectively). A sMODS of ≥ 16 was indicative for prolonged disease duration in Group 1 (> 48 hours of inability to walk, sensitivity of 87%, specificity of 82%) and Group 2 (> 24 hours of inability to sit, sensitivity of 100%, and specificity of 78%.). The simplified MODS is a simple and sensitive measure merit of severity of illness in children with P. falciparum malaria and allows early prognostic evaluation.
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Building bridges for resource acquisition: Network relationships among headteachers in Ugandan private secondary schools - Hite, Julie M.; Hite, Steven J.; Jacob, W. James; Rew, W. Joshua; Mugimu, Christopher B.; Nsubuga, Yusuf K. (International Journal of Educational Development, 2006)
Abstract Schools in developing contexts, such as Sub-Saharan Africa, are often resource poor and seek to access resources from their external environments in order to improve school performance. Critical conduits for resource access are found among the school's external network of relationships between school administrators. Using both network and qualitative methods in the field, this research explores and describes the external social relationships among secondary school headteachers in Mukono District, Uganda. The findings identify implications of network structure for resource acquisition as to improving school performance.
openalex: W2091580144 mag: 2091580144
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Use of Pictures to Facilitate Nutrition Education for Low-income African American Women - Houts, Peter S.; Shankar, S.; Klassen, Ann C.; Robinson, Ellen B. (Journal of Nutrition Education and Behavior, 2006)
Dietary patterns among low-income African Americans are associated with high cancer incidence and mortality. Dietary fiber consumption, especially from fruits and vegetables sources, is low in this population, and intakes of fat, saturated fat, cholesterol, and salt are high.1 Consequently, there is a need for effective nutrition education programs for this population. But changing eating behaviors is difficult in any population, and 2 problems that make change especially difficult for this group: (1) strong cultural support for existing dietary behaviors, as well as resistance to change to unfamiliar foods; and (2) varied literacy skills, which can restrict people’s ability to use recipes and written guidelines for food purchases and preparation.
openalex: W2096543906 mag: 2096543906
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Which One is Better: Saying Student Teachers Don't Reflect or Systematically Unlocking Their Reflective Potentials: A Positive Experience from a Poor Teacher Education Faculty in Ethiopia - Hussein, Jeylan Wolyie (The Australian journal of teacher education (Print), 2006)
This paper is informed by Deweyean pragmatism, critical pedagogy, Marxist humanism and social constructivism, all of which see teacher professional learning as a process of constructing knowledge and identity through critical interdependence.In addition to presenting the philosophical root of the reflective approach to teaching and the structure for engaging student teachers in reflective processes, I present the outcome of my own and my colleagues' attempts to unlock the reflective potentials of student teachers at a poor teacher education faculty in Ethiopia and a theoretical/methodological framework to deal with the reflective data.I hope that teacher educators who work with student teachers in the practicum can benefit from the experience presented in the paper.The implication of the paper for teacher educators is that before they complain that student teaches are unreflective, they should set clear objectives and expectations for themselves as well as their student teachers and supply their student teachers with methods of structuring and evaluating their reflections.They also need to be careful and flexible when they employ theoretical frameworks proposed by some teacher educators to identify, structure and determine the reflective levels of what their student teachers write.
openalex: W2125452683 mag: 2125452683
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Perspectives for English Language Teaching in Nigeria in the Context of Global English - Igboanusi, Herbert (Taiwan Journal of TESOL, 2006)
The real problem with the increasing use of English as a global language, particularly the spread of American influence in former British colonies, is the acceptable variety to be used in teaching and examination, between British English and American English. The problem becomes even greater with the emergence of indigenised varieties of English in such countries. However, with the rapidly expanding role of English as a means of communication among non-native speakers of English, the question arises as to whether it is still possible to recommend a single model or standard for teaching and examination. The present paper explores this question within the context of English language teaching and intercultural communication in Nigeria.
openalex: W2262734382 mag: 2262734382
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Approaches for Effective Vocationalisation of Secondary School Agriculture in Nigeria: The Views of Agricultural Science Teachers in Delta State, Nigeria - Ikeoji, Canice N.; Agwubike, Christian C. (The Journal of Agricultural Education and Extension, 2006)
Abstract This paper describes a random sample of serving agricultural science teachers in Delta State, Nigeria, as a background to understanding their views on four selected approaches for effective vocationalisation of secondary school agriculture. These approaches were used to develop a 23-item questionnaire based on current literature. A five-point Likert-type scale was used to determine how well the views of the respondents corresponded with the items in the questionnaire. Results showed, among others, that the average teaching experience of the 322 sampled teachers was 12.9 years; 50.6 % of the respondents were BSc(Ed) degree holders; 38.8% had Nigerian Certificate in Education (NCE), while 10.6% were Higher National Diploma (HND) holders. The respondents agreed that the identified approaches were necessary for effective vocationalisation of secondary school agriculture. The paper therefore recommends that the identified approaches should be pursued by the Nigerian government to ensure that vocational agriculture in secondary schools achieves the goals of the National Policy on Education.
openalex: W2088632533 mag: 2088632533
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Problems and Prospects of Women Access to Science and Technology Education in Nigeria - Imhanlahimi, E. O.; Eloebhose, F. E. (College student journal, 2006)
In this paper, the writers highlighted the importance of science and technology in the development of nations, and expressed the view that the Federal Government of Nigeria, as reflected in the National Policy on Education (1998), gave premium to scientific and technological studies, and did not discriminate between boys and girls in their accesses to such studies in schools. This notwithstanding, various science education literature have revealed low participation of females, in science and technology education compared to their male counterparts. Consequently, factors militating against women access to scientific and technological studies were examined and solutions accordingly proffered. INTRODUCTION Every informed person is aware of the amazing accomplishments of science and technology in every sphere of human endeavour. Science and technology has drastically and astronomically increased our knowledge of the universe. It has opened up astoundingly new and improved ways of diagnosing and treating illness. Rapid advances in electronics has ushered in the computer age, which is rapidly altering our lives for the better. Scientists have even ventured into the hitherto unknown environments of the moon and other planets. It is therefore proper that we learn the skills that have widened our knowledge of the world around us from minute things to the very large ones. The National policy on Education (1998) gave premium to the study of science and technology by prescribing admission ratio of 60:40 percent science to liberal arts into Nigeria Universities. The policy did not discriminate between boys and girls in their accesses to the study of science and technology in schools. In other words, it is the intention of government to provide equal educational opportunities to all citizens of the country. This notwithstanding, various science education literature (Alele Williams, 1987; Okor, 1990 and Okeke, 1997), has revealed low participation of females in science and technology education compared to their male counterparts. This paper therefore examined the factors militating against women participation in science and technology education and accordingly proffered solutions. Science and technology education refers to the teaching and learning of science and the application of tools and materials by man to produce goods and services for the benefit of mankind (Imhanlahimi 1998). Many factors militate against females' participation in science and technology education in Nigeria as follows: Socialization Process Socialization is the process by which a child learns to respond to socially approved values in the society through the guidance of adults. In Nigeria culture, female children are reared differently from males. While girls are protected and discouraged from explorative and risky activities, boys are encouraged to be assertive and challenge their mental powers. This socialization process leads to certain personality characteristics regarded as masculine or feminine: independent qualities, initiative and assertiveness for boys; and dependency, submissiveness and complacency for girls. These personality characteristics affect the attitude of girls towards science and technology education, as they believe they are inferior to boys physically and mentally. Sex Roles Expectations The sex of a child to a large extent determines the choice of career in many cultures, especially in Nigeria. Before the advent of western education in Nigeria, traditional education was practised. Boys received training from their fathers in farming, blacksmithing and other masculine activities, while girls stayed at home to prepare food, washed utensils and took care of little children. In schools, boys are encouraged to do the brain storming mathematics, physics and chemistry, which could lead them to great scientists, doctors, engineers, etc; while girls are encouraged to offer biology and home economics that could enable them become successful housewives. …
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Assessment of malocclusion in pre-school children in Benin City using the incisor classification of malocclusion. - Ize-Iyamu, IN; Aa, Umweni (PubMed, 2006)
This study was aimed at analysing the incisors as a means of classifying malocclusion in pre-school children Incisal classification is not common but is a simple and reliable means of assessing malocclusion, especially in pre-school children. The classification is mainly used to describe the incisal relationship of cases in verbal and written communication between clinicians. Angle's classification holds when the first permanent molars are in place, but in the pre-school child, between the ages of 2-4 years, the first permanent molars may not have erupted. The methods of classifying malocclusion in pre-school children carried out by Foster and Hamilton (1969) and Baume (1950) took into consideration other parameters without the use of the incisors as a means of classifying malocclusion. The incisor classification would then be a more reliable means of analyzing the malocclusion and evaluating the need for early management. A sample of 505 pre-school children between the ages of 2-4 years of age were randomly selected from day care centres and pre-schools in three local government areas of Benin City, Edo State. The incisors were examined and classified using the British Standard Classification of Malocclusion. The results showed that the incisal Class I malocclusion was seen in 90.6% Class II in 2.4% (class II div 1 in 1.8% and class II div 2 in 0.6%) and the incisal class III in 7% of the total sample studied. The 4-year-old age group exhibited a higher frequency of malocclusion in the Class I, Class II div 1 and Class III groups, and showed no significant decrease with age (P > 0.05). Girls showed a higher frequency for a tendency to malocclusion than boys. Our findings show that the most common type of malocclusion seen in pre-school children is the incisal class I, followed by the incisal class III with the class II having the smallest number. The assessment of malocclusion using the incisal classification was fast and easy to use, and was able to detect those children that would require treatment later on. The importance of early detection of malocclusion as regards those that present a functional and aesthetic problem (class II and III) especially in pre-school children is suggested, in order to permit effective and long term planning, according to the child's individual requirements.
openalex: W2405975321 mag: 2405975321
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Eating Disorders and Personality Profile of Female Secondary Schools Students in Benin Metropolis, Nigeria. - Izevbigie, T. I.; Owie, Ikponmwosa (Journal of Instructional Psychology, 2006)
This paper investigated the prevalence of eating disorders of female students and the consequence on their personality profile. Three research questions were raised and one hypothesis formulated. One thousand seven hundred and sixteen (1716) students whose ages ranged from 13-17 years were drawn from secondary school female students in Benin metropolis, using the multistage sampling technique. Female adolescent students eating disorder questionnaire (FASEDQ) was used to generate data. It is made of two parts. Part one comprised of ten main questions, grouped into five sub-areas and part two comprised fifteen questions grouped into five sub-areas. ********** The questionnaire was subjected to a split-half reliability test using person product moment coefficient of correlation (PPMCC) which yielded a psychometric value of an (r) of 0.86. The findings revealed that the students used unsafe weight losing methods to remain slim. The motivational factors were the electronics media and the friends they keep. The chi-sq ([x.sup.2]) value obtained were not significant at P Introduction In the traditional Benin Community, the eating order is heavy breakfast, sometimes light lunch and heavy dinner. This order sometimes disregards the nutritional values of eating. Emphasis is on eating of carbohydrates. Worse still is the practice, which deny children the right of eating enough meat. Occasionally when they do, they are served, pieces that are ridiculously low. The essence of eating among the people is mainly to gain weight. The contention is that a well fed child can hardly fall sick. Women with significant fat are considered physically attractive and sexually desirable. The era of snack bars and junk food created more problems of weight gains. With the advent of technology, this belief is giving way to building good body image, which involves working to become slim. People are getting to be more concerned with losing weight. Sometimes this involves the use of unconventional methods. Concern about body image and losing weight can have adverse consequences some of which include depression from low body esteem, low self worth, poor nutrition from extensive dieting, inadequate calcium and iron intake, under-nutrition; anorexia or bulimia etc. (Edlin, golanty and Brown, 2000). Today there seems to be a change in peoples' eating pattern. Taking diet that is rich in nutritional values in the right proportion is now seriously imbibed. People are becoming increasingly concerned about their body image and problem of overweight. This has led to a compulsive desire to be slim through manipulating eating order and sometimes resorting to physical exercise. The issue of overweight is concerned about being accumulating excess fat. Body fat is made up of two parts; essential fat for normal physiological functioning and storage fat as depot fat (Edlin, Golanty and Brown, 2000). Essential fat comprises about 10%–12% of body weight in women. However, storage body weight of some people can range between 40%-50% (Edlin et al, 2000). This portends a serious health problem for the people. Many people whose body weights do not predispose to health problems seem to be weight conscious, primarily for cosmetic reasons. Their goal is to achieve a body size and shape that meets society's standards of perfection. No wonder that many people in Benin community now views any amount of visible fat on their body as irritable, especially in this modern world. …
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Abnormal haemoglobin variants, ABO and Rh blood groups among student of African descent in Port Harcourt, Nigeria. - Jeremiah, Zaccheaus Awortu (African Health Sciences, 2006)
Background: Abnormal haemoglobin variants ( HbSS,AS,AC,SC,etc) have been known to be common among blacks. Patients with sickle cell disease are often faced with the risk of alloimmunization from allogeneic blood transfusion Objectives: The study was designed to sample students population of African descents for the purpose of updating information on the prevalence of abnormal haemoglobin variants, ABO, and Rh blood groups and compare the results with previously published data. Methods: Standard electrophoretic and haemagglutination techniques were employed in testing the blood samples. Results: Of the 620 students screened, 80.32% were HbAA and 19.68% HbAS. 22.9% were of blood group A, 17.10% group B, 4.84% group AB and 55.16% group O. 96.77% were Rh.D positive while 3.23% were Rh D negative. Sickle cell gene in homozygous state (HbSS) and other abnormal haemoglobin variants were not encountered in this students population,. Analysis of the students population revealed that 454(73.23%) were females while 166(26.77%) were males. Participants of the age group 26-30 years (35.7%) constituted the majority and in this age group, all blood groups were represented. Conclusion: There is a gradual decline in the prevalence of abnormal haemoglobin variants in our black population. The frequencies of ABO and Rh blood groups however appeared to be stable and consistent with previous published data. Keywords : haemoglobin genotypes, blood groups, ABO, Rh, Nigeria African Health Sciences Vol. 6(3) 2006: 177-181
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Training for the Future? A Case Study of Emerging Education, Training and Development Practitioners in the South African Clothing Manufacturing Industry. - Jones, B.; Cooper, Linda; McMillan, Janice (Perspectives in Education, 2006)
This article investigates how training instructors in the South African clothing industry were prepared for their roles as Education, Training and Development Practitioners (ETDPs) by a university adult education programme. The key focus is on how these emerging ETDPs experienced their changing roles, identities and approaches to teaching and the resulting impact on their workplaces. The article explores the findings of four case studies of ETDPs that are located within a larger context of the university course. In addition the notion of the learning organisation as a post-Fordist workplace forms the basis for discussions of the future nature of the industry-university partnership. Both partners have a common goal to develop competent ETDPs, but there are tensions in this partnership which are framed by competing interests between workplaces, which are profitdriven, and the university, which is driven by a social and educational development agenda. The question is therefore raised about the effectiveness of the university's role in transforming ETD practices in the workplace through its adult education programme.
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Entrepreneurial, market, and learning orientations and international entrepreneurial business venture performance in South African firms - Kropp, Fredric; Lindsay, Noël; Shoham, Aviv (International Marketing Review, 2006)
Purpose This study examines the interrelationships between aspects of entrepreneurial, market, and learning orientations, and international entrepreneurial business venture (IEBV) performance. Design/methodology/approach Data were collected from 396 entrepreneurs and 143 senior managers from early stage, growth‐oriented firms in the Republic of South Africa. These firms had an international focus in that 20 per cent began exporting from their inception and the remaining 80 per cent either began exporting within three years of inception or planned to export within three years of inception. Given the multidimensional nature of IEBV performance, structural equation modeling (AMOS) was used to test the measurement and substantive models. Findings Results indicate that IEBV performance is positively related to the innovativeness component of an entrepreneurial orientation (EO), a market orientation, and a learning orientation. Contrary to expectations, the communications aspect of EO is inversely related to objective performance measures. Research limitations/implications By design, only successful IEBVs in South Africa were studied, potentially limiting generalizability. Practical implications Financiers can enhance the probability of success by assigning a greater weight to an entrepreneur's creativity. Originality/value This is the first examination of the role of all three orientations and multidimensional measures of objective and subjective performance. It examines South Africa, a more dynamic, changing and hostile business environment. Managers and financiers can enhance their probability of success by developing the different orientations.
openalex: W1974555288 mag: 1974555288
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Indigenous Approaches to Health Promotion: Challenges for Education Support in South Africa - Lazarus, Sandy (South African Journal of Psychology, 2006)
This article explores whether and how an integrated approach to health promotion, which draws on indigenous and other worldviews and approaches, can be developed to address more effectively biopsychosocial challenges that constitute barriers to learning and development in education contexts. More specifically, the article aims to investigate whether and how indigenous perspectives to health promotion have been incorporated into support services in Native American contexts and what lessons can be learnt from this for the South African context. An analysis of relevant literature and interviews with 25 key informants in Native American contexts in the United States highlighted the following key challenges relating to incorporating different views of and approaches to health promotion in education in South Africa: facilitating ‘paradigm shifting’ or mindset change; addressing power dynamics relating to ongoing colonialism; developing culturally responsive education support services and life skills education curricula; and developing strong school–community partnerships. The article argues that these challenges could be successfully pursued within a South African health promoting schools framework that reflects the different perspectives of role players in this context.
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From competence-based teaching to competence-based learning: : The case of generic competencies in the Faculty of Education at the Eduardo Mondlane University in Mozambique - Linden, Josje van der; Mendonça, Marta (Perspectives in Education, 2006)
The article explains how a formative evaluation in the context of a university in a developing country involving different stakeholders contributed to the development of proposals to improve ongoing educational practices. The case to be discussed is the implementation of generic competencies in the Faculty of Education at the Eduardo Mondlane University in Mozambique. The evaluation was carried out when the first group of Master's students of the faculty was about to finish their studies. It shows how the evaluation of a competence-based curriculum can bring university staff, their students and representatives of the world of work together. The common goal is the improved training of competent professionals, taking into account the learning process of the students, their professional practices and the specific difficulties they encounter.
openalex: W1566128096 mag: 1566128096
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Effect of 5 years of dental studies on the oral health of Tunisian dental students. - Maatouk, Fethi; Maatouk, W.; Ghédira, Hichem; S, Ben Mimoun (PubMed, 2006)
This study is a follow-up of one made in 1998-99 on first-year dental students in Monastir. Now in their fifth year, we assessed the effect of dental studies on students' oral health practices and dental health. Of the 155 students in the first study, 140 were still enrolled. Periodontal troubles, malocclusion and dental decay affected 84.3%, 80.0% and 43.0% of the students respectively. Compared with the previous study, students had achieved a better dental health status–tooth brushing rate was much higher, prevalence of dental decay and periodontal pockets had decreased, and DMF index had improved. However, the prevalence of smoking, bleeding and calculus had not changed, and the frequency of malocclusion had increased.
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A Semi-automated Algorithm for Monitoring Small Scale Thermal Activity at Oldoinyo Lengai Volcano, Tanzania - Mbede, Evelyne; Ernst, Gérald; Kervyn, Matthieu; Harris, Alma; Jacobs, Patric; Belton, Frederick (2006)
openalex: W2554160901 mag: 2554160901
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School enrollment among urban non-slum, slum and rural children in Kenya: Is the urban advantage eroding? - Mugisha, Frederick (International Journal of Educational Development, 2006)
For long now, the urban child has been considered to be more likely than his/her rural counterpart in being able to realize the dream of fully participating in school. This observation has mainly been attributed to what is commonly known as the “urban advantage”. This “urban advantage” is associated with increased access to facilities such as schools in urban areas. Recent work documenting population health in urban and rural areas has however begun to suggest that some sections of the urban population do not benefit from the “urban advantage”. For example, a child in the slums of Nairobi is more likely to suffer from diarrhea than a child in rural Kenya. In addition, a child from the richest household in the slums is more likely to suffer from diarrhea than a child from the poorest family in rural Kenya. This paper explores patterns of school enrollment comparing urban slum, urban non-slum and rural children. The paper uses data from the Kenya Demographic and Health Survey (KDHS) for 1993, 1998 and 2003. A contrast with school enrollment in Nairobi slums is done using the KDHS-type Nairobi Cross Sectional Slum Survey for 2000. Data from focus group discussions collected in the slums of Nairobi provide the context for discussion. The results suggest that school enrollment is higher in urban non-slum than in urban slum areas, and is higher in slums than in rural areas at younger ages. However, this is only true up to age 9 for females and 11 for males, from which school enrollment for slum children declines and the rate of decline is faster than among their rural counterparts. The corresponding ages at which the enrollment among the rural children begins to visibly decline are 13 years for males and 14 years for females. Factors contributing to these results point to the poor quality of primary schools in slums, limited access to secondary school for slum children, increased vulnerability to coercion into sexual activity and other ills that hinder school participation, disabling environment at home and increased child labor.
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Preliminary investigation of adherence to antiretroviral therapy among children in Aminu Kano Teaching Hospital, Nigeria - Mukhtar-Yola, Mariya; Adeleke, SI; Gwarzo, Dayyabu; Ladan, Zubaida Farouk (African Journal of AIDS Research, 2006)
Treatment of HIV with highly active antiretroviral therapy (HAART) has resulted in declining morbidity and mortality rates from HIV-associated diseases, but concerns regarding access and adherence are growing. To determine the adherence level and the reasons for non-adhering to antiretroviral therapy (ART) among children attending the clinic for infectious diseases at Aminu Kano Teaching Hospital in Nigeria, a cross-sectional study using the selfreport tool was carried out among 40 children with HIV infection who had been on ART for at least six months. Thirty-two patients (80%) were 95% or more adherent to their medications. The most common reasons for nonadherence were running out of medicines and the inability to purchase more due to financial constraints; other barriers were non-availability and inaccessibility to medications. Eighty-five percent of the paediatric patients took their medications at the same time everyday, and scheduled appointments were kept by 87.5%. The social class of the patients did not significantly affect adherence level. The level of adherence to ART was comparable to levels reported from other developing and developed countries. The cost of ART, and availability and accessibility to medications were the most significant barriers to adherence. Expanded access to subsidised antiretroviral drugs should improve adherence - and consequently treatment outcomes - for patients receiving this treatment in resource-poor settings.
openalex: W2039340262 mag: 2039340262
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Knowledge of sexually transmitted diseases among secondary school students in Dar es Salaam, Tanzania. - Mwambete, Kennedy D; Mtaturu, Z (PubMed, 2006)
In Tanzania, it is considered a taboo for teachers and parents to talk with children about sexual matters including sexually transmitted diseases (STDs) in schools and at home because of cultural and religious barriers. Political pressure also keeps sexual education and thus education on STDs out of classrooms. Generally, there is disagreement over STDs education on what to teach, by whom, and to what extent.To assess the knowledge of STDs, and attitude towards sexual behavior and STDs among secondary school students.This was a cross-sectional study using a semi-structured questionnaire. A sample size of 635 students was determined by simple random sampling.Majority of the students (98%) said have heard about STDs; however their knowledge of the symptoms associated with STDs was poor. Similarly 147 (23%) students did not know other means of STDs transmission rather than sexual intercourse. A number of students who were capable of identifying all tracer STDs was comparable between the ordinary (10.5%) and advanced (10.6%) level students (p < 0.001). Thirty-two students (8%) were completely unable to identify even a single tracer STD. About 96% respondents said were capable of preventing themselves from contracting STDs, however 38% of them admitted that they were at risk of contracting STDs. Majority (99%) described more than one source of information on STDs, television and radio were the most commonly mentioned sources, whilst none of them cited parents as source of information (p < 0.001). Regarding vulnerability to STDs, 503 (79%) students said female students were more vulnerable to STDs compared to males.The level of knowledge about STDs (ability to identify tracer STDs, to describe symptoms associated with STDs and their mode of transmission) is poor with regard to the students' levels of education. Female students are more vulnerable to STDs compared to male counterparts. Mass media is still the more effective means of educating the students on STDs.
openalex: W2130957792 mag: 2130957792
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Epidemiology of intestinal nematodes in school-age children of the Kumba urban area, South West Cameroon - Ndamukong, K. J. N. (East African Medical Journal, 2006)
The urban slums, poorly disposed garbage and inadequate toilet facilities in many homes, coupled with the high temperatures, rainfall and humidity that characterise the Kumba urban area, favour the development and transmission of helminth parasites in the area. School-age children are particularly at risk of infection.To determine the pattern of soil-transmitted nematode infections in the Kumba urban area as affected by seasonal changes.Longitudinal study.Ten primary schools in the Kumba urban area.Five hundred and eighty seven randomly selected pupils aged between four and fifteen years of both sexes.Significantly (P<0.005) more children were infected towards the end (69%) than in the early months (38.3%) of the rainy season. The infection rate recorded in December/January (dry season) was significantly reduced in April/May (early months of the rainy season) in male and female (P<0.01) children of different age groups (P<0.005) and classes (P<0.05). Then after, the rate increased significantly (P<0.005) in all the groups to reach a peak in October/November (last months of the rainy season). The intensity of infection more or less followed the same pattern as prevalence, except in hookworms where prevalence increased progressively and significantly (P>0.05) from 10.7% in December/January to 19.4% in October/November, while the worm load decreased. Single and mixed species infections constituted 50.8% and 49.2% respectively of the infections investigated, with Ascaris lumbricoides accounting for the highest number of infections. The most common combination of mixed species infections was Ascaris/Trichuris.The study has revealed that, in general, progressively more school-age children are infected with soil-transmitted nematodes in the course of the rainy season while acquisition of infections in the dry season progressively reduce to the low levels observed in the early months of the rainy season.
openalex: W2023923030 mag: 2023923030
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Singleton Preterm Births in Korle Bu Teaching Hospital, Accra, Ghana - Origins and Outcomes K Nkyekyer - Nkyekyer, Kobinah; Enweronu‐Laryea, Christabel; Boafor, Theodore (2006)
openalex: W2983989454 mag: 2983989454
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Towards the Making of Education Policy in Kenya: Conclusions and Implications. - Oduol, Truphena (International education journal, 2006)
This paper uses the SACMEQ II data to carry out an analysis of classroom context factors that accounted for student scores in reading and mathematics as well as a review of methods used to derive policies in Kenya in order to emphasise the need for evidence-based research for the derivation of policies for the leadership and management of primary education in Kenya. The paper goes further to explain the advantages of the approach as well as some of the impediments. Some suggestions of measures needed to foster the approach are provided. It emphasises that this approach is a necessary ingredient for effectiveness and efficiency in education. Evidence-based research, policy-making, management of education, school effectiveness, Kenya
openalex: W2170464136 mag: 2170464136
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Reflective Teaching Practice among Student Teachers: The Case in a Tertiary Institution in Nigeria - Ogonor, B. O.; Badmus, Medinat M. O. (Australian Journal of Teacher Education, 2006)
The study examined the reform outcome of reflective teaching introduced by the Faculty of Education among the student teachers in a Nigerian University during the 2002\2003 teaching practice exercise.Three hundred and four students who were in the final and penultimate years of graduation comprised the sample for the study.Six research questions were raised to direct the thrust of the study.Four sets of instruments were used.They were all open ended, targeted at eliciting information on student teachers' activities and support by teachers of partnership schools during the teaching practice, perception of student teachers' performance by Faculty and mentor teachers, as well as the challenges encountered by trainees during the exercise.The findings from this study indicated that student teachers were elated and had opportunity for professional growth as they practiced reflective teaching.However, they stated that teachers of partnership schools could not provide specific professional support to them during the practice period.Faculty's perception of trainees' activities during the practice period was that student teachers had more problems with the application of pedagogy than knowledge of subject matter while mentor teachers rated students' general performance as very high.Student teachers enumerated the constraints they had to perform effectively during the teaching practicum, as intense pressure for time, inability of school authorities to provide required basic materials and non performance of the role of mentoring by staff of partnership schools.
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The Usage of Tense and Aspect in the Written English of Some Selected Secondary School Students in Nigeria - Okanlawon, Bidemi (Taiwan Journal of TESOL, 2006)
The verbal group of English is the most crucial part in the structure of English and it constitutes a source of considerable difficulty for second language learners. The major aim of this paper is to find out the level of competence of the participants in the usage of tense and aspect features of English especially in their active, productive language use. The participants are 60 Senior Secondary Year Three students who were given a guided composition to write. Our findings showed that the different verbal group forms and their meanings posed different problems to the learners. On the basis of our findings we offer suggestions that can lead to a better understanding and usage of the features investigated.
openalex: W2261043652 mag: 2261043652
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Implications of Farmers’ Propensity to Discontinue Adoption of Downy-Mildew Resistant Maize and Improved Cowpea Varieties for Extension Education in Southwestern Nigeria - Oladele, O. I.; Adekoya, A.E. (The Journal of Agricultural Education and Extension, 2006)
Abstract This paper examines the implications of farmers’ propensity to discontinue the adoption of agricultural technologies in southwestern Nigeria. This is predicated on the fact that extension education process should be proactive in addressing farmers in order to sustain the adoption process. Empirical studies looking at diffusion processes from an ex post perspective have failed to deliver in terms of effective ex ante policies and intervention strategies, and the transfer of the technology model has lost much of its lustre. Following a survey of arable crop farmers in two states of southwestern Nigeria, a Tobit model was estimated on the data collected during the 2002 growing season in order to identify variables significant in the farmers’ discontinuance behaviour. The variables identified are: attitude, extension visit, feedback provision, marketability and input availability. From the estimation, foremost among the significant variables leading to discontinuance of improved maize and cowpea varieties is extension visits.
openalex: W2004044172 mag: 2004044172
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At the Crossroads of Architectural Education in Nigeria - Olotuah, Abiodun Olukayode (Transactions, 2006)
This paper critically reviews the critiques on architectural education in Nigeria. It focuses particular attention on the views and opinions of the doyen of architectural education in Nigeria, Prof Ekundayo Adeyinka Adeyemi; the former acting Vice Chancellor of the Federal University of Technology, Akure, Nigeria. The paper affirms the need for a re-engineering of the curriculum of architectural education in Nigeria to enable architects to meet effectively the challenges of their profession and the demand this places on them in the third millennium. This is in view of the emerging roles of the architect, the socio-political and economic state of the nation, and global trends in architecture.
openalex: W2030230292 mag: 2030230292
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Coping mechanisms of some blind trainees engaging in agricultural rehabilitation in a Nigerian training centre for the blind - Olujide, M. G.; Ademokoya, Julius A. (International Journal of Rehabilitation Research, 2006)
This study was conducted to assess the coping mechanisms of some blind trainees engaged in agricultural activities at the Nigeria Training Centre for the Blind, Ogbomoso, Oyo State, Nigeria. The participants in this study were blind trainees and agricultural inspectors. Focus group discussions were used to elicit their feelings concerning their coping mechanisms with agricultural activities at the centre. In addition, a practical session, and participatory observation, was carried out to examine the trainees and their reactions to the agricultural training programmes. Findings revealed that the blind trainees could effectively undertake farming activities despite their disability. It was, however, noted that the facilities for agricultural training programme in the centre are not inadequate. Moreover, the study further discovered that the number of blind persons seeking agricultural training was far less than the expected intake for the centre. There were also more male than female trainees in the centre. Based on the findings, recommendations were made to improve the farming training programme for blind trainees at the centre. More facilities should be provided and efforts made to encourage more blind persons to use the centre. This will discourage begging and dependence, activities often engaged in by blind persons who have not been rehabilitated.
openalex: W2091553598 mag: 2091553598
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Assessment of the Affective Evaluation Competencies of Social Studies Teachers in Secondary Schools in Western Nigeria - Omare, Caroline; Iyamu, Ede O. S. (College student journal, 2006)
The nature and objectives of Social Studies in Nigerian Secondary schools indicate the affective orientation of the subject. Studies abound on the dominance of cognitive orientation to the teaching and evaluation of the subject in the schools, an indication that the curriculum is poorly implemented. This study assessed the affective evaluation competences of Social Studies teachers in western Nigeria, using the observation methods and rating scale. It was found that the teachers' over-all affective evaluation competences were below the acceptable level and that professionally qualified non-graduate teachers demonstrated more competence than their graduate counterparts. The need to intensify the development of affective teaching skills in Social Studies teacher education was recommended. Introduction Social Studies in Nigerian schools may be seen as a subject meant to develop in students a critical and balanced awareness (Lawton and Dufour, 1976). Ogundare (1988) posits that the modern social studies programme emphasizes the promotion of how to think, over what to think. Ogundare (1989) further opines that Social Studies in Nigeria is aimed towards social attitude formation. Kissock (1981) explains that the need for establishing Social Studies programme arises when a society determines that it requires formal instruction to develop a common set of understanding, skills, attitudes and actions concerning human relationship among all members of the society. The various views on the nature of Social Studies portray the subject area as functional in orientation. It is expected that there would be a remarkable change in the nature of the personalities exposed to learning opportunities provided by Social Studies The views of Kissock (1981) about Social Studies as utilitarian in focus and Onyabe (1980) as the integration of knowledge and experience concerning human relations for the purpose of effective citizenship provides a basic frame work for this study. Social Studies is therefore viewed mainly as a formal instruction to develop a common set of understanding, skills, values, attitudes, habits and actions concerning human relationships in the society. Hence, Iyamu (1998) views Social Studies as that aspect of education meant to help people learn how to get along with others. In Nigeria and perhaps like other places, it has to do with the development of socio-civic and personal behaviour. These are expressive of the affective orientation of Social Studies in Nigerian schools. Consequently, the objectives of the secondary school Social Studies curriculum in the country include the following i. To develop in students positive attitudes of togetherness, comradeship and cooperation towards a healthy nation through the inculcation of appropriate values of honesty, integrity, hard work, fairness and justice and fair play as one's contribution to the development of the nation ii. The creation of awareness that discipline is essential for an orderly society (NERDC, 1981). It could be said that the objectives of social studies lean more towards affective learning than the cognitive. This is in line with the view of Jarolimek (1981) that describes social studies as changing priorities from academic to socialization functions. Social Studies is expected to provide learners with adequate skills to relate effectively with their fellow human beings as well as their environment. In spite of this basic orientation of the subject, literature abounds on the cognitive approach to the teaching and evaluation of social studies in Nigerian schools ( Novak, 1977., Okunrotifa, 1981., and Iyamu, 1998). The practice in schools is that emphasis is laid on facts and information learning. Could it be that the teachers lack the needed competences to emphasize the affective orientation of social studies? Unless the teaching and evaluation of Social Studies in Nigerian schools reflect the affective orientation of the subject, its objectives cannot be seen to be realized nor the curriculum implementation effective. …
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Occlusion in the primary dentition. Part 2: a comparison of some occlusal traits among pre-school children of the 3 major ethnic groups in Nigeria. - Onyeaso, Chukwudi Ochi (PubMed, 2006)
This paper attempted to compare some of the other occlusal variations in the primary dentition of the children from the 3 major ethnic groups in Nigeria. Cross-sectional epidemiological study involving two major cities in Nigeria. 269, 3-5 year-old children from the 3 major ethnic groups in Nigeria consisting of 125 (46.5%) males and 144 (53.6%) females selected from pre-primary schools/centres. Only children with confirmed ages were included in the study and the criteria of Foster and Hamilton were used in assessing the occlusal features. Although some ethnic differences were observed in relation to the assessed occlusal features, overjet, overbite, cross bite, scissors bite and midline relationship, none was found to be statistically significant (P > 0.05). The occlusal features among the children from the ethnic groups do not differ significantly. Prospective longitudinal study could be worthwhile in further understanding their occlusal developments.
openalex: W2416920710 mag: 2416920710
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Communicating brand personality: Are the websites doing the talking for the top South African Business Schools? - Opoku, Robert A.; Abratt, Russell; Pitt, Leyland (Journal of Brand Management, 2006)
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Characteristics and Study Motivation of Clinical Dental Students in Nigerian Universities - Orenuga, O O; Costa, Oluranti Olatokunbo da (Journal of Dental Education, 2006)
A cross-sectional study of a cohort of 197 clinical dental students in the four accredited dental schools in Nigeria was conducted to determine the sociodemographic characteristics of these dental students and their motives for the choice of dentistry. The results indicate that the number of female dental students in Nigeria is increasing, which reflects a trend well established in virtually all other nations. The vast majority of Nigerian dental students (97 percent) qualified for school based on their performance on the University Matriculation Examination. About one-third, 32.5 percent, indicated that dentistry was their first choice for a career. This choice was greatly influenced by family in 50 percent of this group of students. There were several factors that strongly influenced career choice among students who indicated that dentistry was their first choice: interest, prestige, good employment opportunity abroad, and regular work hours. The need to go into a prestigious and financially lucrative profession similar to medicine were the commonest reasons identified by the group of students for whom dentistry was not the first career choice. The motives for choosing dentistry as a career in this group of students seem to relate to an image of dentistry as a vehicle for the achievement of personal goals. It is recommended that high school students be encouraged to see dentistry first hand. This is because in countries such as Nigeria it is not unusual for a potential dental student to have never visited the dentist.
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Searching for Appropriateness in Social Work Education in Botswana: The Process of Developing a Master in Social Work (MSW) Programme in a ‘Developing’ Country - Osei‐Hwedie, Kwaku; Ntseane, Dolly; Jacques, Gloria (Social Work Education, 2006)
Developing a tertiary academic programme in Botswana is not only an intellectual activity but also an institutional process that must be balanced to satisfy different stakeholders and contending claims. This paper focuses on the intellectual and institutional processes of developing a Master in Social Work (MSW) programme at the University of Botswana. It discusses the intricacies of identifying the need for a MSW and the consultative process of designing the programme and course objectives, titles, and course content. The paper takes the view that institutional and intellectual issues are significant factors of the exercise of searching for appropriateness in social work education in an African context.
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Theorising service learning in higher education in South Africa : research article - Osman, Ruksana; Castle, Jane (Perspectives in Education, 2006)
Policy on service learning is framed in the discourse of reciprocity, partnership and engagement. It is tasked with transforming higher education to bring about opportunities for integrating theory and practice, work-based learning and academic learning, so that higher education engages with knowledge created in other sites of practice. While policy is visionary, conditions on the ground bring to the fore complex challenges which relate to the nature of partnerships, reciprocity and engagement on the one hand, and the purposes and practices of higher education on the other. This begs the question, Can service learning deliver on its espoused goals? In this article we argue that critical education theory provides a lens which researchers and practitioners can use to illuminate the practice of service learning in higher education. We reflect on our own practice of service learning in teacher education to show the way in which critical theory can illuminate and expose imbalances and gaps in the mutuality and partnership promised in policy.
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Institutional Support for Collective Learning: Cluster Development in Kenya and Ghana - Oyelaran-Oyeyinka, Banji; Lal, Kaushalesh (African Development Review, 2006)
Abstract: The study analyses the role of institutional infrastructural and collective learning in adoption of new technologies. The data for the study come from the Suame cluster in Ghana and the Kamukunji and Kariobangi clusters in Kenya. The clusters are dominated by micro and small enterprises (MSEs). The findings of the study suggest that policy measures need to be taken by governments in developing countries to improve the performance of MSEs. It is found that greater participation of the private sector is required in setting up training and information service centres within clusters. These institutions could provide need‐based skills for better usage of new technologies. This is more relevant for information and communication technologies (ICTs) such as e‐mail and the Internet. These institutions could also be useful in searching function‐ and job‐specific ICT tools which are not only expected to be efficient but cost effective. Such collective cluster initiatives are expected to result in better cluster performance.
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College Choice: A Study of African American and White Student Aspirations and Perceptions Related to College Attendance. - Pitre, Paul E. (College student journal, 2006)
This study examined African American and White ninth grade students' aspirations for college attendance, utilizing the predisposition stage of Hossler and Gallegher's (1987) model of college choice as a conceptual framework. This study also introduced a measure of student perceptions of how well high school was preparing them for college. Findings revealed that African American students' aspirations for college attendance were similar to those of their white peers, even though African American students had lower levels of academic achievement. The study also showed that students who held negative perceptions of how well their high school was preparing them for college were less likely to aspire to college attendance. INTRODUCTION Researchers contend that over the past four decades increasing attention has been focused on the processes by which students make decisions regarding college attendance (Perna, 2000; Hossler, Braxton, & Coopersmith, 1989). Factors that have influenced the increasing interest in the processes associated with students' college decisions include changes in the traditional and non-traditional student populations attending college, shifts in the demographics of the college age population, and increased competition in the higher education environment. In combination, these factors are forcing colleges to be more mindful of the choice process as it relates to recruitment and enrollment trends (Paulsen, 1990; Chapman, 1981). College choice has been defined as the process a student experiences as he or she makes the transition from high school to college (Paulsen, 1990; Hossler et al., 1989; Hossler & Gallagher, 1987; Litten, 1982). Hossler and Gallagher (1987) contend that college choice takes place in three stages. Predisposition–the earliest stage of the college choice process–is the stage in which some students develop aspirations for college attendance (Hossler et al., 1989). A student who is able to maintain high aspirations for college attendance during the high school years will increase the likelihood of high educational attainment (Kao & Tienda, 1998; Campbell, 1983; Sewell & Shah, 1978; Sewell, 1971). The second stage of the college choice process–search–is the point at which a student gains information that assists him or her in the evaluation of various characteristics of institutions for the purpose of identifying a good personal fit. This information also moves a student in the direction of making a stronger commitment to college attendance (Hossler et al., 1989). The third and final stage of college choice–the choice stage–is generally reached by a student who gains a sufficient base of information on different colleges that can help him or her eliminate alternatives from a choice set. Having a base of knowledge allows the student to focus on one institution that will meet the student's individual needs (McDonough, 1997). It is important to note that a student may opt out of the college choice process at any stage (Hossler et al., 1989). Purpose of this study Aspirations have long been considered an important psychological aspect of a student's propensity toward college attendance (Kao & Tienda, 1998; Morgan, 1996). Even so, the literature related to African American student aspirations for college attendance presents conflicting information. Some studies contend that African American students aspire to college attendance at rates similar to their White peers (Kao & Tienda, 1998; Orfield & Paul, 1994) while other studies have shown that White students aspire to college attendance at higher rates than African American students (Paulsen, 1990; Tuttle, 1981; Kerckhoff & Campbell, 1977). The purpose of this study was to determine which of the aforementioned research-based assertions was represented in a sample of ninth graders, students most likely to be engaged in the predisposition stage of college choice (Terenzini, Cabrera, & Bernal, 2001; Hossler & Gallagher, 1987). …
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Adult Basic Education and Training in the ten years of South African democracy - Quan-Baffour, Kofi Poku (2006)
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Building a Natural Earthquake Laboratory at Focal Depth (DAFSAM-NELSAM Project, South Africa) - Reches, Z. (Scientific drilling (Online), 2006)
No abstract available. doi:10.2204/iodp.sd.3.06.2006
openalex: W4230175437
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Building a Natural Earthquake Laboratory at Focal Depth (DAFSAM-NELSAM Project, South Africa) - Reches, Z.; teams, Nelsam (Scientific Drilling, 2006)
Abstract. No abstract available. doi:10.2204/iodp.sd.3.06.2006
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Prevalence and attitudes of smoking among secondary school teachers in Hadramout coastal districts, Yemen - Salim, Abdulla; Ali, Ahmed (2006)
A descriptive KAP study about smoking was conducted in all the ten secondary schools in Hadramout coastal districts during October 2004 – April 2005 and a total of 317 teachers were enrolled in the study (182 male, 135 female teachers). The findings revealed that about 8% of the teachers were smokers; all smokers were males (prevalence 14%). Only 10% of teachers had received training to limit smoking among students, and 27% had educational materials about harmful effects of smoking. The study concluded that low smoking prevalence, good knowledge and attitudes of teachers, especially female teachers, toward smoking may offer a chance for smoking prevention strategies in secondary schools.
openalex: W151756763 mag: 151756763
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Household Change and Rural School Enrollment in Malawi and Kenya - Schäfer, Mark (Sociological Quarterly, 2006)
This study examines school enrollment in two sub-Saharan African nations, Malawi and Kenya. The article advances a refined family economy theoretical framework for understanding variations in school enrollment. It recasts family economy frameworks to consider not only how the household institution mediates a broad social change, but also how the family institution itself may be influenced by a macroinstitutional change. The findings suggest that household structural changes, as well as changes in parents' activities and perceptions, help explain enrollment practices in rural Malawi and Kenya.
openalex: W2080635597 mag: 2080635597
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Determination of selected elements in red, brown and green seaweed species for monitoring pollution in the coastal environment of Ghana - Serfor-Armah, Y.; Carboo, D.; Akuamoah, R. K.; Chatt, A. (Journal of Radioanalytical and Nuclear Chemistry, 2006)
openalex: W2034933551 mag: 2034933551
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Gender Participation in Rural Training Programmes in Kwara State of Nigeria - Sinkaiye, Tope (Journal of Social Sciences, 2006)
The study aimed at examining the extent of involvement of rural men and women in trainings organized by selected Rural Poverty Alleviation Programmes in Kwara State; and how training has affected their participation in such programmes. The subjects studied consisted of 186 men and women randomly sampled and interviewed using a structured interview schedule from September to December, 2003. Data analysis involved the use of both descriptive and inferential statistics. Findings from the study revealed that less than 20 percent of rural men and women had access to the various training opportunities available at the rural level. Many women participated in trainings that improve their gender role performance. Respondents had access to and control over trainings organized by Agricultural Development Programmes, Family Economic Advancement Programme, Village Alive Women Association and Cooperative Societies. Access to and control over trainings organized by Rural Poverty Alleviation Programmes (RPAPs) is a determinant of participation in the studied RPAP’s, but access to training is more an important determinant than control of training. However, some of the RPAP’s did not provide training opportunities for the beneficiaries.
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A critical inquiry‐oriented pedagogy: an insider’s reflections on an in‐service teacher education project in Ethiopia - Tessema, Kedir Assefa (Journal of in-service education, 2006)
This article presents an insider’s reflection on an innovative on‐the‐job teacher education course offered from 2003 to 2005 in Ethiopia combining distance and face‐to‐face modes. The text adopts a descriptive‐analytic approach in reporting the insider’s reflections. To analyze the course, the author used his colleagues’ and his own documentations of the course activities as a major source of data. Moreover, documents such as syllabus, schedules, task sheets and study materials were analyzed to shed light on the author’s understandings of the situation. The author argues that the course’s epistemological and ideological foundations were geared towards the socio‐historical circumstances surrounding Ethiopia’s education. The author identified constraining problems and challenges that have both micro and macro dimensions. The author also reflected that, withstanding such challenges, the course was somewhat able to involve participants in the process of conscientization and create a community of educators who share common pedagogical and ideological discourses and convictions.
openalex: W2050220755 mag: 2050220755
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Relationship between socio-economic status and educational achievements of Ellisras rural primary school children, South Africa : education and health - 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.
openalex: W2755111032 mag: 2755111032
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P418 Comprehensive preparedness among health workers for sleep apnea advocacy: Workshops, training, and network formation in Uganda - Umar, Matovu (Sleep Medicine, 2006)
openalex: W2126045661 mag: 2126045661
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Foundations of Adult Education in Africa, by F. Nafukho, M. Amutabi, and R. Otunga. Cape Town, South Africa: UNESCO Institute of Education and Pearson Education, 2005. 182 pages. $23 ISBN: 92–820–1121–6 - Vásquez-Colina, María D. (Human Resource Development Quarterly, 2006)
Human Resource Development QuarterlyVolume 17, Issue 3 p. 359-363 Review Foundations of Adult Education in Africa, by F. Nafukho, M. Amutabi, and R. Otunga. Cape Town, South Africa: UNESCO Institute of Education and Pearson Education, 2005. 182 pages. $23 ISBN: 92–820–1121–6 Maria D. Vasquez-Colina, Maria D. Vasquez-Colina Florida Atlantic University, Boca RatonSearch for more papers by this author Maria D. Vasquez-Colina, Maria D. Vasquez-Colina Florida Atlantic University, Boca RatonSearch for more papers by this author First published: 11 October 2006 https://doi.org/10.1002/hrdq.1180AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Volume17, Issue3Autumn (Fall) 2006Pages 359-363 RelatedInformation
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Growth-fault structure and stratigraphic architecture of the Buck Ridge volcano-sedimentary complex, upper Hooggenoeg Formation, Barberton Greenstone Belt, South Africa - Vries, Sjoukje T. de; Nijman, Wouter; Armstrong, Richard (Precambrian Research, 2006)
The ∼3.45–3.42 Ga Buck Ridge volcano-sedimentary complex (BR-vsc) forms the uppermost part of the Hooggenoeg Formation, in the early Archaean Onverwacht Group of the Barberton Greenstone Belt, South Africa. The complex consists mainly of massive and pillowed basalts and felsic, quartz-plagioclase porphyritic rocks, which are capped by pervasively silicified sedimentary rocks. Deposition of the felsic extrusive and (volcani-)clastic sedimentary rocks occurred in shallow water to emersion, during an extensional tectonic regime. The extensional regime is expressed by a number of listric normal faults that transect the entire ∼2 km thick complex. The syndepositional (i.e. growth fault) character of the faults is indicated by variations in thickness and facies of rock units across the faults, and by systematic rotation of the fault blocks. Broadly contemporaneous with the faulting, felsic rocks intruded the complex into the highest levels. The geometry of these intrusive bodies was controlled by the major growth faults. Extension also created space for the intrusion of approximately bedding-perpendicular felsic and mafic dykes, and black chert veins. The new field observations and U–Pb zircon SHRIMP data have pinned the timing of events during and after deposition of the BR-vsc. The growth-fault model accounts well for previously unexplained structural observations that include both extensional and compressional features. Recognition of an early extensional phase of deformation demonstrates further similarities between the tectonic histories of the Barberton Greenstone Belt and the greenstone belts of the east Pilbara in Australia.
openalex: W2007774401 mag: 2007774401
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The Lindeques Drift and Heidelberg Intrusions and the Roodekraal Complex,Vredefort, South Africa: comagmatic plutonic and volcanic products of a 2055 Ma ferrobasaltic magma - Waal, S. A. de; Graham, IT; Armstrong, Richard (South African Journal of Geology, 2006)
The Lindeques Drift and Heidelberg Intrusions and the volcanic Roodekraal Complex belong to a high-Ti mafic igneous suite (HITIS) that was emplaced in the Kaapvaal Craton as km-sized bodies, to the north and north-east of the Vredefort impact structure, prior to impact. New zircon SHRIMP ages for the Lindeques Drift Intrusion (2054.8 ± 5.7 Ma) and Roodekraal Complex (2053 ± 9.2 Ma) are indistinguishable from that of the Bushveld magmatic event (~2.06 to 2.05 Ga). The dominant rock types in the Lindeques Drift and Heidelberg Intrusions are even-grained and porphyritic spessartites which essentially are clinopyroxene-magnetite (-ilmenite) ± olivine cumulates with variable fractions (estimated 15 to 30%) of interstitially crystallized magma. The concentration of magmatic amphibole (edenite-magnesiohastingsite), responsible for the porphyritic texture of the spessartite, is directly proportional to the fraction of trapped magma, which also crystallized interstitial plagioclase, sphene, sulphide, apatite, microperthite and biotite. The Lindeques Drift spessartite is cut by fine-grained dykes and sills(?) of diorite and syenodiorite. Low-silica diorite in the Lindeques Drift Intrusion was produced by the reaction of the parental magma with the dolomitic country rock of the Chuniespoort Group through desilicificaton and de-alumination. The Roodekraal Complex is composed of multiple flows of predominantly mugearite lava with sub-flow intrusions of diorite. The diorite of Lindeques Drift and the lava and diorite of Roodekraal are chemically comparable in terms of both major and trace elements, suggesting a co-magmatic derivation. The magma parental to the three bodies is proposed to be a low-Al ferrobasalt with alkaline affinities (MgO = 4.8%, TiO 2 =1.8%, P 2 O 5 = 0.52%, Zr/(P 2 O 5 · 10 4 ) = 0.02, Nb/Y=1.47, K 2 O/Yb =1.3, Ta/Yb = 1.1). The latter was probably derived by deep crustal fractionation of amphibole and plagioclase from an alkali basalt(?) precursor in an embryonic continental rift setting. The probability that a gabbro dyke, stratigraphically below and perpendicular to the Lindeques Drift Intrusion, is a feeder to the latter is regarded as small.
openalex: W2131632602 mag: 2131632602
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Working Adults Learning in South African Higher Education. - Walters, Shirley; Koetsier, Jos (Perspectives in Education, 2006)
openalex: W1558322564 mag: 1558322564
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Working adults learning in South African higher education : research article - Walters, Shirley; Koetsier, Jos (Perspectives in Education, 2006)
This article draws on a larger study of the dynamics of work and study among adult students in public higher education institutions in South Africa. This study found that over 50% of all students in the higher education system in the country are over 23 years of age, and 80% of them are at undergraduate level. The focus of this particular article is a case study at the University of the Western Cape (UWC), which has a long history of making provision for working adult students. It focuses on the extent to which adult students are engaged in work, and the influence that this might have on their studies. In a context where broadening the social base of higher education is a national imperative, and the majority of students are driven through economic necessity to work, the dynamics between students and their workplaces become an important matter. The improvement of throughput rates is a national concern. The issue that we address is whether adult students' success could be enhanced if there was greater knowledge and understanding of the relationships between students and their work. Our findings are suggestive of both the implications for institutions and the potential benefits for students. The findings also identify areas for further research.
openalex: W2606980926 mag: 2606980926
Keywords: openalex:import

