Functional characterization of DHN-5, a dehydrin showing a differential phosphorylation pattern in two Tunisian durum wheat (Triticum durum Desf.) varieties with marked differences in salt and drought tolerance - Brini, Faïçal; Hanin, Moez; Lumbreras, Victoria; Irar, Sami; Pagès, Montserrat; Masmoudi, Khaled (Plant science (Limerick), 2007)
Water-deficit stress caused by drought and soil salinization adversely affects plant growth and crop productivity. Dehydrins are involved in the adaptation to water and osmotic stress. We have identified a wheat dehydrin named DHN-5 that is closely related to the maize RAB17. The full-length cDNA of Dhn-5 gene encodes a putative protein of 227 amino acids and contains 2 conserved lysine-rich-K-segment (EKKGIMDKIKEKLPG) repeats preceded by a stretch of eight serine residues, characteristic of group 2 LEA family. The Northern blot analyses showed a strong accumulation of Dhn-5 transcript in mature wheat embryos and to a lesser extent in ABA and salt-treated seedlings. Interestingly, DHN-5 protein accumulated differentially in two Tunisian durum wheat (Triticum durum Desf.) varieties with marked differences in salt and drought tolerance. By using specific dehydrin antibodies and 2D immunoblot analysis on proteins extracted from mature embryos in these two varieties, a differential phosphorylation pattern of DHN-5 was observed. In the resistant variety (R), beside a basic protein spot, a series of acidic spots were detected whereas in the sensitive variety (S) the acidic spots were weakly detectable. These acidic forms correspond to highly phosphorylated forms of DHN-5, which can be removed by alkaline phosphatase treatment. Accumulation of phosphorylated DHN-5 mainly in the R variety suggests a role of P-DHN-5 in preservation of cell integrity during late embryogenesis and desiccation. Subcellular localization of the DHN-5:GFP fusion protein indicated that DHN-5 would be primarily nuclear, suggesting a nuclear role in wheat osmotic stress response. The observed differential phosphorylation pattern of DHN-5 in the resistant and sensitive wheat varieties could be used as a basis for a molecular screen of tolerance/sensitivity to drought and salt stresses in wheat germplasm.
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Aspects of Education in the Middle East and North Africa - Brock, Colin; Levers, Lila Zia (2007)
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Education and training on Junior Farmer Field and Life Schools (JFFLS). Mozambique: education on agriculture and life skills knowledge in Junior Farmer Field and Life Schools (JFFLS) in Africa - Bruni, D.; Djeddah, C.; Israel, Paula (2007)
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Education in Anglophone West Africa - Brydon, Lynne; Middleton, John (2007)
openalex: W2791774264 mag: 2791774264
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On the Training of Documentary Scribes in Roman, Byzantine, and Early Islamic Egypt: A Contextualized Assessment of the Greek Evidence - Bucking, Scott (Zeitschrift für Papyrologie und Epigraphik, 2007)
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Zambia : country analysis education - Bulder, J.M. (2007)
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Challenges and issues in health professions education in Africa - Burdick, William (Medical Teacher, 2007)
The challenges facing health professions education in Africa focus on physical infrastructure, accreditation systems, student selection and faculty recruitment, retention, and development. Higher education in the health professions must be closely aligned with community health needs, and with the training and support of community health workers. A key ingredient in changing institutions in this way is implementation of effective strategies for strengthening the faculty. In addition, information systems, and their prerequisite stable electric power supply, must be supported by internal public resources combined with external aid. These infrastructure investments will facilitate better quality education, improved diffusion of information among schools, and more useful data for self study by institutions.
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Different drought adaptation strategies of Coffea arabica populations along a rainfall gradient in Ethiopia. - Burkhardt, J.; Kufa, Taye; Beining, A.; Goldbach, Heiner E.; Fetene, Masresha (2007)
Ethiopa is the centre of genetic diversity of Coffea arabica. The CoCE project aims to assess the diversity and the economic value of the Ethiopian coffee gene pool, focussing on traits inherent to the wild coffee populations and their possible usefulness for breeders. We compared the water use of four wild Coffea arabica populations along a rainfall gradient in Ethiopia. Measurements were carried out in situ, as well as in an experiment where seeds of the original sites were used to raise seedlings. Measurements tackled all relevant parts of water transport, i.e. soil conditions, the hydraulic conductivity of the root and the shoot system, stomatal control of gas exchange, and the atmospheric demand for water vapour. Water use efficiency in situ was found to be higher in the dry than in the wet season, and on dry sites compared to wet sites, thus reflecting the availability of water. Unexpectedly, no correlation with the rainfall gradient was observed neither when measuring the hydraulic system in situ, nor when looking at the reaction of seedlings to drought and radiation stress under ex situ conditions. Plants from the driest site, Harenna, showed highest transpiration and production. The root system of Harenna trees was the most extensive compared to the other sites, and the hydraulic system showed the highest efficiency for water transport, stomatal behaviour was liberal. Therefore these plants were most vulnerable to drought stress, and eventually they were the first of all to be damaged by drought. Plants from the wettest site were most conservative in water use and longer withstood drought stress, but had lower productivity. The results showed that the precipiation gradient was not reflected in a simple way by drought stress tolerance of trees. Presumably populations follow different strategies under drought stress conditions. Harenna populations might find their way out of serious droughts by putting their main effort into seed production (conserving the population as a whole), while trees from other populations seem to be more oriented to ensure survival of the individuals.
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Preparing for work practice: Under- and postgraduate student training at the University of Pretoria (South Africa). - Buys, T. S.; Casteleijn, Daleen (PubMed, 2007)
South Africa has experienced much new legislation since the restoration of democracy in 1994 which has had widespread influences on education. Past and current teaching strategies of occupational therapy training at the University of Pretoria have included the training of students in vocational rehabilitation (or work practice). The influence of these new laws on training is discussed. An outline of the undergraduate and postgraduate modules presented at the University of Pretoria is presented in this paper. The authors wish to share the training of vocational rehabilitation with other educators as this training program seems to be very successful in South Africa.