Agriflection: A Learning Model for Agricultural Extension in South Africa - Worth, S.H. (The Journal of Agricultural Education and Extension, 2006)
Abstract Prosperity—continuous and sustainable wealth creation—is an elusive goal in South African smallholder agriculture. This paper suggests that agricultural extension can facilitate realising this objective if an appropriate approach to extension can be developed. To develop such an approach requires that the definition of extension and the assumptions on which that definition rests are challenged. The objective of such an interrogation would be to reshape principles and assumptions so that extension can be re-cast enabling extension to strengthen the capacity of people engaged in agriculture and thereby tap the agricultural potential of rural communities. Such an approach would need to give practical expression to South Africa's policies to revitalise rural agrarian communities, putting them on a pathway to enduring prosperity. This paper proposes the Agriflection extension model. The model arises out of fundamental changes in thinking about extension. Incorporating elements of livelihoods approaches and learning theory, Agriflection is a learning model that shifts i) the context and locus of learning, ii) what is learned, and iii) the learning process. The model fosters a culture of continuous reflective learning that is submitted as the highest purpose of extension. The model suggests that prosperity can be realised through engaging smallholder farmers in scientific discovery, innovation and technology development based not on what they lack, but on what they have.
openalex: W2057630046 mag: 2057630046
Keywords: openalex:import

An investigation of the effectiveness of the school- based workshops approach to staff development in secondary schools in Botswana - Monyatsi, Pedzani Perci (Educational Research Review, 2006)
The development of staff in any organization in order to attain quality results is a sine qua non. The human resource of any organization, including schools and colleges is central to its effectiveness. What matters is the model that is used to enable the development of staff, in this case the development of teachers in secondary schools. This article argues that the school-based workshops as a component of staff development in the schools is the most effective due to several reasons, among them, the contextuality of the approach, its needs-driven nature, and the collaboration and teamwork that are its hallmark. Apart from the above, the study highlights some advantages that accrue such as being cost-effective and time saving and not being disruptive to the teaching and learning processes. The study combines both the qualitative and quantitative approaches to research. Key words: staff development; school-based staff development; Botswana; school-focused
openalex: W2984497491 mag: 2984497491
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Psychosocial Influences on Suboptimal Adjuvant Breast Cancer Treatment Adherence Among African American Women: Implications for Education and Intervention - Magai, Carol; Consedine, Nathan S.; Adjei, Brenda A.; Hershman, Dawn L.; Neugut, Alfred I. (Health Education & Behavior, 2006)
Despite lower incidence, African American women are at increased risk of dying from breast cancer relative to their European American counterparts. Although there are key differences in both screening behavior and tumor characteristics, an additional part of this mortality difference may lie in the fact that African American women receive suboptimal adjuvant chemotherapy and may receive suboptimal hormonal therapy, therapies that are known to increase survival. The authors consider ethnic differences in the psychosocial factors that have been shown to relate to poor screening adherence and consider how they may influence adherence to breast cancer adjuvant treatment, thus the receipt of suboptimal adjuvant chemo or hormonal therapy. To this end, they review ethnic differences in cognitive, emotional, and social network variables. Psychosocial variables should be included in research designed to understand cancer disparities as well interventions that can be tailored to culturally diverse populations to improve treatment adherence.
openalex: W2138219003 mag: 2138219003
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Re-infection patterns of ascariasis among school children in Ogun State, Nigeria - Sam-Wobo, S. O.; Mafiana, C. F.; Idowu, A. B. (Nigerian Journal of Parasitology, 2006)
A study was conducted to determine the direct prevalence, intensity and re-infection pattern of ascariasis among school pupils aged 6-17 years in Ogun State, Nigeria; 2,837 primary school pupils randomly selected from twenty schools in five Local Government Areas (LGAs) namely: Odeda, Obafemi/Owode, Ewekoro, Ado-Odo/Otta, and Ogun Waterside were enlisted for the study. Drug (Levamisole) administration was used to determine the direct prevalence, intensity and the re-infection patterns of infection. The overall direct prevalence for A.lumbricoides was 48.5%. Obafemi/Owode had the highest mean infection rate of 62.6%, followed by Ogun Waterside (59.19%), Odeda (44.8%), Ewekoro (34.2%) and Ado-Odo/Otta (25.6%). Male pupils were slightly more infected (51.9%) than females (48.1%) and also had higher mean intensity (2.2) than females (1.7). Statistical analysis showed no significant difference between the infection rates in both sexes (t=2.60, p=0.234). The cumulative numbers of worms expelled by pupils in the LGAs were Ogun Waterside 778 (39.5%), Obafemi/Owode 768 (39%), Odeda 216 (11%), Ewekoro 152 (7.7%) and Ado-Odo/Otta 55 (2.8%). The morphometric studies revealed that of the 1969 worms voided, adult worms accounted for 92.7% while young worms formed only 7.3%. Re-infection of pupils with ascariasis from different LGAs varied. The calculated monthly re-infection rates (X) were: Ewekoro (1.6%), Odeda (2.3%), Ado-Odo/Otta (2.3%), Ogun Waterside (3.8%), and Obafemi/Owode (4.2%); with a mean value of 2.84% for Ogun State. The re-infection time (N months) are Ado-Odo/Otta (12.7), Ogun Waterside (21.8), Obafemi/Owode (22.92), Odeda (25.45), and Ewekoro (25.9). The mean value for N in Ogun State was 21.75, which implies that it would require 22 months for initial equilibrium of A.lumbricoides infection to be attained in school pupils in Ogun State, Nigeria. Keywords: Ascaris lumbricoides, reinfection, primary school pupils, Ogun State Nigerian Journal of Parasitology Vol. 25, 2004: 7-13
openalex: W2054849015 mag: 2054849015
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From ICTR to ICC: Learning from the ICTR Experience in Bringing Justice to Rwandans - Kamatali, Jean-Marie (Social Science Research Network, 2006)
There are good reasons to celebrate the ICTR’s achievements. Although these achievements are, however, loudly touted in international circles, their meaning remains insignificant in Rwanda. A recent survey conducted in Rwanda revealed that many Rwandans have a negative attitude toward the ICTR. One may, therefore, wonder whether this perception is justified, and to what extent the ICTR has failed to bring justice to Rwandans. This article examines the areas in which the ICTR has failed to bring justice to Rwandans, and what measures have been, or should have been taken to correct this shortcoming. Looking forward, it also examines whether the International Criminal Court [ICC] will be able to overcome the handicaps that affected the ICTR and the ICTY and what can be done to prevent them.
openalex: W2262402139 mag: 2262402139
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Returns to tertiary education in Ghana: some unanswered questions - Bright, Honu (The African Journal of Finance and Management, 2006)
The rapid expansion of University education in Ghana since the 1970s has not heen accompanied by commensurate improvement in economy performance as predicted by economic theory and supported by cross-country studies studies that show high social returns. In contrast, expansion of university education in South Korea has been instrumental in propelling that country from third-world status in the 1950s ro its current status of a new(v industrialised country The difference between Ghana and South Korea is rhat u·hife South Korean llniversities continual to adapted their curriculum so that the skills acquired by graduates met the needs of the country's economy; Ghana' s Universities continued with a curriculum that has become increasingly irrelevant to the needs of the economy. The main conclusion of the article is that social rate of return (or university education in Ghana is overstated because university education in Ghana for many is simply a means of acquiring credentials for getting employment in a declining but higher paid public sector and results in little or no social benefits. Based on this conclusion, the article suggests that the Ghanaian Government use its university funding arrangements, and the scholarship and loan guarantees it provides to students as a leverage to align universities' courses and the skills tirec/ hy university graduates with those needed for economic growth
openalex: W2017812356 mag: 2017812356
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Relationship between teaching competence and academic performance of high school agriculture teachers in Swaziland - Dlamini, M.P.; Tsikati, Alfred (UNISWA research journal of agriculture, science and technology, 2006)
No Abstract. UNISWA Research Journal of Agriculture, Science and Technology Vol. 8(2) 2005: 103-107
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Palliative care and education in Uganda - Downing, Julia (International Journal of Palliative Nursing, 2006)
Palliative care for people with chronic, life limiting, progressive conditions is a worldwide concern. Progressive illness is defined as long-term illness, that often limits daily activities and which medical interventions can control and not cure (Dowrick et al 2005). Progressive illnesses are the leading cause of death and disability (WHO 2004). Their rising incidence and prevalence creates major challenges for health and social services within individual countries and internationally (WHO 2002).
openalex: W2332608904 mag: 2332608904
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Explanatory variables of leadership ability of senior secondary school agriculture students in Botswana - Motseonageng, Eric R; Dlamini, B.M. (UNISWA research journal of agriculture, science and technology, 2006)
No Abstract. UNISWA Research Journal of Agriculture, Science and Technology Vol. 8(2) 2005: 69-77
openalex: W2032090660 mag: 2032090660
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Analysis of post-graduate research in the department of physical education, Kenyatta University, Kenya - Mwisukha, A.; Gitonga, E. R.; Njororai, Wws (African Journal of Cross-Cultural Psychology and Sport Facilitation, 2006)
This paper analyses post-graduate studies conducted in the department of physical education of Kenyatta University with a view to establishing their contribution to sports growth and development in Kenya. A total of 19 research studies conducted in the department between 1990 and 2002 were subjected to content analysis. Findings indicated that majority 6 (31.57%) of the studies centred on match analysis, 7 (36.84%) of the studies had derived their subjects from sports clubs, and soccer is the most 3 (30%) researched aspect sport. Questionnaires were extensively used for data collection. It is recommended that the department needs to focus on performance-oriented research, diversify areas of research and increase the enrollment of post-graduate students and teaching staff. Keywords: research, post-graduate, sport growth and development African Journal of Cross-Cultural Psychology and Sport Facilitation Vol. 6 2004: 81-86
openalex: W1999000151 mag: 1999000151
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An investigation into Nigerian teacher's attitude towards and extent of improvisation of resources for effective teaching of biology - Olagunju, AM (African Journal of Cross-Cultural Psychology and Sport Facilitation, 2006)
The attitude of Biology teachers towards and their extent of improvisation, were investigated 80 teachers from 50 randomly selected secondary schools in Oyo state of Nigeria participated in the study. Analysis of the twenty item questionnaire administered to the teachers revealed that though many of them exhibited positive attitude towards improvisation, yet their level of improvisation is very low coupled with their lack of utilization. Recommendations were advanced which were that a comprehensive course on improvisation should be incorporated into the curriculum at teachers preparatory stage and that regular workshops on improvisation be organized for teachers to update their knowledge and skills. Furthermore, highlights of essential items that can be improvised, the techniques and local materials to be used, were provided in order to enrich teachers with appropriate knowledge and skills for effective teaching of Biology in our schools. African Journal of Cross-Cultural Psychology and Sport Facilitation Vol. 6 2004: 34-38
openalex: W2067404992 mag: 2067404992
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Pre-retirement education programme for Nigerian army personnel - Oluwatula, OO (African Journal of Cross-Cultural Psychology and Sport Facilitation, 2006)
This study examines and describes the need for pre-retirement education programme for Nigerian Army personnel in 1 Mechanised Division, Kaduna. An investigation was carried out into the contents of such pre-retirement programme. A sample of 78 male and female army personnel was purposively selected from the population of army personnel in 1 Division, Kaduna. Qualitative and quantitative data were gathered with the aid of a self-designed Pre-Retirement Education Questionnaire (PREQ). The results reveal that issues of concern to the Nigerian Army Personnel in pre-retirement education programme were commercial activities, money management, investment opportunities, education, craftsmanship, caring for children and so on. Majority of the respondents reported that they were willing to participate in any organized pre-retirement education programme in the future. The implications of the findings are discussed. African Journal of Cross-Cultural Psychology and Sport Facilitation Vol. 6 2004: 22-28
openalex: W2069072298 mag: 2069072298
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‘My eyes went wide open’- an evaluation of the special needs education awareness course at Molepolole College of Education, Botswana - Dart, Gareth (British journal of special education (Print), 2006)
This article is an evaluation of the special needs education awareness course run at Molepolole College of Education, Botswana. The course directly reflects the Government of Botswana's policy on special education and seeks to provide students with a wide range of skills and knowledge to help them identify and support pupils with a variety of special needs. It also seeks to examine teachers’ attitudes towards the inclusion of children with a wide range of learning support needs in the ordinary school. The evaluation was carried out by Gareth Dart, senior lecturer in the Department of Special Needs Education at Molepolole College of Education, who, in this article, reports the views of the first cohort of student graduates to complete the full course. This account also includes feedback from staff at schools who were involved with supervising the students as they did their special education assignments while on teaching practice. Feedback from the students and teachers is very positive in terms of the content and effect of the course although Gareth Dart suggests that a more thorough evaluation will have to wait until the graduates have been in the field some time. In the future, there will be a need to assess the long-term impact of the course upon the practice of teachers; to review the sustainability of this form of teacher education; and to make judgements about the influence that new generations of teachers have upon schools and policies promoting inclusion.
openalex: W2033466610 mag: 2033466610
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Promoting the implementation of inclusive education in primary schools in South Africa - Engelbrecht, Petra; Oswald, Marietjie; Forlin, Chris (British Journal of Special Education, 2006)
The British Index for Inclusion was selected to be used in three primary schools in the Western Cape Province in South Africa in order to develop a South African model to assist in the development of inclusive schools. The Index for Inclusion process entails progression through a series of five developmental phases and this paper, written by Petra Engelbrecht, professor in educational psychology and special education and senior research director at Stellenbosch University, Marietjie Oswald, lecturer in special education at Stellenbosch University, and Chris Forlin, associate professor in special education at the Hong Kong Institute of Special Education, is a reflection of the first two phases. Qualitative data were generated from the consultative process followed in the schools during the first phase and both qualitative and quantitative data from questionnaires regarding the perceptions of all school community members on the inclusive practices or lack thereof in their schools during the second phase. The authors drew out the following five themes from the three sets of data: an inclusive school philosophy; democratic leadership, structures, processes and values; collaboration; addressing learner diversity; and resources. Petra Engelbrecht, Marietjie Oswald and Chris Forlin, all of whom were working on a UNESCO-funded project to trial the use of the Index for Inclusion in South Africa, suggest that these themes provided invaluable insights into both the common and unique complexities, the problems and the assets of the different school communities. The themes are discussed in detail in this article, raising fascinating issues for the development of inclusion in different contexts around the world, and will be used to inform the three remaining phases of the Index for Inclusion process.
openalex: W1999667600 mag: 1999667600
Keywords: openalex:import