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Assessing the Accessibility to Secondary Education by the Physically Disabled Persons in Kabale Municipality, South Western Uganda - Byarugaba, Narcisio Bavuli (2007)
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Introduction of Regular Formative Assessment to Enhance Learnning for Clinical Students at Muhimbili University College, Tanzania - Ca, Mkony; Mbembati, NA; Hamudu, NA; Pallangyo, Kisali (Education for health, 2007)
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Physician bias: does it occur at teaching hospitals that serve a majority of African American patients? - Caillier, James Gerard; Brown, Steven W.; Parsons, Stephen; Ardoin, Phillip; Cruise, Peter L. (PubMed, 2007)
The purpose of this study was to examine physician bias when patients present with cardiovascular disease in a teaching hospital that treats a majority of African American patients. Physician bias was deemed to occur when cardiovascular disease patients did not receive an invasive procedure when needed.The hospital in the study was a teaching facility in southeastern Louisiana. We conducted a longitudinal retrospective review of 177 medical records from patients with cardiovascular disease. Patient charts were examined using specific indicators (type of pain, lab work, blood pressure, and x-ray tests) from the Framingham study (1996) to determine whether patients met the criteria for eligibility of invasive procedures, such as percutaneous transluminal coronary angioplasty (PTCA) or coronary artery bypass graft (CABG) and if so, whether they were referred accordingly. Next, these charts were used to obtain confounders (race, sex, income, age, disease severity, and diagnoses) from each patient. Finally, a logistic regression analysis was used to determine the effect of these confounders on a patient being referred by a physician.The model failed to find a statistically significant disparity between physician referrals for African Americans and Caucasians when cardiovascular disease patients met specific criteria. Therefore, physician referral disparities did not exist among this study population. This occurred despite the fact that the study controlled for primary diagnoses, disease severity, age, income, sex, and race.This research concludes that physicians' referral patterns for cardiac procedures were similar for both African Americans and Caucasians. Moreover, this research suggests that referral disparities may not exist at teaching hospitals that serve a majority of African American patients. Future studies should delve deeper into physician/patient interaction at these institutions to understand what they do to reduce disparities in the hope of implementing their methods at other hospitals.
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Late 17th century earthquakes on the North-African coast - Camassi, Romano; Castelli, Viviana; Caracciolo, Carlos Héctor (2007)
openalex: W2774736348 mag: 2774736348
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An Investigation of Conceptual Knowledge: Urban African American Middle School Students' Use of Fraction Representations and Fraction Computations in Performance-Based Tasks - Canterbury, Sandra Ann (2007)
AN INVESTIGATION OF CONCEPTUAL KNOWLEDGE: URBAN AFRICAN AMERICAN MIDDLE SCHOOL STUDENTS’ USE OF FRACTION REPRESENTATIONS AND COMPUTATIONS IN PERFORMANCE-BASED TASKS by SANDRA A. CANTERBURY A relatively large number of 8th-grade public middle school students in the United States, particularly in urban communities, are not performing at acceptable levels in mathematics. One concept that poses significant difficulty for these students and negatively affects their overall mathematics achievement is fractions. Many researchers have attributed these difficulties primarily to traditional fraction instruction that emphasizes procedural rather than conceptual knowledge. Therefore this study was designed to investigate how students use their computational and conceptual knowledge and fraction representations to solve fraction-related performance-based mathematical tasks. Social constructivism was used as the theoretical framework in examining conceptual knowledge related to learning fractions. This qualitative study was implemented in an urban middle school in the southeast. It involved an initial sample of 37, 8th-grade, African American pre-algebra students who completed a fraction interest questionnaire and two fraction pretests. During the implementation period, 34 students in the researcher’s pre-algebra class completed three performance-based tasks, three reflection logs, and participated in an interview after completing each task. Of the 34 students who completed all tasks, three were purposefully selected as the informants for the study. In addition, observations, field notes, and artifacts (student work) were utilized to facilitate triangulation of the data. The findings of the study indicated the informants could compute fractions with an average of 85% of mastery but could conceptualize fractions only to a small extent. This validated prior findings and led to the conclusion that student deficiency with fractions results primarily from their level of conceptual knowledge. In the investigation of the ways in which 8th-grade students use fraction representations, this study found the informants used representations to develop a visual map of their mathematical thinking and reasoning and to check the accuracy of their computations. Therefore, this study suggests, when students’ mathematical learning experiences relative to fractions have not emphasized the use of representations to develop conceptual knowledge, they may not be comfortable with the accuracy of the solutions demonstrated in their fractions models. AN INVESTIGATION OF CONCEPTUAL KNOWLEDGE: URBAN AFRICAN AMERICAN MIDDLE SCHOOL STUDENTS’ USE OF FRACTION REPRESENTATIONS AND COMPUTATIONS IN PERFORMANCE-BASED TASKS by Sandra A. Canterbury
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What role does the language of instruction play for a successful education? : A case study of the impact of language choice in a Namibian school. - Cantoni, Mayari (2007)
Namibia is a country where the official language has been English since independence in 1990. There are different national languages in the country and a majority of the people do not have English ...
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Catholic Church and State Relations in Zambian Education: A Contemporary Analysis - Carmody, Brendan (2007)
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Weathering wikis: Net-based learning meets political science in a South African university - Carr, Tony; Morrison, Andrew; Cox, Glenda; Deacon, Andrew (Computers and Composition, 2007)
Wikis represent flexible tools functioning as open-ended environments for collaboration while also offering process and group writing support. Here we focus on a project to innovate the use of wikis for collaborative writing within student groups in a final-year undergraduate political science course. The primary questions guiding our research were in what ways could wikis assist collaborative learning in an undergraduate course in political science and how we could support educators’ in the effective use of wikis? Curiously, wikis may serve as a mediating artifact for collaborative writing even among students who are reluctant to post online drafts. The paper raises questions concerning the nature and limits of lecturer and tutor power to deliver transformative educational innovations in relation to the capacity of students to embrace, comply with, or resist such innovation. In analysing the negotiation of the use of wikis in the course by and among the lecturer, tutors, and students, we draw on two principles in activity theory, which Yrjö Engeström argued are central to his model of expansive learning: multi-voicedness and contradictions [Engeström, Yrjö. (1987). Learning by expanding: An activity-theoretical approach to developmental research. Helsinki: Orienta-Konsultit; Engeström, Yrjö. (2001). Expansive learning at work: Toward an activity theoretical reconceptualization. Journal of Education and Work 14(1), 133–156.]. We add a third principle, transparency, to more fully capture what we observed.
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TEACHING CULTURAL COMPETENCE: AN INNOVATIVE STRATEGY GROUNDED IN THE UNIVERSALITY OF STORYTELLING AS DEPICTED IN AFRICAN AND AFRICAN AMERICAN STORYTELLING TRADITIONS - Carter-Black, Jan (Journal of Social Work Education, 2007)
Social workers serve a varied population. Therefore, exemplary social work practice requires a depth of knowledge and skills that cut across diverse cultural contexts. Because of the universal characteristics of storytelling, this article proposes the use of storytelling as a viable conduit and instructional strategy for teaching cultural competence in schools of social work. By investigating the content, structure, and process of storytelling among, between, and across cultural groups, social work students will be able to develop and integrate an awareness, sensitivity, understanding, and appreciation for the experiential realities of diverse client groups.