Promoting the implementation of inclusive education in primary schools in South Africa - Engelbrecht, Petra; Oswald, Marietjie; Forlin, Chris (British Journal of Special Education, 2006)
The British Index for Inclusion was selected to be used in three primary schools in the Western Cape Province in South Africa in order to develop a South African model to assist in the development of inclusive schools. The Index for Inclusion process entails progression through a series of five developmental phases and this paper, written by Petra Engelbrecht, professor in educational psychology and special education and senior research director at Stellenbosch University, Marietjie Oswald, lecturer in special education at Stellenbosch University, and Chris Forlin, associate professor in special education at the Hong Kong Institute of Special Education, is a reflection of the first two phases. Qualitative data were generated from the consultative process followed in the schools during the first phase and both qualitative and quantitative data from questionnaires regarding the perceptions of all school community members on the inclusive practices or lack thereof in their schools during the second phase. The authors drew out the following five themes from the three sets of data: an inclusive school philosophy; democratic leadership, structures, processes and values; collaboration; addressing learner diversity; and resources. Petra Engelbrecht, Marietjie Oswald and Chris Forlin, all of whom were working on a UNESCO-funded project to trial the use of the Index for Inclusion in South Africa, suggest that these themes provided invaluable insights into both the common and unique complexities, the problems and the assets of the different school communities. The themes are discussed in detail in this article, raising fascinating issues for the development of inclusion in different contexts around the world, and will be used to inform the three remaining phases of the Index for Inclusion process.
openalex: W1999667600 mag: 1999667600
Keywords: openalex:import; openalex:yes

Opportunities for inclusion? The education of learners with special educational needs and disabilities in special schools in Uganda - Kristensen, Kirsten; Omagor-Loican, Martin; Onen, Negris; Okot, Daniel (British Journal of Special Education, 2006)
The Government of Uganda aims to provide good quality education for all learners in inclusive schools. However, some learners who have severe disabilities, including those who are deaf, will, for some time, continue to receive their education in special schools. In this article, Kirsten Kristensen, consultant in inclusive and special needs education for many countries in East Africa, Martin Omagor-Loican, Commissioner for Special Needs Education, Negris Onen, Principal Education Officer for Special Needs and Inclusive Education, both at the Ministry of Education in Sports in Uganda, and Daniel Okot, co-ordinator for the Diploma in Special Needs Education at Kyambogo University, provide an account of their study of 15 such schools. The findings from the study indicate a striking need for reform and transformation. While Uganda has an advanced structure for training teachers in special needs education, the quality of education and educational materials in special schools, is poor. Often children are admitted to special schools without proper assessment of their educational needs and the resources are not available to provide them with an appropriate range of experiences. The authors of this article call for a thoroughgoing review of provision and make a series of coherent and persuasive recommendations for developments in policy and practice focused on enabling special schools in Uganda to play an essential role in future as resource centres supporting an inclusive education system.
openalex: W2019234284 mag: 2019234284
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Awareness on causes, risk factors and prevention of periodontal diseases among secondary school students in Kinondoni district, Dar-es-Salaam, Tanzania - Yokoyana, Johnson Mali; Mumghamba, Egs (Tanzania Dental Journal, 2006)
Aim: To assess the awareness on causes, risk factors and preventive measures for periodontal diseases among secondary school students in Kinondoni district in Dar es Salaam Region. Study participants and methods: This was a cross-sectional descriptive study. A total of 225 students, both males (49.8%) and females (50.2%) aged between 12 and 21 years were randomly selected from two secondary schools (Kambanga and Kiluvya). Information on the awareness on causes, risk factors and preventive measures for periodontal diseases was collected using a self-administered structured questionnaire. Results: The study participants pinpointed that the predisposing factors for periodontal diseases were lack of brushing (86.2%), cigarette smoking (55.1%), plaque (22.2%), calculus (20.9%) and HIV-AIDS (75.4%). In relation to lack of tooth brushing and HIV/AIDS as predisposing factor for periodontal diseases, a higher proportion of females were aware at an age of 12-16 years, whereas to males it was at 17-21 years age group (P=0.001). Assessment on awareness of the participants in relation to preventive measures against periodontal diseases included tooth brushing (88%), dental flossing (6.2%), regular dental visits for checkup (67.7%), frequent consumption of fruits (51%) and use of fluoridated toothpaste (87.3%). Half of the study participants reported to have experienced gingival bleeding; but most of them were not aware of the necessary preventive measures. Most of participants were not aware on the role of plaque and calculus in the development of periodontal diseases (79%). Conclusion: These results suggest that awareness on periodontal diseases among secondary school students in Kinondoni district is still low and therefore oral health education need to be advocated more for enhanced understanding. Tanzania Dental Journal Vol. 12(1) 2005: 1-8
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The relative efficiency of private and public schools: the case of the secondary education of Cameroon - Noumba, Issidor (African Journal of Economic Policy, 2006)
openalex: W2031966310 mag: 2031966310
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Controlled study of anxiety and depression in mothers of children with learning disability in Lagos, Nigeria - Abasiubong, Festus; Obembe, A; Ekpo, M (Nigerian journal of medicine : journal of the National Association of Resident Doctors of Nigeria, 2006)
Parents of children with learning disability have been reported to suffer great stress and frustration due to increased burden of care. The manifestation of stigmatization by familial environment and the collective effect of the children with adverse impact on mothers predispose them to mental shock or a variety of neurotic symptoms and other psychiatric conditions including anxiety and depression. The objectives of the study were: to determine the general Health Questionnaire (GHQ) score of mothers of children with learning disability. To identify sociodemographic variables and to assess anxiety and depression in them.Using structured questionnaires between March and May 2002, 106 mothers of children with learning disability in a Mentally Handicapped Home for children in Lagos, Nigeria were assessed and compared with mothers of normal healthy children in Lagos.The mean age of the subjects was 40.0 +/- 6.6 years. More of the subjects (26.4%) compared with mothers of normal healthy children (9.9%) had a high GHQ score and high levels of anxiety (25.5%) and depression (10.4%). Marital difficulties were associated with learning disability.Mothers of children with learning disability are prone to emotional and psychological disorders. In order to improve the well-being of children with learning disability, there is need to look into the mental and physical health of mothers. Early and prompt treatment of associated anxiety and depression will no doubt help the children.
openalex: W2093459560 mag: 2093459560
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Ischaemic heart disease in Aminu Kano Teaching Hospital, Kano, Nigeria: a 5 year review - Sani, MU; Adamu, Betelhem Anteneh; Mijinyawa; Abdu, Aliyu; Karaye, KM; Maiyaki, MB; Borodo, MM (Nigerian journal of medicine : journal of the National Association of Resident Doctors of Nigeria, 2006)
Socio-economic changes and rural urban migration have led to emergence of non-communicable disease including ischaemic heart disease (IHD) and many others. The actual prevalence of IHD in Nigeria is not known. The non communicable disease (NCD) survey sought to determine the prevalence of major risk factors, rather than the prevalence of the disease itself. The prevalence is generally considered low in Nigeria but the current impression about its importance stems mostly from anecdotal reports. We therefore set out to describe the prevalence as well as the spectrum of IHD at Aminu Kano Teaching Hospital, Kano.Between July 2000 and June 2005, we reviewed the prevalence as well as the spectrum of presentation of IHD in Aminu Kano Teaching Hospital. Information was obtained from the medical records of patients in the medical unit of the hospital. Age, sex, diagnosis, risk factors for IHD, other relevant clinical and laboratory data and outcome of patients for myocardial infarction (MI) were extracted from the records. Data was analyzed using SPSS version 10.0 software.There were 5124 medical patients admitted over the period under review, out of which 1347 had cardiovascular diseases. Forty six patients were diagnosed to have IHD giving it a prevalence of 0.9% of medical conditions and 3.4% of all cardiovascular cases. There were 33 males and 13 females (M : F = 2.5:1). Twenty two patients (47.8%) had myocardial infarction, 14 (30.4%) had ischemic cardiomyopathy and 10 (21.7%) had angina. The patients consist of 41 (89.1%) Nigerians, 3 (6.5%) Lebanese, 1 (2.2%) Indian and 1 (2.2%) Pakistani. The risk factors found were Hypertension in 37 (80.4%) of patients, diabetes in 16 (34.8%), and Dyslipidaemia in 20 (43.5%). Others were cigarette smoking and obesity.IHD is an important cause of morbidity and mortality in our population. There is need for us to be on the alert and prepare ourselves to manage these cases. Focus should be on preventive cardiology.
openalex: W1985046728 mag: 1985046728
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The Effectiveness of a Peer-Led HIV/AIDS and STI Health Education Intervention for Prison Inmates in South Africa - Sifunda, Sibusiso; Reddy, Priscilla; Braithwaite, Ronald L.; Stephens, Torrance; Bhengu, Sibusisiwe; Ruiter, Rob; Borne, Bart van den (Health Education & Behavior, 2006)
This article reports on the effectiveness of the first systematically developed health education intervention for the reduction of risky sexual behavior among soon-to-be-released prisoners in South Africa. Data from three out of four prisons are eligible for data analysis including 263 inmates. Using a nested experimental design, short-term evaluation while inmates were still in prison demonstrate that experimental groups showed higher knowledge of sexually transmitted infections and had a more positive intention to reduce risky behavior than the control group in two out of three prisons. Long-term assessment 3 to 6 months after release from prison indicates that experimental groups were more positive about sexual communication, self-efficacy, and intention. Groups educated by an HIV-negative educator perform marginally better than those in groups with an HIV-positive peer educator. It is argued that peer-led health education programs may be effective in reducing risky behavior amongst soon-to-be-released inmates.
openalex: W2126801031 mag: 2126801031
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Physical characteristics as determinants of adolescents' moral behavour: a case study of adolescents in Ekiti State secondary schools, Nigeria - Akanle, FF; Odu, BK (Nigerian Journal of Guidance and Counselling, 2006)
This study was designed to investigate the physical characteristics as determinants of adolescent moral behaviour in Ekiti State secondary schools. Two research hypotheses were formulated. The research design used was the descriptive of the survey type. The population for this study was made up of all adolescents in Ekiti State secondary schools. Multistage and simple random sampling techniques were used to select the sample for the study. The sample consists of 500 subjects randomly sampled from 20 secondary schools in five Local Government Areas in Ekiti State. The research instrument used in this study is the Adolescent Personal Data Inventory by Akinboye (1980). The author of the Inventory established the validity ad reliability of the test instrument. The researcher administered the instrument, personally. It took five days to administer the test on the respondents. Inferential statistical techniques like t-test and Pearson moment correlation were used in the data analysis. The study revealed that a high degree of abnormal moral behaviour (deviation from ideal standard of behaviour of the group which the individuals belong) exists among adolescents in Ekiti State secondary schools. Also there is a significant relationship between physical characteristics, and the adolescent moral behaviours. It was also found out that there is no significant difference in the moral behaviour of adolescent males and females. Based on these findings, it was recommended that secondary school curriculum should contain elements of sex education, drug and moral education to teach adolescents acceptable patterns of sexual behaviour, interaction and appropriate social skills. The Nigerian Journal of Guidance and Counselling Vol. 9(1) 2004: 194-205
openalex: W2037576249 mag: 2037576249
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Knowledge of the educational implications of computer games by some student teachers in Southwest Nigeria - Aremu, Ayotola (Nigerian Journal of Guidance and Counselling, 2006)
This paper reports an expost facto research carried out to find out from 153 Computer Education Students (from Colleges of Education) their knowledge of Computer games. The researcher specifically set out to investigate, if those Computer Education Students thought pupils could actually learn form Computer games. The findings show that these level of Nigerian teachers in training who would be the ones to inculcate computer skills into the learners (at primary and Junior secondary school level) still needs a lot of education themselves especially in the areas of the capabilities of computer games for learning.The Nigerian Journal of Guidance and Counselling Vol. 9(1) 2004: 16-24
openalex: W2087854898 mag: 2087854898
Keywords: openalex:import

Profound Bilateral Sensorineural Hearing Loss in Nigerian Children: Any Shift in Etiology? - Dunmade, AD; Segun-Busari, S; Olajide, T.U.; Ologe, Foluwasayo E. (Journal of Deaf Studies and Deaf Education, 2006)
Deafness, profound hearing loss, is a global problem. However, the causes of, attitudes toward, and management options for deafness differ considerably from region to region. This study seeks to identify the present causes of profound sensorineural hearing loss in Nigeria, which in our environment is almost synonymous to a life sentence of silence and isolation. This is a retrospective survey of children 15 years and below (M = 6.7 years, SD = 3.2). Of the 115 children included in this study, 64 (55.7%) were males, giving a male:female ratio of 5:4. Age group 1–3 years had the highest proportion of hearing loss, 33 (28.7%), and there was a progressive decline in frequency with advancing age. In about a third (34.8%) of patients, causes were unknown, probably congenital. The main acquired causes were febrile illness (18.3%), measles (13.9%), meningitis (8.7%), mumps (6.9%), or severe birth asphyxia (4.3%). Compared to the findings of two decades ago, we conclude that there is no significant shift yet in the etiology of profound sensorineural hearing loss in our environment.
openalex: W2160551102 mag: 2160551102
Keywords: openalex:import

Cash Transfers for School‐Age Children in African Countries: Simulation of Impacts on Poverty and School Attendance - Kakwani, Nanak; Soares, Fábio Veras; Son, Hyun H. (Development Policy Review, 2006)
Drawing on data from 15 African countries, simulation models suggest that to reduce the poverty headcount ratio by increasing incomes among poor households, cash transfers would have to be sizeable – in the range of 2–8% of GDP. Even then, an increase in income, by itself, would not suffice to increase school attendance significantly. Higher impacts at lower cost could be achieved by making transfers targeted and conditional. However, the administrative costs of detailed targeting (e.g. by income) are known to be high. On the other hand, some broad measures, such as targeting rural children only, produce results almost as good as income‐linked targeting and, given their low administrative costs, are to be preferred.
openalex: W1975925692 mag: 1975925692
Keywords: openalex:import

Occupational aspirations of female secondary school students in Borno State, Nigeria - Mburza, Ali (Nigerian Journal of Guidance and Counselling, 2006)
This was a survey study carried out on occupational aspirations of female secondary school students in Borno State, Nigeria. Six hundred Senior Secondary Three (SS III) female students constituted the sample.Eight female senior secondary schools were selected using stratified random sampling technique. The instrument used for the study was the Vocational Interest Inventory (VII) designed by Bakare (1977). Simple percentages were used to analyse the data on students'occupational aspirations. The Spearman Rank Correlation Coefficient was used to determine the level of relationship between the occupational aspirations of boarding and day female students with regard to occupational aspirations at .05 probability level. Based on the results of the findings it was recommended that counsellors should intensify efforts in exposing the female students to the world of work so that the gender stereotyping would be narrowed. The Nigerian Journal of Guidance and Counselling Vol. 9(1) 2004: 144-152
openalex: W2078660106 mag: 2078660106
Keywords: openalex:import

Reducing school related factors hindering girl-child equality of access to quality education in Nigeria through counselling - Oniyama, EE (Nigerian Journal of Guidance and Counselling, 2006)
The education of the girl-child in Nigeria is impaired by various factors subsumed in historical, religious, socio-economic, socio-cultural, school-related factors and so on. The problem addressed in this paper is the school based factor such as curriculum bias, sex stereotyping in learning materials, teachers and student factors which hinder girl-child access to quality education. It is observed that these factors impede the girl-child equality of access to quality education. To solve this problem it is suggested that counsellors should work with all concerned about the outlined problems to change their perceptions and behaviour towards the girl-child so as to improve her access to quality education. It is also being suggested that more counsellors should be produced, while the Counselling Association of Nigeria should provide continuing counselling education to counsellors to acquire more counselling skills to counsel the girl child, their parents, teachers and the general public to encourage girls to seek education. The Nigerian Journal of Guidance and Counselling Vol. 9(1) 2004: 1-15
openalex: W2083332484 mag: 2083332484
Keywords: openalex:import