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SOCIAL INCLUSION OF PEOPLE WITH DISABILITIES IN BRAZIL AND IN CAPE VERDE - AFRICA - Carvalho‐Freitas, Maria Nivalda de; Marques, Antônio Luiz (REAd - Revista Eletrônica de Administração, 2007)
The present study investigates the perception of difficulties and possibilities of social inclusion of People with Disabilities in three of the ten islands of the archipelago of Cape Verde and in two towns of Brazil. It used both concepts the differentiation principles of Bourdieu and the stigma of Goffman to build the instrument of investigation. A questionnaire was applied to 121 People with Disabilities in the Brazilian towns and in 67 in Cape Verdean Islands. KMO's Index and Bartlett test of sphericity were used to analyze the appropriateness of factor analysis and the Cronbach's alpha assessed the degree of consistency of the scale. Four factors were considered in Brazil: barriers to citizenship; discrimination regarding work; self-esteem and knowledge of the rights. In Cape Verde three factors were considered: perception of the social relations; self-esteem and barriers to citizenship. Not only in Brazil but also in Cape Verde it was verified that with the increase of the family income, the instruction level of People with Disabilities increases and smaller are the difficulties regarding the barriers to citizenship.
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Somalia: Education in Transition - Cassanelli, Lee V.; Abdikadir, Farah Sheikh (Bildhaan: An International Journal of Somali Studies, 2007)
We begin with the premise that education is a basic human right, as well as a precondition for any serious effort to return peace, prosperity, and justice to Somalia’s citizens on a lasting basis. The collapse of the Somali state and the subsequent civil war(s) have altered most aspects of Somali life; but they have been particularly devastating in the area of education, where an entire generation has lost out on one of the most precious opportunities of childhood. The restoration of regular schooling is critical if Somalis expect to survive the present upheaval and envision a hopeful future. Education can provide structure and stability for children who have been traumatized by war. It is the starting point for creating a skilled workforce that can compete in the global economy. Education fosters the intellectual discipline necessary to solve problems, and the civic virtues essential for good governance. Good education can help reduce gender inequalities, child exploitation, and the likelihood of future violence in the wider society. The challenges facing Somali teachers and students today are far more formidable than anything they confronted in the past, not only at the level of local material conditions but also at the level of global geopolitics and ideologies. Yet those challenges are not insurmountable: both the lessons of the country’s educational history and the committed efforts of Somali teachers in the face of the difficult circumstances of the past sixteen years provide grounds for modest optimism. Our survey reveals much that is positive about Somalis’ attitudes toward
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Teacher absences in an HIV and AIDS context: evidence from nine schools in Kavango and Caprivi (Namibia). - Castro; Duthilleul, Yael; Caillods, Françoise (2007)
This report from International Institute for Educational Planning (IIEP) investigates teacher absenteeism as a result of the HIV and AIDS pandemic in Namibia and the resulting impact on the countrys education system. The study examines how some schools in high prevalence areas are managing the problem. The research was conducted using qualitative methodology requiring in-depth observations and interviews. The report covers a limited number of schools and so the results cannot be generalised for the whole of Namibia but they do provide useful suggestions for countries where teacher absenteeism may worsen due to increased prevalence of HIV and AIDS. The report concludes that teacher absenteeism is a serious problem and it has major consequences on the organisation of the teaching process and pupils learning opportunities. This problem has been aggravated by the HIV epidemic; although silence induced by stigma associated with the disease makes it impossible to assess how many absences are directly related to the pandemic. HIV and AIDS constitute a serious problem in Namibia and the authors argue that it has to be addressed as a management problem within education which if left unresolved may result in serious and lasting damage to the educational system.
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From Little Rock Central High School to Laerskool Potgitersrus: Education and Racial Change in the United States and South Africa - Catsam, Derek Charles (Entelequia: revista interdisciplinar, 2007)
Tanto en Sudafrica como en el sur de Estados Unidos, la educacion se muestra y se ha mostrado historicamente como un centro cultural y economico vital para su gente. En ambos casos, la integracion escolar ha demostrado ser profundamente contenciosa. Efectivamente, gran parte de los movimientos de Derechos civiles en EEUU estuvo centrada en escuelas integrativas, desde el patio de recreo de la escuela elemental hasta el campus universitario. Tambien emergio un interesante e importante paralelismo entre los segregacionistas en Sudafrica y en America en el conflicto de Potgietersrus: La pugna por las escuelas privadas segregacionistas
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Social Policy and Development in East Africa: the Case of Education and Labour Market Policies - Chachage, Chachage Seithy L. (2007)
Several approaches to the role of social policy — including provision of education and employment — have emerged in the past 200 years or so. The functional approach has mainly focused on the problems that affect the smooth reproduction of a socioeconomic system, with an emphasis on how to deal with those problems that cause instability and imbalances in a society, since these are indicators of disorganization and deviance (George and Wilding 1976). In this context, a social policy is what constitutes the solution to the social problem. The functional approach to social policy is an old one, associated with the problem of social order and social control. This approach has always been anti-collectivist and pro-individualist, in that it rejects all interference with the market forces in the name of freedom and efficiency. Within this context, social welfare is residual.
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Detecting climate changes of concern in highly variable environments: Quantile regressions reveal that droughts worsen in Hwange National Park Zimbabwe - Chamaillé‐Jammes, Simon; Fritz, H.; Murindagomo, F. (HAL (Le Centre pour la Communication Scientifique Directe), 2007)
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Promoting Girls’ Education in Africa: Evidence from the field between 1996 and 2003 - Chapman, David W.; Miske, Shirley J. (2007)
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Inclusion of disabled students in higher education in Zimbabwe : from idealism to reality - a social ecosystem perspective - Chataika, Tsitsi (2007)
Inclusion of disabled students in higher education has been gathering momentum in various countries, although until recently, it has not been under the spotlight. This study was born because of the absence of research on personal experiences of disabled students in higher education in Zimbabwe. The study's major object was to investigate the current provision for disabled students in higher education in Zimbabwe. Narrative research and ethnography are the methodologies that informed this study. Fifteen University of Zimbabwe disabled students were the main informants of this study. Inevitably, the study took into cognisance, the researcher's vast personal and professional experience, and diverse views from other scholars through a comprehensive literature review. The study established that attitudes and disability awareness could be either catalysts or obstacles to inclusion. Institutional barriers that incorporate physical access, inappropriate application and admission procedures, inappropriate teaching methods, inadequate support services and resources, and most importantly - absence of legislation and political will, hampered participation of disabled students in higher education in Zimbabwe. Lack of coordinated disability activism among disabled people's organisations was also reported in this study. It was from these research outcomes that the researcher constructed the social ecosystem framework, which embodied the theoretical resources, namely, postcolonial theory, globalisation, disability studies and inclusive education. Critical determinants in the applicability and effective use of the social ecosystem framework in promoting the inclusion of disabled students in higher education in Zimbabwe and beyond were identified. These include enabling socio-cultural beliefs, genuine family and community support, stable political and economic climate, appropriate legislation and political will, appropriate/accessible information and technology, self-belief, proactive disability activism, and sustainable partnerships. Conclusions drawn and practical recommendations were made to various stakeholders in the education of disabled students in higher education. Finally, the research study also signposted areas for further research.