Career self-efficacy and career decision of African-American, Hispanic, and Anglo students enrolled in selected rural Texas high schools - Owre, Martha Leonora (2006)
openalex: W2272334295 mag: 2272334295
Keywords: openalex:import

The academic self-concept of learners with hearing impairment in two South African public school contexts : special and full-service inclusion schools - Plessis, Anna-Barbara Du (2006)
openalex: W90982564 mag: 90982564
Keywords: openalex:import

Intelligent Tutoring System for Teaching Database to Sophomore Students in Gaza and its Effect on their Performance - Abu-Naser, Samy S. (Information Technology Journal, 2006)
openalex: W2047305374 mag: 2047305374
Keywords: openalex:import

“Doing the Best We Could”: African American Teachers’ Counterstory on School Desegregation - Dingus, Jeannine E. (The Urban Review, 2006)
openalex: W2168939901 mag: 2168939901
Keywords: openalex:import

Identities and Well-Being Among African-American College Students - Reitzes, Donald C.; Jaret, Charles (2006)
openalex: W2283891758 mag: 2283891758
Keywords: openalex:import

Evolution of the Lithospheric Mantle beneath the Marsabit Volcanic Field (Northern Kenya): Constraints from Textural, P–T and Geochemical Studies on Xenoliths - Kaeser, Benjamin; Kalt, Angelika; Pettke, Thomas (Journal of petrology (Print), 2006)
Xenoliths hosted by Quaternary basanites and alkali basalts from Marsabit (northern Kenya) represent fragments of Proterozoic lithospheric mantle thinned and chemically modified during rifting in the Mesozoic (Anza Graben) and in the Tertiary–Quaternary (Kenya rift). Four types of peridotite xenoliths were investigated to constrain the thermal and chemical evolution of the lithospheric mantle. Group I, III and IV peridotites provide evidence of a cold, highly deformed and heterogeneous upper mantle. Textures, thermobarometry and trace element characteristics of minerals indicate that low temperatures in the spinel stability field (∼750–800°C at <1·5 GPa) were attained by decompression and cooling from initially high pressures and temperatures in the garnet stability field (970–1080°C at 2·3–2·9 GPa). Cooling, decompression and penetrative deformation are consistent with lithospheric thinning, probably related to the development of the Mesozoic to Paleogene Anza Graben. Re-equilibrated and recrystallized peridotite xenoliths (Group II) record heating (from ∼800°C to ∼1100°C). Mineral trace element signatures indicate enrichment by mafic silicate melts, parental to the Quaternary host basanites and alkali basalts. Relationships between mineral textures, P–T conditions of equilibration, and geochemistry can be explained by metasomatism and heating of the lithosphere related to the formation of the Kenya rift, above a zone of hot upwelling mantle.
openalex: W2126156488 mag: 2126156488
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1E1-K2 Exploring Student-Centered Learning of Biology in Japanese High Schools : Considering its Adaptability to the Kenyan Situation(English Session) - Kisangi, Albert Kayesa (2006)
openalex: W575957581 mag: 575957581
Keywords: openalex:import

Prevalence of asymptomatic malaria among school children in an urban and rural area in the Mount Cameroon region. - Kimbi, Helen Kuokuo; Nformi, D.; Ndamukong, K. J. N. (PubMed, 2006)
To assess the prevalence of asymptomatic malaria among school children in an urban and a rural area during different seasons.Molyko (urban area) and Bova (rural area), South West Province, Cameroon.166 and 158 randomly selected children in Molyko during the dry and rainy seasons respectively and 122 and 117 children in Bova during the respective seasons.A cross sectional study.Prevalence and parasite density of asymptomatic malaria in the urban and rural areas in the dry and rainy seasons. Prevalence of anaemia in infected and uninfected children during both seasons in the two areas.There was a significant association between axillary temperature and malaria parasitaemia in both seasons (p<0.05). Overall, the prevalence of asymptomatic malaria in the urban area (Molyko) was higher than that in the rural area (Bova) during both seasons, although the differences were not statistically significant (p>0.05). During the dry season, the prevalence of asymptomatic malaria in the urban area was 42.17% while that of the rural area was 40.16%. During the rainy season, the prevalence value in the urban area was 46.20% and that in the rural area was 43.59%. Malaria infection rates decreased with age during both seasons in both areas and the difference between age groups was statistically significant in Molyko during the rainy season (p<0.05), and Bova during the dry season (p<0.05). Mean packed cell volume (PCV) levels were lower in infected than in uninfected children in all age groups and the difference was significant in Molyko during the rainy season and Bova during the dry season.The lack of a significant difference between the two seasons implies perennial transmission of the disease in the areas. Control measures are, therefore, urgently needed in this region to reduce the burden of the disease.
openalex: W2402880777 mag: 2402880777
Keywords: openalex:import

Rehabilitation for cognitive impairments after cerebral malaria in African children: strategies and limitations - Bangirana, Paul; Idro, Richard; John, Chandy C.; Boivin, Michael J. (Tropical Medicine & International Health, 2006)
Summary Cerebral malaria results in short‐ to long‐term cognitive impairments in many of its child survivors. Although some of the risk factors for impairments have been identified, no attempts have been made to address the plight of those who develop cognitive impairments. This paper discusses the burden of cognitive impairment caused by cerebral malaria and suggests some rehabilitation strategies based on brain injury and cognitive rehabilitation studies. Potential cognitive rehabilitation solutions such as cognitive exercises, environmental enrichment, nutritional supplementation, physical therapy and speech therapy are highlighted. The limitations of implementing these interventions and solutions are discussed in light of the limited human resources and infrastructure of the developing countries that are malaria endemic.
openalex: W2006769275 mag: 2006769275
Keywords: openalex:import

Health education in rural settings in Ghana: a methodological approach - Gokah, Theophilus Kofi (Health Education Research, 2006)
Although the search for appropriate methodology in educating and training rural community populations is on going, previous efforts have yielded few results, some of which have not been successful with consequences for scarce resources. This paper, based on field reports from the Population Communication Project in Ghana, demonstrates that community learning theory can offer understanding of appropriate methodology in rural learning, education and training. The report shows steps used in educating people in Wusuta (a rural community) on health and environmental issues in the community using a mix of traditional and modern approaches. The result shows that the community internalized learning activity and were able to relate their learning experiences to existing traditional values and the need for action. The paper thus offers the method as a solution to rural population training and learning methodology.
openalex: W2160765032 mag: 2160765032
Keywords: openalex:import

Learning and Leading in a Globalized World: The Lessons from South Africa - Jansen, Jonathan D. (2006)
openalex: W32030517 mag: 32030517
Keywords: openalex:import

The long-term impact of French settlement on education in Algeria - Merrouche, Ouarda (2006)
This paper provides evidence on the long run relationship between European settlers presence and education levels in Algeria. To correct for endogenous sort- ing of settlers (and natives) into regi ...
openalex: W2137173915 mag: 2137173915
Keywords: openalex:import

The Teaching of Arabic in French Algeria and Contemporary France - Messaoudi, Alain (French History, 2006)
This article examines the history of the teaching of Arabic in colonial Algeria as a means of clarifying the contemporary debate on language policy in the French education system. Until now this history has only been explored in the limited context of post-Independence Algeria and in a rather simplistic fashion, which suggests that the colonial authorities conducted a hostile campaign against the Arab language. In fact, as will be seen, the situation was far more complex, with a much more sympathetic approach being adopted than one might expect. However, there were various forms of Arabic to take into account and attitudes were in a constant state of flux throughout the colonial period.
openalex: W2172067439 mag: 2172067439
Keywords: openalex:import

Child labor and schooling in Ghana and Kenya: The roles of poverty and education policy - Moyi, Peter (2006)
openalex: W2412591289 mag: 2412591289
Keywords: openalex:import

The reasons for under use of ICT in education: in the context of Kenya,Tanzania and Zambia - Kessy, D.; Kaemba, M.; Gachoka, M. (2006)
The Information Age is increasing the gap between the rich and poor, developed and developing countries and creating a society of information haves and havenots. Learning institutions in countries with greater powers of acquisition have easier access to new technologies and take greater advantage of them. Given this situation, it is imperative that developing countries redouble their efforts to prepare themselves to successfully meet the challenge and maximize the opportunities that the use of ICT in education offers. This can be done by developing countries tackling one after another the factors that are hindering the efficient use of ICT in education. By so doing countries will follow a divide and conquer approach which usually sees to the solving of complex national issues such as this one. This paper is an effort to share opinions on the reasons for the under use of ICT in education from Kenya, Tanzania and Zambia.
openalex: W2096498953 mag: 2096498953
Keywords: openalex:import

MOTUS goes to Africa: mobile technologies to increase sustainability of collaborative models for teacher education - Mayende, Godfrey; Divitini, Monica; Haugaløkken, Ove Kristian (2006)
In this paper we outline the research we are currently doing on the usage of mobile and ambient technologies for supporting cooperation in teacher education. Based on this experience, we argue that mobile and wireless technologies can increase the sustainability of cooperative models for teacher education in developing countries.
openalex: W2121427360 mag: 2121427360
Keywords: openalex:import

Contextual Analysis of Students Learning during an Introductory ICT Course in Tanzania - Vesisenaho, Mikko; Lund, Henrik Hautop; Sutinen, Erkki (2006)
An introductory programming course was developed to teach basics of information and communication technology (ICT) at Tumaini University Iringa University College in Tanzania. The course included concretized and contextualized elements to connect the learning with previous experiences and local environment of the students. The course had 27 second year students in the B.Ed. teacher program in mathematics and computer applications. The course lasted three months and included also practical project work. Learning and application ideas of students on ICT were analyzed from the basis of the CATI (contextualize, apply, transfer, import) model. The method in analyses was content analysis. The results show that most of the learning and application ideas are in application level, only some of the students have been able to apply their skills in contextualized level
openalex: W2143770946 mag: 2143770946
Keywords: openalex:import

When Computers are Scarce: a Case of Botswana Schools - Batane, Tshepo (2006)
The Insufficient number of computers in school is a major problem plaguing most developing regions. In Botswana, as an effort to improve the quality of education, the government has equipped schools with computers to enhance learning. This paper reports on a study that was done in one secondary school in Botswana to investigate technology use. The researcher visited the school and observed how teachers and students were using computers. Interviews were conducted with the participants to get their views on technology use in their school. The results of the study revealed that the number of computers provided was very small compared to the number of students enrolled. Teachers were willing to use technology in their lessons but their efforts were discouraged by inaccessibility to the computers. The paper also provides some recommendations on how people can best use the limited number of computers they have to make the most from them.
openalex: W2142116388 mag: 2142116388
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Examining the Portrayal of Family in Twentieth Century African American Literature: Theory and Practice for the High School English Classroom - Hayhoe, Rebecca Sims (2006)
Examining the Protrayal of Family in Twentieth Century African American Literature :Theory and Practice for the High School English Calssroom، للحصول على النص الكامل يرجى زيارة مكتبة الحسين بن طلال في جامعة اليرموك او زيارة موقعها الالكتروني
openalex: W2521820798 mag: 2521820798
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Extreme U-Th Disequilibrium in Rift-Related Basalts, Rhyolites and Granophyric Granite and the Timescale of Rhyolite Generation, Intrusion and Crystallization at Alid Volcanic Center, Eritrea - Lowenstern, Jacob B.; Charlier, B. L. A.; Clynne, Michael A.; Wooden, Joseph L. (Journal of Petrology, 2006)
Rhyolite pumices and co-erupted granophyric (granite) xenoliths yield evidence for rapid magma generation and crystallization prior to their eruption at 15·2 ± 2·9 ka at the Alid volcanic center in the Danikil Depression, Eritrea. Whole-rock U and Th isotopic analyses show 230Th excesses up to 50% in basalts <10 000 years old from the surrounding Oss lava fields. The 15 ka rhyolites also have 30–40% 230Th excesses. Similarity in U–Th disequilibrium, and in Sr, Nd, and Pb isotopic values, implies that the rhyolites are mostly differentiated from the local basaltic magma. Given the (230Th/232Th) ratio of the young basalts, and presumably the underlying mantle, the (230Th/232Th) ratio of the rhyolites upon eruption could be generated by in situ decay in about 50 000 years. Limited (∼5%) assimilation of old crust would hasten the lowering of (230Th/232Th) and allow the process to take place in as little as 30 000 years. Final crystallization of the Alid granophyre occurred rapidly and at shallow depths at ∼20–25 ka, as confirmed by analyses of mineral separates and ion microprobe data on individual zircons. Evidently, 30 000–50 000 years were required for extraction of basalt from its mantle source region, subsequent crystallization and melt extraction to form silicic magmas, and final crystallization of the shallow intrusion. The granophyre was then ejected during eruption of the comagmatic rhyolites.
openalex: W2117863546 mag: 2117863546
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Open Courseware as a Tool for Teaching and Learning in Africa - Sanga, Camilius; Lwoga, Edda Tandi; Venter, Isabella M. (2006)
Open Source Software (OSS) shows great promise for future technological innovation and application especially in the area of teaching and learning in Africa. It provides readily available software such as learning management systems (LMS) and learning content management systems (LCMs). Higher Learning Institutions (HLI) in developing countries can benefit from these OSS initiatives. This paper, based on two case studies (The University of the Western Cape (UWC) in South Africa and the University of Dar es Salaam (UDSM) in Tanzania), discusses the application of OSS in teaching and learning and reflects on why the adoption of Open Courseware (OC) by HLI in Africa is very slow. The UWC Free Software Innovation Unit was visited and information was collected from the websites of both UWC and UDSM. It is anticipated that the findings of the study will be of interest to all stakeholders in the education sector in Africa. It will be useful when planning cost-effective and efficient technology implementation at district level and at national level specifically in Tanzania.
openalex: W2144993197 mag: 2144993197
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The Effect of using Floating Equipment that Helps in Learning some Basic Swimming Skills for Students of Physical Education in Palestine Technical College - Abu-Tame’, Bahjat (An-Najah University Journal for Research - B (Humanities), 2006)
The purpose of the study was to identify the effect of using floating equipment that helps in learning some basic Swimming skills for Students of Physical Education. To achieve this, the researcher used the Experimental Method on an intentional sample of (24) students with no previous experience in swimming. This sample was divided in to two equal groups, the control group were taught according to the traditional method, and the experimental group were taught by using the floating equipment over eight weeks, three learning units per week. Results indicated that there are significant statistical differences in the level of performance between the two groups and for the post-test in favor for the experimental group. The researcher recommends using floating equipment in learning swimming skills and kinds. هدفت الدراسة إلى معرفة أثر استخدام أدوات الطفو المساعدة على تعلم بعض المهارات الأساسية في السباحة لطلاب التربية الرياضية، ولتحقيق ذلك استخدم الباحث المنهج التجريبي على عينة قصدية قوامها (24) طالبا، ممن ليس لديهم أي خبرة سابقة في السباحة. قسمت العينة إلى مجموعتين متساويتين احداهما ضابطة تعلمت بالطريقة التقليدية، وأخرى تجريبية تعلمت باستخدام أدوات الطفو المساعدة ولمدة ثمانية أسابيع بواقع ثلاث وحدات تعليمية أسبوعيا. دلت نتائج الاختبارات المهارية المستخدمة في الدراسة إلى وجود فروق دالة إحصائيا في مستوى الأداء المهاري بين أفراد المجموعتين على القياس البعدي ولصالح المجموعة التجريبية. وقد أوصى الباحث باستخدام أدوات الطفو المساعدة في تعليم مهارات وأنواع السباحة.
openalex: W584408307 mag: 584408307
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Reasons for participation in and needs for continuing professional education among health workers in Ghana - Aiga, Hirotsugu (Health Policy, 2006)
The reasons for participation in continuing professional education (CPE) programs among health workers importantly determine the level of post-CPE application in daily servicing practice and finally the quality of health services. To categorize and distinguish type of reasons in an evidence-based manner, background factors associated with reasons were identified through conducting a census targeting the health workers in three regions of Ghana (N = 6696). The total number of subjects where health workers found CPE needs produced significantly positive odds ratios (OR > 1) with three reasons (‘to maintain and improve professional knowledge and skills’, ‘to interact and exchange views with colleagues’, and ‘to obtain a higher job status’) of four employed for this study. That implies that health workers with those reasons have more quantities of CPE needs. Conversely, the total number of subjects where health workers found CPE needs produced significantly negative odds ratio with ‘to gain relief from routine’ indicating it is an extrinsic reason. Therefore, whether ‘to gain relief from routine’ is chosen as a reason for participation could be criterion of differentiating between the types of reason.
openalex: W1989635103 mag: 1989635103
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STATE OF HIGHER EDUCATION FUNDING IN SOUTH AFRICA: POLICY IMPLICATIONS FOR INSTITUTIONAL AUTONOMY AND ACADEMIC FREEDOM - Akor, Eusebius Ugochukwu; Roux, Nico L. (2006)
Higher education in South Africa appears to be confronted with diminishing state funding and at the same time, more interference by government in its management and administration. Government’s policies on increased access and participation rates and meeting the developmental needs of the country may be in jeopardy as a result of the steady decline in the funding of higher education. The extent of government involvement in higher education’s autonomy and academic freedom may also lead to the loss of universities’ identity and ability to determine their directions, roles and functions. This article focuses on the funding framework for higher education institutions, as well as on the planning process for new funding of tertiary education. Apart from explaining the categories of government grants to higher education institutions, this article also explores current funding problems and the implications thereof, as well as investigates the practical problems associated with the interference by government in the institutional autonomy and academic freedom of tertiary institutions.
openalex: W22464020 mag: 22464020
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Curriculum Development and Teaching Methods in Law Schools in Ethiopia : Problems and Proposals - Assefa, Getachew (2006)
openalex: W2563464534 mag: 2563464534
Keywords: openalex:import

Need and Satisfaction Assessment of Ethiopian Private Higher Education Institutions (PHIs) on the Broadcast Media - Ayalew, Hailemarkos (2006)
openalex: W2908159375 mag: 2908159375
Keywords: openalex:import

Spreading Astronomy Education Through Africa - Baki, Paul (IAUSS, 2006)
openalex: W75231700 mag: 75231700
Keywords: openalex:import

African American college students' perceptions of professional dress - Blalock, Emily Carol (2006)
openalex: W2789429377 mag: 2789429377
Keywords: openalex:import

Disproportionate Representation of African American Students in Special Education: Acknowledging the Role of White Privilege and Racism - Blanchett, Wanda J. (Educational Researcher, 2006)
This article places the problem of disproportionate representation of African American students in special education in the context of the White privilege and racism that exist in American society as a whole. The author discusses how educational resource allocation, inappropriate curriculum and pedagogy, and inadequate teacher preparation have contributed to the problem of disproportionate representation. More important, she argues that remedies designed to address the disproportionality challenge must place the aforementioned structural forces at the center of education research, policy, and practice.
openalex: W2115376335 mag: 2115376335
Keywords: openalex:import

Disproportionate Representation of African American Students in Special Education: Acknowledging the Role of White Privilege and Racism - Blanchett, Wanda J. (Educational Researcher, 2006)
This article places the problem of disproportionate representation of African American students in special education in the context of the White privilege and racism that exist in American society as a whole. The author discusses how educational resource allocation, inappropriate curriculum and pedagogy, and inadequate teacher preparation have contributed to the problem of disproportionate representation. More important, she argues that remedies designed to address the disproportionality challenge must place the aforementioned structural forces at the center of education research, policy, and practice.
openalex: W2115376335 mag: 2115376335
Keywords: openalex:import; openalex:yes

Elementary Education in Eritrea: How Mother Tongue Language Policy Affects Pupils and Their Access to Information - Bokre, Desta Arefaine; Olden, Anthony (Alexandria, 2006)
Eritrea, a country in the Horn of Africa with a population of over four million, has nine languages and a mother tongue education policy for its elementary schools. This paper investigates the impact of the policy on the design and implementation of elementary education in this developing country, and on the dissemination of information to pupils. A survey was conducted of fifty-eight interviewees drawn from the nine ethnic groups: the heads of the language panels in the National Department of Curriculum; elementary school teachers, trainee teachers, school directors; and parents. The research reveals the issues a multilingual society with minority ethnic groups faces in opting for mother tongue education at elementary level. There are not enough qualified and experienced educators to prepare the curriculum, and there are the challenges of translating and of turning spoken into written language. There is a lack of literature other than textbooks to refer to, and there are virtually no libraries in elementary schools. However, when elementary pupils learn and read through the medium of their first language it grounds their education in the real world. The curriculum is also an important tool in preserving, using and developing the languages of Eritrea.
openalex: W2486473505 mag: 2486473505
Keywords: openalex:import

The impact of parental death on school outcomes: Longitudinal evidence from South Africa - Case, Anne; Ardington, Cally (Demography, 2006)
We analyze longitudinal data from a demographic surveillance area (DSA) in KwaZulu-Natal to examine the impact of parental death on children's outcomes. The results show significant differences in the impact of mothers' and fathers' deaths. The loss of a child's mother is a strong predictor of poor schooling outcomes. Maternal orphans are significantly less likely to be enrolled in school and have completed significantly fewer years of schooling, conditional on age, than children whose mothers are alive. Less money is spent on maternal orphans' educations, on average, conditional on enrollment. Moreover, children whose mothers have died appear to be at an educational disadvantage when compared with non-orphaned children with whom they live. We use the timing of mothers' deaths relative to children's educational shortfalls to argue that mothers' deaths have a causal effect on children's educations. The loss of a child's father is a significant correlate of poor household socioeconomic status. However, the death of a father between waves of the survey has no significant effect on subsequent asset ownership. Evidence from the South African 2001 Census suggests that the estimated effects of maternal deaths on children's outcomes in the Africa Centre DSA reflect the reality for orphans throughout South Africa.
openalex: W2166326607 mag: 2166326607
Keywords: openalex:import

Enabling technological learning among light engineering SMEs in Zimbabwe through networking - Chipika, Stephen; Wilson, Gordon (Technovation, 2006)
The contribution of networks to small and medium enterprise (SME) development is analysed to a very limited extent in a Sub-Saharan African context, despite the general claim that SMEs are important for both national economic development and poverty alleviation. The implication is that networks play a relatively minor role in this context, unlike their perceived significance for SMEs in more developed countries. An analysis of networks and technological learning among four light engineering SMEs in Zimbabwe, however, reveals a clear positive association between the two, while also showing that networks are not necessarily a magic bullet. Capacity, including motivation to learn, and entrepreneurship qualities are important determinants of a firm's ability to make use of networks. Also, some networks might actually be disabling in terms of technological learning, while others will be more or less important during the development trajectory of a firm. The study has important implications for the role of enterprise support organisations that seek to promote the development of SMEs in Zimbabwe, and elsewhere in Sub-Saharan Africa.
openalex: W2052474291 mag: 2052474291
Keywords: openalex:import