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Aetiology and management of abnormal illness behaviour among secondary school students in Uasin Gishu District, Kenya - Chege, K.G.; Rono, Philip K.; Ndurumo, M.M. (Maarifa (Eldoret, Kenya), 2007)
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Challenges faced by board of governors in teacher recruitment in Baringo district, Kenya - Chelal, Dinah (2007)
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The challenges faced by university refugee students in Kenya - Chelang'a, J.K.; Mwinzi, D.C.; Oluoch, Kenneth K (Maarifa (Eldoret, Kenya), 2007)
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A Discuss of The Education of Incumbency Liberians - Chen, Lili (Journal of Shanxi Agricultural University, 2007)
The libraries are in the era of together traditional,automatic and electrical in the 21th century.The librarians should improve knowlege structure and service skills to catch up with the era.This article studied how to improve the whole quality of liberarians to impel the development of enterprise of libraries based on the education of incumbency.
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An Overview of the Distance Higher Education in South Africa - Cheng, Juan (Journal of Zhejiang Education Institute, 2007)
Distance higher education has a long history in South Africa.Nowadays,a lot of policies and strategies aiming to improve the quality and impact of the distance higher education in South Africa are being issued and have indeed got effective results.Then,the formation,development,operational framework and the quality assurance issues of the distance higer education have their own features and need further study.
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Factors that influence turnover of pre-primary teachers: A case of Rongai division in Nakuru district, Kenya. - Chepkwony, Mary C (2007)
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Catholic Education in Ethiopia: Challenges and Prospects - Chernet, Argaw Fantu (2007)
The famous saying of Lao Tzu, the 6th-century Chinese philosopher, read “give a man a fi sh and he will eat for a day; teach him how to fi sh and he eats for a lifetime.” The exclusive mission of the Catholic Church for being wholly taken to implement the last words of Jesus “go into all the world and proclaim the good news to the whole creation” (Mk 16: 15)1 marks the link with this saying. Literally, the notion to go and teach all nations for life corresponds with the words of Lao Tzu. It also makes clear the role played by the Church for the provision of education in general and Christian education in particular to the whole humanity all over the world. The Church’s duty and right for the education of people is uniquely highlighted in the Code of Canon Law and is insisted upon the integration of Christian education into the whole pattern of human life:
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Quality of Civil Society Participation in National Education Sector Policy Processes: A Case Study of Mali - Cherry, Suzanne (2007)
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Range Science Leadership Development in Kenya: A Continuing Legacy of Graduate Education - Cheruiyot, S. K.; Thurow, T. L.; Too, D. K. (Rangelands, 2007)
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African-American Environmentalism: Issues and Trends for Teaching, Research and Extension - Chesney, Clyde E. (2007)
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Description of Computer Science Higher Education in Sub-Saharan Africa: Initial Explorations - Chetty, Marshini; Buckhalter, Celeste; Best, Michael L.; Grinter, Rebecca E.; Guzdial, Mark (2007)
Many countries in Sub-Saharan Africa (SSA) are in need of technology innovators who are equipped to leverage technologies in locally relevant domains such as health, government and education. To create skilled graduates who can build and shape locally relevant technologies, higher education institutes in Africa must have Computer Science (CS) education programs that meet local needs, for example, to satisfy the demand for entrepreneurs to build industry and strengthen an economy. This paper characterizes the current state of CS education in SSA in order to identify opportunities for addressing education challenges and to make suggestions that may improve the Information and Communication Technology (ICT) infrastructure in this region. We present the results of a survey of CS educators in SSA institutions of higher education, which was aimed at exploring the issues they face. In addition to the continued chronic under-funding of SSA education, we found that universities in SSA have smaller departments, less focus on Human Computer Interaction (HCI) and offer a variety of courses aside from undergraduate Bachelors degrees. We discuss directions to improve CS curricula through investing in locally tailored courses and changing perceptions of the value of SSA CS higher education programs, standards and educators. Further, we reflect on the challenges of conducting research on SSA. We conclude that further research in this area is needed to build on the ideas we offer here to continue to strengthen CS higher education in SSA.
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Promoting girls' education in South Africa : with special reference to teen mothers as learners - Chigona, Agnes (2007)
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Girls' Education in South Africa: Special Consideration to Teen Mothers as Learners - Chigona, Agnes; Chetty, Rajendra (2007)
Teenage pregnancy has militated against the educational success of girls in South Africa. Statistics show that four out of ten girls become pregnant overall at least once before age 20. Education is important for these girls in order to break the poverty cycle in which most of them are trapped. Though the girls are allowed to return to school after becoming mothers, they face many challenges in trying to balance motherhood and the demands of schooling. The aim of this study was to find out how teen mothers cope with schooling, hence how much support is rendered to them. A qualitative research approach was used to understand the social phenomena of teenage mothers as learners. The result of the research showed that teen mothers in Cape Town receive insufficient support (physically and emotionally) and the consequence is that many quit school or do not succeed with schooling.