Astronomy education in Morocco–a new project for implementing astronomy in high schools - Darhmaoui, H.; Loudiyi, Khalid (Proceedings of the International Astronomical Union, 2006)
Abstract Astronomy education in Morocco, as in many developing countries, is not well developed and lacks the very basics in terms of resources, facilities and research. In 2004, the International Astronomical Union (IAU) signed an agreement of collaboration with Al Akhawayn University in Ifrane (AUI) to support the continued, long-term development of astronomy and astrophysics in Morocco. This is within the IAU programme Teaching for Astronomy Development (TAD). The initial focus of the programme concentrated exclusively on the University's Bachelor of Science degree programme. Within this programme, and during two years, we were successful in providing adequate astronomy training to our physics faculty and few of our engineering students. We also offered our students and community general astronomy background through courses, invited talks and extra-curricular activities. The project is now evolving towards a wider scope and seeks to promote astronomy education at the high school level. It is based on modules from the Hands on Universe (HOU) interactive astronomy programme. Moroccan students will engage in doing observational astronomy using their personal computers. They will have access to a worldwide network of telescopes and will interact with their peers abroad. Through implementing astronomy education at this lower age, we foresee an increasing interest among our youth not only in astronomy but also in physics, mathematics, and technology. The limited astronomy resources, the lack of teacher experience in the field and the language barrier are amongst the difficulties that we will be facing in achieving the objectives of this new programme.
openalex: W2170937269 mag: 2170937269
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Voluntary testing for HIV among a sample of Tanzanian teachers: A search for socio-demographic and socio-psychological correlates - Dc, Kakoko; Wl, Lugoe; Gt, Lie (AIDS Care, 2006)
Knowledge of HIV status is paramount in prevention, treatment and care. This study determined the prevalence and factors associated with testing for HIV. We collected data through a cross-section questionnaire survey among 918 primary school teachers in Mwanza region, Tanzania (mean age 38.4 years). About 20% (181) of the participants had voluntarily tested for HIV. Teachers who: were aged between 21 to 30 years, had easy access to HIV testing services, had a partner with tertiary education, and perceived their health status positively were significantly more likely to have tested for HIV. Teachers who had tested for HIV were significantly less likely: to perceive that it is not necessary to test for HIV in absence of vaccine or cure for HIV/AIDS; to support that only people who suspect that they are HIV infected should test for HIV; and to believe that HIV infected people are likely to die quicker if they are tested for HIV and be informed about their positive results. The results of this study underscore the need to promote positive views of voluntary testing for HIV among Tanzanian teachers.
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The Streaming of Students to TVET in Ethiopia: The Case of Two TVET Institutions in Addis Ababa - Fessehaye, Nahom (2006)
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Bureaucratic accountability in the Education Action Zones of South Africa - Fleisch, Brahm (South African Journal of Education, 2006)
The Education Action Zone program me in Gauteng p rovince, South A frica, has been w idely seen as a very successful school improvement initiative, with particular significance as it represents a unique model of top-down, bureaucratic accountability as a vehicle for turning- around dysfunctional secondary schools. In this article I evaluate the impact of the initiative through an analysis of the senior secondary examination results for 1999 –20 02, in the 70 schools involved in the programme. It was found that the EAZ schools made significant gains in the overall pass rate, university pass rates, number of 'A' symbols, and average mark. The results of comparative analysis confirmed the overall success of the programme. However an alternative explanation raised ques tions about the mechanisms of improvement by uncovering a relationship between gains in examination results and learner exclusion. Keywords : education action zone, learner exclusion, school improvement, school intervention programmes South African Journal of Education Vol. 26(3) 2006: 369–382
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Education in Egypt and Egyptian response to eclipses - Hady, Ahmed A. (IAUSS, 2006)
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Educating the human spirit in times of conflict: the case of emergency education in Palestine - Halstead, J. Mark; Affouneh, Saida (International Journal of Children's Spirituality, 2006)
Many reports have highlighted the vulnerability of children’s rights during times of conflict, and emergency education has come into being as a way of ensuring that children’s educational needs are met in crisis situations. But how far can emergency education provide meaningful values education? The first section of this article examines the concept of emergency education and its strengths and limitations with reference to children’s spiritual needs. The second section provides some contextual information on education in Palestine and on the emergency policies that have been introduced to lessen the impact of continuing occupation and conflict on children’s everyday experiences. The third section draws on interviews with young Palestinians carried out in summer 2005 in an attempt to explore the way the ongoing conflict is affecting their developing attitudes and values. The final section reflects on the spiritual and other needs of Palestinian children and on possible ways forward.
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Prophets and Profits: Managerialism and the Restructuring of Jewish Schools in South Africa - Herman, Chaya (2006)
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The volcanic rocks of São Nicolau: Isotopic evidence for the inhomogeneity of the Cape Verde mantle plume - Holm, Paul Martin; Sørensen, R.V. (Geochimica et Cosmochimica Acta, 2006)
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The Impact of an HIV and AIDS Life Skills Program on Secondary School Students in KwaZulu–Natal, South Africa - James, Sigrid; Reddy, Priscilla; Ruiter, Robert A. C.; McCauley, Ann P.; Borne, Bart van den (Aids Education and Prevention, 2006)
The evaluation of theDepartment of Educations' life skills program onHIV and AIDS prevention among Grade 9 students in 22 randomly allocated schools in KwaZulu–Natal, South Africa, showed only a significant increase in student knowledge about HIV/AIDS in the intervention group compared with the control group.Noeffectswere found on safe sex practices (condom use, sexual intercourse) or on measures of psychosocial determinants of these practices (attitude and self–efficacy). A process evaluation among the teachers showed that some implemented the program fully (seven schools) and some partially (four schools). An exploratory analysis showed that students who received the full intervention were more positive in their perceptions about sexual behavior and social connectedness (at 10-month follow-up) and reported less sex andmore condom use (at 6-month follow-up) than students in the partial and control groups. These limited effects therefore call for further analysis of the content and implementation strategies used in the classroom.
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Oxidative DNA damage levels and catalase activity in the clam Ruditapes decussatus as pollution biomarkers of Tunisian marine environment - Jebali, Jamel; Bannı, Mohamed; Almeida, Eduardo Alves de; Boussetta, Hamadi (Environmental Monitoring and Assessment, 2006)
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Use of Modern Technologies in Improving Astronomy Education in Tanzania - Jiwaji, Noorali T. (IAU Special Session, 2006)
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Effect of nutrition education on nutritional status and growth of young children in western Uganda - Kabahenda, Margaret (2006)
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Predicting intended use of voluntary HIV counselling and testing services among Tanzanian teachers using the theory of planned behaviour - Kakoko, Deodatus; Åstrøm, A. N.; Lugoe, Wycliffe L.; Lie, Gro Th. (Social Science & Medicine, 2006)
The theory of planned behaviour (TPB) provides a conceptual model for understanding individual cognitions that influence behavioural intentions and enactment of the actual behaviours. This study examined the applicability of the TPB and the additional predictive role of perceived risk in predicting intended use of voluntary HIV counselling and testing (VCT) services. We conducted a cross-sectional questionnaire survey among 918 primary school teachers in the Mwanza region, Tanzania between September 2003 and November 2003. Analysis was based on 737 teachers (mean age 38.9) who had never tested for HIV. Results of the hierarchical regression analysis indicate that perceived behavioural control and attitude toward using VCT services were significant predictors of intention to use VCT services in the TPB model. Perceived behavioural control added 12% of variance to intention over and above attitudes and subjective norms, while perceived risk added 3% of variance. Socio-economic status did not moderate the predictive value of the TPB components. The present study demonstrates that the TPB is a useful conceptual framework for predicting intended use of HIV counselling and testing services among Tanzanian teachers. A theory-based VCT intervention programme among Tanzanian teachers should mainly focus on reducing social and psychological barriers related to the use of VCT services.
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Nutrition Education on Iron Deficiency Anemia in Kenya - Kakunted, Patricia; Hollenbeck, C. B.; Fields-Gardner, C.; McProud, L. (Journal of The American Dietetic Association, 2006)
Participants will be able to describe the efficacy of a nutrition education program directed to educated individuals to the importance of endogenous iron-rich foods in the treatment of iron deficiency in individuals with HIV/AIDS in Kenya, Africa.
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Holistic Self-Management Education and Support: A Proposed Public Health Model for Improving Women's Health in Zimbabwe - Kanchense, Jane Handina Murigwa (Health Care for Women International, 2006)
The primary health care model of public health has been implemented in many countries around the globe since the Declaration of Alma Ata in 1978, without pilot testing the primary health care model. Therefore, many public health researchers have sought methods of improving primary health care by creating evidence-based models. Many of these researchers recognize the role of behavioral models in public health. These offshoots of primary health care include the ecological, care, central human capabilities, and the SPECIES models. Holistic self-management education and support is a capacity-building philosophy that ensures active involvement of consumers of health care in the planning and implementation and evaluation of health care services. It helps consumers of health care to achieve the desired improved quality of health and life in managing and sustaining their health at the grassroots level. The care model addresses disease management ideals of the in the original primary health care model. The SPECIES model addresses those aspects of the primary health care model that include the cultural and social factors, as well as individual health education and support in the original primary health care model. The ecological model offers an improvement of the socioeconomic ideal in the original primary health care model. Improving the health of individuals will prevent illness, thereby reducing health care costs and lessening the current strain on an overburdened health care system in Zimbabwe. Holistic self-management education and support links health care delivery systems with social processes. It is a best practices model that could better serve Zimbabwean girls and women by contributing positively to the national challenges in health care, thereby meeting the Zimbabwean primary health care and safe motherhood goals. It is here recommended that holistic self-management education and support must be pilot tested before being adopted as the most appropriate model for ensuring population health.
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Efficacy of an American Alcohol and HIV Prevention Curriculum Adapted for Use in South Africa: Results of a Pilot Study in Five Township Schools - Karnell, Aaron P.; Cupp, Pamela K.; Zimmerman, Rick S.; Feist‐Price, Sonja; Bennie, Thola (Aids Education and Prevention, 2006)
The high prevalence of HIV among young people inAfrican countries underscores a pressing need for effective prevention interventions. Adapting school–based prevention programs developed in the United States for use in African schools may present an alternative to the time–consuming process of developing home–grown programs. The researchers report the results of a pretest–posttest field trial of an alcohol/HIV prevention curriculum adapted from an American model and delivered to ninth-grade students in five South African township schools. The revised intervention was based primarily on the Project Northland alcohol prevention and Reducing the Risk safer sex programs. The researchers found significant differences in change from baseline to follow–up between students in intervention and comparison groups on intentions to use a condom; drinking before or during sex; and, among females, sex refusal self–efficacy. The results of the field trial suggest that behavioral interventions developed inWestern countries may be rapidly adapted to work in other cultural contexts.
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C4 plant isotopic composition (δ13C) evidence for urban CO2 pollution in the city of Cotonou, Benin (West Africa) - Kelome, Nelly Carine; Lévêque, Jean; Andreux, F.; Milloux, Marie-Jeanne; Oyédé, Lucien-Marc (Science of the total environment, 2006)
The carbon isotopic composition (δ13C) of plants can reveal the isotopic carbon content of the atmosphere in which they develop. The δ13C values of air and plants depend on the amount of atmospheric fossil fuel CO2, which is chiefly emitted in urban areas. A new indicator of CO2 pollution is tested using the δ13C variation in a C4 grass: Eleusine indica. A range of about 4‰ delta units was observed at different sites in Cotonou, the largest city in the Republic of Benin. The highest δ13C values, from − 12‰ to − 14‰, were found in low traffic zones; low δ13C values, from − 14‰ to − 16‰, were found in high traffic zones. The amount of fossil fuel carbon assimilated by plants represented about 20% of the total plant carbon content. An overall decrease in plant δ13C values was observed over a four-year monitoring period. This decrease was correlated with increasing vehicle traffic. The δ13C dataset and the corresponding geographical database were used to map and define zones of high and low 13C-depleted CO2 emissions in urban and sub-urban areas. The spatial distribution follows dominant wind directions, with the lowest emission zones found in the southwest of Cotonou. High CO2 emissions occurred in the north, the east and the center, providing evidence of intense anthropogenic activity related to industry and transportation.
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Association among education level, occupation status, and consanguinity in Tunisia and Croatia. - Kerkeni, Emna; Monastiri, K.; Saket, Besma; Rudan, Diana; Zgaga, Lina; Cheikh, Hassen Ben (PubMed, 2006)
To investigate the association between education level, occupation status (a proxy for socio-economic status), and consanguinity in 2 large data sets from Tunisia and Croatia countries with different attitudes toward consanguinity.The sample of 1016 students, attending 5 university institutions in Monastir, Tunisia, were interviewed about the educational level and occupation status of their parents and the degree of parental relatedness. In Croatia, a sample of 1001 examinees from 9 isolated island populations was interviewed about their own educational level, occupation status, and consanguinity.Prevalence of consanguinity (offspring of second cousins or closer) among 1016 Tunisian students was 20.1%, and 9.3% among 1001 Croatian isolates. In Tunisia, the association between consanguinity and both parental degree of education and parental occupation status was highly significant in women (P<0.001), but not significant in men. In Croatia, no statistically significant associations were noted, although there was a consistent trend of increased prevalence of consanguinity with lower education level or occupation status in both genders, but more pronounced in women.Association between education level, socio-economic status, and consanguinity needs to be taken into account in inbreeding studies in human populations. The relationship may be specific for each studied population and highly dependent on the cultural context. It is generally more pronounced among women in most settings.
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Responses By The Higher Education Loans Board(helb) To The Environmental Challenges Of Financing Higher Education In Kenya - Lalampaa, Tom J (2006)
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Building capacity for astronomy research and education in Africa - Martinez, Peter (Proceedings of the International Astronomical Union, 2006)
Abstract About 1.5% of the world's professional astronomers are based Africa, yet in terms of research output, African astronomers produce less than 1% of the world's astronomical research. The advent of new large-scale facilities such as SALT and HESS provides African astronomers with tools to pursue their research on the continent. Such facilities also provide unprecedented training opportunities for the next generation of African astronomers. This paper discusses recent efforts to develop astronomy education and research capacity on the continent. Various capacity-building initiatives are discussed, as well as the lessons learnt from those initiatives.
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Capacity building for astronomy education and research in Africa - Martinez, Peter (IAUSS, 2006)
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Theological Education that makes a difference : Church growth in the Free Methodist Church in Malawi and Zimbabwe, H. Church : book review - Mashau, Derrick (Missionalia : Southern African Journal of Mission Studies, 2006)
The book deals with the phenomenon of church growth within the Free Methodist Church in Malawi and Zimbabwe. It explores the question of the interrelatedness between church growth and theological training. In his research, the author used both quantitative and qualitative methods. A number of church leaders, church members, and theological students were interviewed whilst relevant and readily available literature on the issue at stake was consulted.
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distribution of abo and rhesus blood groups in University of Uyo Teaching Hospital (UUTH), Uyo, Nigeria - MB, Ekanem (Ibom Medical Journal, 2006)
Background: The University of Uyo Teaching Hospital (UUTH), Uyo is a tertiary health institution which serves the health needs of the people of Akwa Ibom State and beyond. Blood transfusion service is one of the most important health services provided by UUTH. Organized, efficient and safe blood transfusion practice needs data in blood group serology. This study was carried out because of lack of research based data on human blood group system in UUTH, Uyo and Akwa Ibom State. Materials and Method: The study is retrospective. Patients' ABO and Rhesus blood group registers in the blood bank of UUTH, Uyo, were reviewed from the year 2000 (when in 2000?) 31st May 2006. The total number reviewed was 10,552.Results: From the 10,552 patients records reviewed for the ABO blood group, blood group O was the the most common with 5,919 (56.10%), followed by blood group A with 2,645 (25.07%), while blood group B was third with 1,728(16.386) and lastly blood group AB with 259 (2.45%). The distribution of Rhesus antigen shows that Rhesus D positive was the highest with 10,203 (96.68%) while Rhesus D Negative was the lowest with 349 (3.30%).
Conclusion: The baseline data from this study which is in keeping with the observed trend in other studies in Nigeria, hopefully, would assist in the planning and running of an organized, efficient and safe blood transfusion service in UUTH, Uyo and in Akwa Ibom State, Nigeria.
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Climate change impacts on livelihoods in Tanzania and adaptation options: experience of floods and drought in Rufiji - Meena, Hubert; Lugenja, Maynard; Stephenson, Mike (2006)
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Enhancing Quality at Input Level: Remedial/Developmental Education in Ethiopian Private Higher Institutions - Mersha, Teshager (2006)
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Implementation and Assessment of an Empirically Validated Intervention Program to Prevent Tobacco Use Among African-American Middle-School Youth - Metz, Arnold E.; Fuemmeler, Bernard F.; Brown, Ronald T. (Journal of Clinical Psychology in Medical Settings, 2006)
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The effectiveness of mentoring in the Distance Teacher Education Programme at the Lesotho College of Education: student teachers' and tutors' perceptions - Mohono-Mahlatsi, Lydia; Tonder, Fanus van (South African Journal of Education, 2006)
In response to the need for more qualified primary school teachers in Lesotho, the Lesotho College of Education (LCE) introduced the Distance Teacher Education Programme (DTEP), an in-service training programme for unqualified and underqualified teachers. As part of the curriculum in this programme, the more than 1 200 student teachers who were enrolled needed to be supported and mentored, but were served by only 16 tutors in six different regions. As one of the tutors and mentors in the DTEP, the researcher (LM-M) undertook a qualitative perception survey through focus group discussions with student teachers and tutors in the DTEP. The researcher was able to evaluate the mentoring system in the DTEP according to the functions of effective mentoring, as identified in a literature review. The strengths and weaknesses identified in the survey are highlighted and recommendations are made for different stakeholders on how the mentoring system can be improved.
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Teacher perceptions of the effectiveness of teacher appraisal in Botswana - Monyatsi, Pedzani Perci; Steyn, Trudie; Kamper, Gerrit (South African Journal of Education, 2006)
The major aim of teacher appraisal is to develop teachers in order to improve their delivery in schools. The effectiveness of the process of teacher appraisal is, however, dependent on the perceptions of the teachers themselves. Since the expansion o f the education system of Botswana in the 1970s and 1980s, as a result of the cardinal reforms, there has been concern about quality. One of the quality assurance measures introduced was teacher appraisal. The current teacher appraisal scheme in Botswana was introduced in 1992 as a non-threatening, valid, and extensive system to develop the individua l and the school. In this article we address the following question: What are teachers' perceptions of the effectiveness of the current system of teacher appraisal as practised in Botswana secondary schools? Both quantitative and qualitative methods of research were employed to address the question. The teachers' perceptions of the effectiveness of their appraisal are categorised according to the following key terms: teacher performance; motivation of teachers; working relationships; teacher training on appraisal; “an axe ready to chop teachers”; and “no purpose”. South African Journal of Education Vol. 26(3) 2006: 427–441
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Ubuntu Worldview: A Traditional African View of Adult Learning in the Workplace - Nafukho, Fredrick Muyia (Advances in Developing Human Resources, 2006)
The problem and the solution. In traditional African society, adult learning was viewed as holistic learning for life and work and formed the foundation of many African societies. It was used as a process of breaking down barriers and of combating social exclusion. With the current transitions taking place in Africa, less emphasis is being placed on adult learning. The issue of how adults learn in different societies and the philosophy that guides the adult-learning process in the workplace is an important theme for adult education and human resource development scholars and practitioners. This article seeks to bridge the existing gap in terms of the contribution of the African ubuntuism paradigm to adult learning in the workplace.
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Education in Ethiopia: From Crisis to the Brink of Collapse - Negash, Tekeste (2006)
The main focus of the study is the deepening crisis of the Ethiopian education system. This study reconstructs the growth of the crisis of the sector during the last four decades. It then discusses ...
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From technology transfer to participative design: a case study of pollution prevention in South African townships - Niekerk, Willemien Van (Journal of Energy in Southern Africa, 2006)
Since the 1960’s several unsuccessful attempts were made to reduce air pollution in South African townships. These efforts targeted coal fires and included devolatalised coal, low-smoke stoves and electrification. All these efforts were more or less prescriptive in nature, technology driven and shared a common view of the role of technology. In this paper a different approach is described that had very good results. This approach starts at the coal user and their preferences and does not try to change their behaviour or attitude by means of education or coercive measures. This was done because after several years of involvement with coal and wood using communities, a good understanding was developed of the role of fire in the household and the context in which possible solutions must function. Also, the user of the technology is made a full partner in the problem solving process. This approach resulted in the adaptation of an alternative method to light a coal fire. The adapted method enjoys widespread acceptance and can reduce the contribution of coal fires to air pollution by 50%. Plans are under way by the South African Government to introduce communities nationwide to this method.
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Use of Ketamine and Midazolam Cocktail for Pericardiectomy at the University of Nigeria Teaching Hospital - Okafor, Vincent (Journal of Cardiothoracic and Vascular Anesthesia, 2006)
Anesthesia for pericardiectomy, usually for constrictive pericarditis, is challenging because of possible cardiopulmonary complications such as hypotension, arrhythmias, and hemorrhage. Tachycardia and reduced cardiac filling are poorly tolerated, and elevations in intrathoracic pressure due to intermittent positive-pressure ventilation may result in hypotension.1Day C. Preoperative assessment and preparation for anaesthesia Cardiovascular disease.in: Allman K.G. Wilson I.H. Oxford Handbook of Anesthesia. Oxford University Press, Oxford, UK2001: 3-268Google Scholar It is against this backdrop that the agents used for induction and maintenance of general anesthesia in these patients are of utmost importance. In our center, because of the irregular supply of opioids and the unavailability of etomidate, we thought of using a cocktail of ketamine and midazolam to produce relative cardiopulmonary stability. Etomidate has long been considered the ideal cardiopulmonary stable induction agent even though it inhibits cortisol synthesis. Intravenous ketamine, 1.5 to 2 mg/kg of body weight, and midazolam, 0.04 to 0.06 mg/kg of body weight, mixed in the same syringe is used for induction and maintenance of anesthesia until a sufficient “window” has been created by the surgeon. Then volatile agents such as halothane can be added in a concentration of 0.5%. Pancuronium is now added to the regimen for muscle relaxation, because vercuronium is unavailable. With this technique and other precautionary measures such as prudent fluid therapy, we are able to maintain relative intraoperative hemodynamic stability. Morbidity and mortality have resulted mainly from surgical mishaps or disease complications, including hemorrhage. The potent analgesic effect of ketamine provides adequate analgesia, while its tendency to increase blood pressure and heart rate is countered by the tendency of midazolam to cause hypotension, producing relative cardiopulmonary stability. Percutaneous cardiopulmonary support, as reported in some literature,2Kurokawa S. Fukuda S. Yamakura T. et al.Anesthetic management of three patients with constrictive pericarditis.Masui. 1997; 46: 515-520PubMed Google Scholar, 3Saito A. Hirahara H. Ohzeki H. et al.Pericardiectomy for constrictive pericarditis using a percutaneous heparin-coated cardiopulmonary support system.Thorac Cardiovasc Surg. 1996; 44: 311-312Crossref PubMed Scopus (1) Google Scholar is not used at our center. Drug cocktails are not a novelty in anesthesia practice, because anesthesiologists are used to administering drugs themselves, unlike in other specialties in which nurses administer the anesthetic. This gives us the advantage of assessing the effect of drugs on patients. The tendency of ketamine to cause hallucinations is ameliorated by the concurrent use of midazolam. Atropine is not used except during reversal of anesthesia. Premedication in these patients involves reassurance and the use of long-acting benzodiazepines, such as diazepam, on the evening before surgery. Postoperative analgesia involves intraoperative infiltration of the operation site, usually a median sternotomy, with bupivacaine 0.5% and intravenous pentazocine, 30 to 60 mg in adults. All patients who have undergone pericardiectomy are treated in the intensive care unit postoperatively. This correspondence seeks to highlight the use of readily available anesthetic agents in an environment where more suitable agents are lacking or their supply is irregular.
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EDUCATION AND HUMAN RESOURCE DEVELOPMENT IN POST-INDEPENDENT ERITREA – AN EXPLANATORY NOTE - Rena, Ravinder (RePEc: Research Papers in Economics, 2006)
Education is a lifelong process. Twentieth century has witnessed the miracles of Human Resource Development (HRD) activities reflected through increase in GNP and overall productive activities. The Government of Eritrea offering both formal and informal training programmes at different levels in order to develop the human resources. This prosperity in education is obviously a great thing for Eritrea, and the dream to make Eritrea a technological-oriented and advanced nation would become real, because the cumulative effort done so far in the human development is noteworthy. As Human Resource Development Programmes concentrate much on the category of major raw human resource to be processed into the work force and its role in reconstructing the economy. An attempt is made in this paper to analyse the educational and human resource development after independence. This paper also provides detailed account of technical and vocation education with special reference to skill development programme.
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Fruit, Vegetable and Fat Consumption in African-American Urban Middle School Students - Smith, Brandon; Malpede, Christie Z.; Worley, Courtney B.; Mitchell, Q.P.; Baskin, Monica L. (Journal of The American Dietetic Association, 2006)
To describe the nutrient intake and overweight status of African American youth attending an urban public middle school as they relate to the Healthy People 2010 goals.
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The Practice of Ethiopian Higher Education Institutions in Assessing the Quality of Education: A Comparative Analysis - Solomon, Misganaw (2006)
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Qurʾanic Education and Social Change in Northern Morocco: Perspectives from Chefchaouen - Tawil, Sobhi (Comparative Education Review, 2006)
Previous articleNext article No AccessQurʾanic Education and Social Change in Northern Morocco: Perspectives from ChefchaouenSobhi TawilSobhi Tawil 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 3August 2006Special Issue on Islam and Education—Myths and TruthsGuest Editors: Wadad Kadi and Victor Billeh Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/504820 Views: 138Total views on this site Citations: 5Citations 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:Essam Ayyad Re-Evaluating Early Memorization of the Qurʾān in Medieval Muslim Cultures, Religions 13, no.22 (Feb 2022): 179.https://doi.org/10.3390/rel13020179Sian Waters, Ahmed El Harrad, Sandra Bell, Joanna M. Setchell Decolonizing Primate Conservation Practice: A Case Study from North Morocco, International Journal of Primatology 27 (Jul 2021).https://doi.org/10.1007/s10764-021-00228-0Leonora C. Angeles, Omer Aijazi Revisiting the Madrassa Question in Pakistan: Worlding Lived Religion and Religious Education in Urban Spaces, Humanity & Society 43, no.33 (Nov 2018): 295–326.https://doi.org/10.1177/0160597618814878Mohammed Elmeski Principals as leaders of school and community revitalization: a phenomenological study of three urban schools in Morocco, International Journal of Leadership in Education 18, no.11 (Jul 2013): 1–18.https://doi.org/10.1080/13603124.2013.815803David W. Chapman, Suzanne L. Miric Education Quality in the Middle East, International Review of Education 55, no.44 (Jul 2009): 311–344.https://doi.org/10.1007/s11159-009-9132-5
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Factors Affecting Gender Equality in Private Higher Education of Ethiopia : The Case of North Gondar - Tegegne, Kassahun (2006)
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