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Present and future opportunities in industrial attachment training for industrial and manufacturing engineers in Zimbabwe - Chikumba, S. (2007)
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An analysis of learning opportunities of student nurses on night duty: the case of Mutare Provincial Hospital, Zimbabwe - Chikunda, Charles; Muchabveyo, L. (Zimbabwe Journal of Educational Research, 2007)
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Teacher training for early literacy development : an examination of the effectiveness of approaches used for training lower primary school literacy teachers in Malawi - Chilora, Henri Gadafulama (2007)
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Improving school participation through free primary education in Malawi: reality or rhetoric? - Chimombo, Joseph (2007)
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An investigation into e-learning acceptance in selected South African companies - Chinyamurindi, Willie (2007)
The study investigated the acceptance of electronic (e-learning) based instruction in selected South African companies based upon the dominants of e-learning acceptance that included computer self-efficacy, perceived usefulness, perceived ease of use and behavioral intention to use. A quantitative research methodology was conducted on a sample of male and female trainees in selected South African companies using e-learning as a mode of instruction (N=191) using the “E-learning Acceptance Measure” by Ong and Lai (2006). Analysis of variance was used to determine whether the biographical characteristic of gender could account for any differences towards the determinants of e-learning acceptance. Multiple stepwise regression was used to determine differences between dominants of e-learning acceptance and gender. The results of the study showed that there were no statistically significant differences in mean between men’s rating of computer self-efficacy, perceived usefulness, perceived ease of use and behavioral intention than that of women. In terms of influences, the results show the existence of influence between certain dominants of e-learning acceptance however no gender differences were found in influence. Recommendations were made based upon these results on how South African companies can help trainees accept and use e-learning.
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A survey of childhood blindness in three schools for the blind in Zambia. - Chipalo-Mutati, Grace (PubMed, 2007)
aim: To assess the causes and distribution of blindness in children in three schools for the blind in Zambia, and to estimate the average cost of primary education per child per year. The results of this study will be used to develop baseline data for planning a nationwide intervention. Methods: This was a descriptive, cross-sectional study with a quantitative component, conducted in three schools for the blind in Zambia. The World Health Organization Prevention of Blindness childhood blindness proforma was used to collect data and a questionnaire on cost was developed and administered to the head teachers. The data were recorded in Excel and analysed in the Epi Info TM statistical software package, version 6. results: A total of 133 children were examined. The sex distribution was 91 males (68.4%) and 42 females (31.6%), giving a male to female ratio of 2.2:1. The age range was 6–24 years with a mean age of 13.9 years. A total of 64.7% of the children were below 16 years of age. Whereas 1.5% of the children were found to have no visual impairment, the majority (60.9%) were blind. The major anatomical site for visual loss was the retina (30.8%). Oculocutaneous albinism accounted for 68.3% of all visual loss affecting the retina. Hereditary diseases (36.8%) were the most common cause. Measles and vitamin A deficiency combined accounted for 65.2% of all causes due to childhood factors. A total of 60.2% of children were blind from conditions that could have been avoided. Fifty per cent of children changed visual status from blind to severely visually impaired after refraction. Overall, 23.3% of children were recommended for enrolment into mainstream education. The three schools had unique features, which meant there was a wide variation between them in the total yearly cost per pupil. It was therefore not possible to determine a yearly cost per child that could be used as a guide for the whole country. Conclusion: If low vision aids are provided, a significant proportion of visually impaired children can be given the same opportunities and educational experiences as sighted children.
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The roles of district education officers in the implementation of the guidance and counselling curriculum in Zimbabwe - Chipenyu, Wilbert (2007)
This study presents a description of the roles District Education Officers in the implementation of the Guidance and Counselling curriculum in Zimbabwe. The roles of the District Education Officers were researched through the literature study and empirical research. It was found that although their professional contribution is vital in successful implementation, there are other obstacles namely, financial constraints, very high workload, lack of government support and inferior appointment procedures for District Education Officers which tend to hamper them to fulfil their duties.
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The change of medium of instruction from Chichewa to English in primary schools in Malawi and its impact on pupils' academic performance - Chiphanda, Paul Ellimelech Kankhumbwa (2007)
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Problems faced by the Zimbabwe open university distance education students: a case study in Masvingo Region, Zimbabwe - Chireshe, Regis; Peresuh, M. (2007)
openalex: W357129817 mag: 357129817
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Urinary schistosomiasis scourge among rural school children in Chitongo area, Southern Zambia - Chishimba, Sandra; Kamanga, Aniset; Sikalima, Jay; Clennon, Julie A.; Mharakurwa, Sungano; Shiff, Clive (Medical journal of Zambia, 2007)
openalex: W431960872 mag: 431960872
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Special Education in Southern Africa: Current Challenges and Future Threats. - Chitiyo, Morgan; Chitiyo, George (The Journal of the International Association of Special Education, 2007)
openalex: W260510854 mag: 260510854
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Training librarians for the digital age in African university libraries - Chiware, Elisha Rt (2007)
Pre-IFLA satellite meeting, Durban, August 20 IT and Research in African University Libraries
openalex: W1504258547 mag: 1504258547
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Training requirements for librarians for the digital age in African university libraries - Chiware, Elisha Rt (2007)
openalex: W39121274 mag: 39121274
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A Community Needs Assessment of Low-Income African American Evacuees from Hurricane Katrina - Chowdhry, Osman A.; Yehieli, Michele; Gonnerman, Melvin E.; Grey, Mark A.; Cryer, Dennis C. (2007)
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Climate change: Challenges and opportunities in Africa - Christensen, John M. (2007)
openalex: W2921379289 mag: 2921379289
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Computer Education in Nigerian Secondary School Curriculum - Chukwurah, Chris C. (The International journal of learning (Online), 2007)
openalex: W2502309129 mag: 2502309129
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Practical Information Education in Tunisia - Clark, Nick (2007)
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In the Shadow of the Volcano: Democracy and Justice in Congo - Clark, Phil (Dissent, 2007)
Three key developments brought me back to eastern Congo in early 2006 after several years away: rapidly changing patterns of violence in the region, the buildup to Congo's historic first elections since independence, and new attempts to bring perpetrators of mass crimes to justice. As conflict rages, Congo confronts questions fraught enough during peacetime: Can a highly fragmented state of 250 ethnic groups, with a long history of violence, corruption, and extreme poverty, embrace democracy and create effective political institutions? Can individuals responsible for committing atrocities be held accountable? And can democracy and justice contribute to a stable, vibrant nation in the long term? Given Congo's strategic importance, bordered by ten countries in the heart of Africa, these are not merely questions for the nation but for the Great Lakes Region as a whole?
openalex: W2018238456 mag: 2018238456
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Rearticulating the Leadership Experiences of African American Women in Midlevel Student Affairs Administration - Clayborne, Hannah L; Hamrick, Florence A. (NASPA Journal, 2007)
This qualitative study of African American women holding midlevel administrative positions sought to broaden and challenge conceptualizations of leadership by focusing on respondents’ descriptions of their leadership experiences. Findings centered principally on the intensely relational qualities associated with leadership and leading, mentoring and supervising, and the off-campus nature of most sources for professional support and validation. Tenets of Black feminist thought (Collins, 2000) were used to analyze aspects of respondents’ experiences in light of controlling images of Black women, resistance strategies, and empowerment for activism. Implications for research and practice include further explorations of culturally informed meanings of leadership and leading, as well as coming to broader understandings of professionals’ myriad definitions and fulfillment of leadership.
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Decentralization in Senegal – Ambiguous Agendas for Community Education - Clemons, Andrea (2007)
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An analysis of African American doctoral students: Contributing factors that impact perseverance and graduation - Cockrell, Rubin (2007)
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Growth, distribution and poverty in Madagascar : learning from a microsimulation model in a general equilibrium framework - Cogneau, Denis; Robilliard, Anne-Sophie (Economics Papers from University Paris Dauphine, 2007)
This paper presents an applied microsimulation model built on household data with explicit treatment of heterogeneity of skills, labor preferences and opportunities, and consumption preferences at the individual and/or household level, while allowing for an endogenous determination of relative prices between sectors. The model is primarily focused on labor markets and labor allocation at the household level, but consumption behavior is also modeled. Modeling choices are driven by a desire to make the best possible use of microeconomic information derived from household data. This framework supports analysis of the impact of different growth strategies on poverty and income distribution, without making use of the “representative agent” assumption. The model is built on household survey data and represents the behavior of 4,508 households. Household behavioral equations are estimated econometrically. Different sets of simulation are carried out to examine the comparative statics of the model and study the impact of different growth strategies on poverty and inequality. Simulation results show the potential usefulness of this class of models to derive both poverty and inequality measures and transition matrices without prior assumptions regarding the intra- group income distribution. Market clearing equations allow for the endogenous determination of relative prices between sectors. The impact of different growth strategies on poverty and inequality is complex given general equilibrium effects and the wide range of household positions in markets for factors and goods markets. Partial equilibrium analysis or the use of representative households would miss these effects.
openalex: W1504258457 mag: 1504258457
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Growth, distribution and poverty in Madagascar: Learning from a microsimulation model in a general equilibrium framework - Cogneau, Denis; Robilliard, Anne-Sophie (RePEc: Research Papers in Economics, 2007)
This paper presents an applied microsimulation model built on household data with explicit treatment of heterogeneity of skills, labor preferences and opportunities, and consumption preferences at the individual and/or household level, while allowing for an endogenous determination of relative prices between sectors. The model is primarily focused on labor markets and labor allocation at the household level, but consumption behavior is also modeled. Modeling choices are driven by a desire to make the best possible use of microeconomic information derived from household data. This framework supports analysis of the impact of different growth strategies on poverty and income distribution, without making use of the “representative agent” assumption. The model is built on household survey data and represents the behavior of 4,508 households. Household behavioral equations are estimated econometrically. Different sets of simulation are carried out to examine the comparative statics of the model and study the impact of different growth strategies on poverty and inequality. Simulation results show the potential usefulness of this class of models to derive both poverty and inequality measures and transition matrices without prior assumptions regarding the intra- group income distribution. Market clearing equations allow for the endogenous determination of relative prices between sectors. The impact of different growth strategies on poverty and inequality is complex given general equilibrium effects and the wide range of household positions in markets for factors and goods markets. Partial equilibrium analysis or the use of representative households would miss these effects.
openalex: W3125766759 mag: 3125766759
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Pilot Study of Web-Based Bronchoscopy Education Using the Essential Bronchoscopist© in Developing Countries (Mozambique and Mauritania) - Colt, Henri G.; Davoudi, Mohsen; Quadrelli, Sílvia (Respiration, 2007)
openalex: W2062609553 mag: 2062609553
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THE SAFE SCHOOLS PROGRAM STUDENT AND TEACHER BASELINE REPORT ON SCHOOL-RELATED GENDER-BASED VIOLENCE IN MACHINGA DISTRICT, MALAWI - Columbia, R; Kadzamira, Esme (2007)
openalex: W2111531327 mag: 2111531327
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Exploring the effects of media on the self-concepts and achievement of African American high school students - Conner, Jaclyn D. (2007)
openalex: W65801686 mag: 65801686
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Reducing vulnerability in Ethiopia: addressing the implications of climate change: integration of results from Phase I - Conway, Declan; Schipper, Louis A.; Yesuf, Mahmud; Kassie, Menale; Persechino, Aurélie; Kebede, B. (2007)
openalex: W2238496190 mag: 2238496190
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WHAT KNOWLEDGE OF CULTURE AND LANGUAGE DO EUROPEAN-AMERICAN TEACHERS BRING TO THE LITERACY EDUCATION OF AFRICAN-AMERICAN STUDENTS? - Coovert, Kerry C. (2007)
openalex: W2599670003 mag: 2599670003
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Lot's Wife (On Viewing The Fugitive Slave), Blood Storm (for Amiri Baraka), Love, 1979, A Small Man Seeks Redemption (On a Bishop on trial for Rwanda) - Coralin, Jane Alberdeston (ProudFlesh: New Afrikan Journal of Culture, Politics and Consciousness, 2007)
Sooner, our lightest load, sleeps. His head jogs to the hard clump of horse hoof. Shivering in his tiny body, he and his daddy fist the tired reins. I am afraid my baby grows old with each step.
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The training available to developing cotton farmers in South Africa. - Cornelissen, A. P. F.; Molope, M. S.; Mabula, L. G. (World Cotton Research Conference-4, Lubbock, Texas, USA, 10-14 September 2007, 2007)
openalex: W304075642 mag: 304075642
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EXPLORATORY FACTOR ANALYSIS OF STUDENT-TEACHERS' PERCEPTIONS OF 3D-DESCRIPTIVE GEOMETRY EDUCATION IN MOZAMBIQUE - Costa, Daniel Dinis da (2007)
This study explores the factors underlying student-teachers’ perceptions of 3Ddescriptive geometry education in Mozambique. A grounded theory mixed-method approach was used to gather data from six focus groups, ten interviews and a questionnaire with 120 participants. Principal Component Analysis (PCA) for a fourfactor solution was then performed, which revealed a structure with items clustered into four factors: spatial visualisation and reasoning related to 3D-geometry fundamentals; professional learning consisting of learning to teach geometry, evaluation and learning support, which encompasses items on mediating learning, and practice concerned with developing skills. Possible explanations of the findings are discussed, and their implications for further research suggested. INTRODUCTORY OVERVIEW
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Exploring African indigenous knowledge (AIK) as motivation and inspiration for self-reflection on multicultural teaching and learning - Costandius, Elmarie (2007)
openalex: W2128591233 mag: 2128591233
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To what extent do African students draw on African proverbs and narratives for inspiration in a Visual Arts course - Costandius, Elmarie (2007)
openalex: W2100640942 mag: 2100640942
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Loneliness Across Cultures: A Cross-Cultural Investigation of Loneliness Among University Students in Uganda and the United States - Cott, Sara Van (2007)
openalex: W3027409633 mag: 3027409633
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Strengthening the abilities of French-speaking NGOs. Post-2012 climate stakes. Adaptation - Energy - Deforestation, France - Africa - Canada - Créach, Morgane; Margot, Stephanie; Connor, Richard; Angerand, Sylvain (2007)
openalex: W3212479115 mag: 3212479115
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Continuing professional development for the quantity surveying profession in South Africa - Cruywagen, Hoffie (2007)
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Continuing professional development for the quantity surveying profession in South Africa : commentary - Cruywagen, Hoffie (Acta Structilia : Journal for the Physical and Development Sciences, 2007)
A system of Continuing Professional Development (CPD) was introduced into the quantity surveying profession in South Africa during 1999. After the initial 5-year cycle that ended in 2005, it became clear that the system is not without problems and difficulties. This article investigates the CPD system of the quantity surveying and other professions in South Africa and elsewhere and sets out the perceptions of the participants to the system, specifically registered quantity surveyors. Possible changes and improvements that can be implemented to simplify the current system and make it user-friendlier are also discussed. 'n Stelsel van Voortgesette Professionele Ontwikkeling (VPO) is in 1999 vir die bourekenaarsprofessie in Suid-Afrika ingestel. Na die aanvanklike 5-jaar siklus wat in 2005 ten einde geloop het, het dit duidelik geword dat die stelsel nie sonder probleme was nie. Hierdie artikel ondersoek die Suid-Afrikaanse bourekenaars- en ander professie se VPO-stelsel en bespreek die persepsies van deelnemers daaraan, spesifiek geregistreerde bourekenaars. Moontlike veranderinge en verbeteringe wat aangebring kan word om die stelsel eenvoudiger en meer gebruikersvriendelik te maak, word ook bespreek.
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Learning to Live with the Past: Cultural Heritage Preservation in Aksum, Ethiopia - Cueni, Lara (2007)
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Doctoral level theological education in Africa for evangelicals: a preliminary assessment - Cunningham, Stanley B. (Africa Journal of Evangelical Theology, 2007)
openalex: W350855726 mag: 350855726
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Towards a culture-sensitive pedagogy of physics teacher education in Mozambique - Cupane, A. (2007)
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An African inquiry about sustainability in education - Cupane, A.; Taylor, P.C. (2007)
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African culture in the science classroom - Cupane, A.; Taylor, Peter (2007)
What should and should not be taught in science classrooms in Mozambique? Who should decide? This paper, based on the arts-based doctoral research of an African science teacher educator, addresses these questions. I (Cupane) am contributing from my cultural perspective and from my understanding of who we (Mozambicans) are; from my understanding of why and how we can have a Mozambican science classroom in our setting; and, from my understanding of the desirable contribution of science education to our cultural well being. My aim in this paper is to show that the inclusion of local (indigenous) knowledge in our curriculum is one way of addressing in a culturally inclusive manner the above questions. I have used auto/biographical research methods to understand my self as both an individual and a professional science educator. The study reflects the development of my values and attitudes in my life and profession, and how I have reinforced, changed and developed new values during this research . Thus, the study reflects my individual journey in life, as well as the struggles that exist in Mozambican society because of the dialectical relationship that exists between me and Mozambican society and the world at large.
openalex: W2747080739 mag: 2747080739
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The Women's Vocational Training Center, Abundi: A Case Study of the Development of a Rural Vocational Training School in Uganda - Curry, Marthe Downing (2007)
openalex: W2764273020 mag: 2764273020
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Reading and Teaching Colonial America in South Africa - Cuthbertson, Greg (Safundi, 2007)
openalex: W1971480345 mag: 1971480345
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Budget performance in implementing the Tanzania education sector development programme (ESDP): implications for higher and technical education expansion - Dachi, Hillary A. (Papers in Education and Development, 2007)
openalex: W36524241 mag: 36524241
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An evaluation of the value of theological education in the old testament in the context of contemporary Nigeria - Dada, Adekunle Oyinloye (Africa Theological Journal, 2007)
openalex: W2282096540 mag: 2282096540
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Theological education in the Old Testament and contemporary state of theological education in Nigeria - Dada, Adekunle Oyinloye (Orita: Ibadan Journal of Religious Studies, 2007)
openalex: W2993523292 mag: 2993523292
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e-learning in rural Africa - fact or fiction? - Dahms, Mona-Lisa (2007)
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Education in Jando initiation schools: an analysis of social and moral education during Yao rites of passage in Zimbabwe - Daimon, Anusa (Zimbabwe Journal of Educational Research, 2007)
openalex: W1532053854 mag: 1532053854
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Employment Opportunities for the Visually Impaired in Ghana - Daniel, Sqd; Mawutor, A; Yao, Yan-Ting; Lawrence, O Gostin (International Journal of Educational Research, 2007)
This survey study examined current employment status of visually impaired individuals in Ghana. It looked at some of the factors that militate against the successful employment and sustainability of individuals with visual impairment in the country. It reviewed some policies that relate to employment of persons with disability in general and how these policies translate to practical employment opportunities for the visually impaired in the country. Some members of four associations for and of the Blind in Ghana namely, the Ghana Society for the Blind, Ghana Association of the Blind, Ghana Blind Teachers Association, The Ghana Federation of the Disabled, 26 blind teachers in two Special Schools, 4 visually impaired retirees, 5 visually impaired beggars in Accra and 2 self-employed visually impaired were involved in the study. Both purposive and convenient sampling techniques were used in the selection of the sample size. A sixitem open-ended questionnaire in Braille and semi-structured interview guide were used to collect data and the analysis was done using both interpretive and verbatim expression methods. The findings of the study have revealed that access to job information is not an easy task for the visually impaired largely due to the absence of newspapers in Braille format. Even though, there are well articulated policies in Ghana towards the employment of persons with disabilities in general, these have not been effective. The labour market is competitive, unfriendly and characterized by negative public prejudice and disbelief. Keywords : Visually - Impaired; Employment Opportunity; Disabilities. International Journal of Educational Research Vol. 3 (2) 2007 pp. 275-282
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School Psychology in South Africa - Daniels, Berenice; Collair, Lynette; Moolla, Nadeen; Lazarus, Sandy (2007)
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Provision for Learners with Special Educational Needs in Botswana; a Situational Analysis. - Dart, Gareth (International journal of special education, 2007)
This paper considers the support of children with special educational needs in Botswana. A variety of sources including policy documents, literature, statistical data, interviews with key personnel and observation, are used to analyse the context and delivery of provision. Botswana is a middle-income country that has seen rapid economic expansion in a short period of time. Revenue has been used to expand the social sector including education. In the last decade HIV and AIDS has become a huge socio-economic challenge. Attitudes towards people with disability appear to be changing to become more inclusive but there is still evidence that many are still on the fringes of society. There are strong policy statements on the provision of special education. Policy has moved to an inclusive model but practise lags in the field. Most provision for children with special educational needs is at units for particular categories of disability attached to ordinary schools. The majority of these are at primary schools. There is a drive to build support for pupils in the ordinary school and classroom. This is slow in developing but might speed up in the near future as all newly trained teachers now have elements of special needs education as part of their initial training. Non-governmental organisations play a key role in pre school and vocational training for students with special needs and also in provision for hearing impairment. However they struggle with funding and staff training. Issues of poor coordination between key stakeholders, a lack of curriculum development and a shortage of specialist staff all conspire to limit the effectiveness of provision. There have been a number of studies made that highlight these issues and suggest improvements that could be made.
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Ovarian malignancy at the Jos University Teaching Hospital, Jos, north central Nigeria. - Daru, Patrick H.; Gregory, O A; Musa, J; Mutihir, JT (Highland Medical Research Journal, 2007)
To establish the relative frequency, age distribution, socio-demographic risk factors, clinical presentation, management and histological variants of ovarian cancerseen within the study period. METHODOLOGY: A retrospective review of all cases of ovarian cancer seen at the Jos University TeachingHospital, Jos, Plateau State, North Central Nigeria. SETTING: Jos University Teaching Hospital, Jos, Plateau State, North Central Nigeria. SUBJECTS: Women who had ovarian cancer. RESUL TS: A total of 26 cases of ovarian cancer were recorded within the study period. 20 case files were available for analysis. The age range was 20 - 70 years. The average age of developing ovarian cancer is 42.86 :i: 2 S.D, Forty percent (40%) of the women (n=9) were nulliparous. Sixty percent (60%) of the patients (n=12) presented with stage IV disease. Seventy five percent (75%) of the patients (n=15) had surgery and chemotherapy as the mode of management. The commonest histological variant is epithelial ovarian cancer as seen in 55% of the cases (n=11). CONCLUSION: Ovarian cancer is a gynaecological malignancy that affects women of all age groups. Nulliparity is a significant risk factor. Most of the women present in late stage disease and this gives credence to the need for a screening method to diagnose early stage of the disease. Keywords : Ovarian cancer, Frequency, Clinical features, histology2. Highland Medical Research Journal Vol. 5 (2) 2007 pp. 56-59
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"Culture Education" and the Challenge of Globalization in Modern Nigeria - Dasylva, Ademola O. (Oral Tradition, 2007)
"Culture Education" and the Challenge of Globalization in Modern Nigeria Ademola O. Dasylva University of Ibadan Introduction Let me begin with a quotation from Frantz Fanon's The Wretched of the Earth that I find quite apposite to the main thrust of this paper (1967:168): … the passion with which the native intellectuals defend the existence of their national culture may be a source of amazement, but those who condemn this exaggerated passion are strangely apt to forget that their own psyche and their own selves are conveniently sheltered behind a French or German [or any western] culture which has given full proof of its existence and which is uncontested. I must also confess that the full import of the above statement by Fanon did not occur to me until I came across the same reference again in Toyin Falola's The Power of African Cultures (2003:49) while in the course of preparing the present article. Fanon's treatise is not only relevant to the present discourse but also directly foregrounds this paper's philosophy. For the purpose of clarity, let me explain the term "culture education" as it is intended herein. If "education" is the process of knowledge acquisition, "culture education" emphasizes the peculiar means and methods of instruction by which a society imparts its body of values and mores in the pursuance and attainment of the society's collective vision, aspirations, and goals. Thus, anyone who demonstrates a degree of knowledge of his or her societal values and general education is said to be educated. In other words, "culture education," as intended here, presupposes conscious and refined methods of acquisition and/or dissemination of the knowledge of societal values, philosophy, hermeneutics, and so on. "Culture education" is the means by which skills are developed in such areas as language, oral [End Page 325] traditions and customs, music, dance, rituals, festivals, traditional medicine, foodways, and architecture, as well as the internalization and socialization of societal values and skills by individuals in a way that engenders cultural adaptability, flexibility, and societal cohesion. Thus, "culture education" ultimately refers to a people's pedagogy of cultural values, the teaching methodologies and means of dissemination, the acquisition of culture for the purpose of socialization, and the promotion of an ideal social order. The Domains of Culture Using UNESCO's general definition,1 domains of culture includes distinctive spiritual, material, intellectual, and emotional features of a society or group, in addition to its art and literature, lifestyles, ways of living together, value systems, traditions, and beliefs. In other words, culture is life; it defines a people and an identity. In discussing identity, Falola (2003:51) opines: "Culture shapes the perception of self and interaction between people and their environment. It [culture] explains habits…[and] defines norms of behavior…boundaries among people…. It is the basis of identity and ultimately of development." Culture is the pulse of a living society. A "living" society, in this sense, is one that implies a transcendence of mere existence. Rather, it is a state of completeness and a consciousness that is holistic. A "living" society is one that is conscious of its beginning, its present location among a comity of societies, and one that progressively and determinedly charts its self-defined purpose and course that ultimately guarantees an ideal future––a future strengthened by meaning. Culture defines a people's civilization and determines its identity. Marriott (1963:34) puts it more succinctly: "No state, not even an infant one, is willing to appear before the world as a bare political frame. Each would be clothed in a cultural garb symbolic of its aims and ideal being." By implication, while it is generally believed that so-called "modern" Western civilization serves as the apogee of cultures, I must add that a society which handles the affairs of its culture with levity, or unwittingly leaves its culture unprotected in the hands of uncultured politicians, all in the name of some covert globalization, risks cultural denigration (and...
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Understanding the 'mixed ability' program in Catholic secondary schools in Mauritius: perceptions of educators for best practice in the middle years of schooling - Dauguet, Kathleen (2007)
The mission of Catholic Education in Mauritius is to 'humanise' education and pedagogies to be consistent with Catholic values. The vision of a 'humanised' education explicitly teaches collaboration and cooperation. In January 2005, the Catholic Education Bureau (BEC) opted for a 'mixed ability' philosophy whose articulation fosters inclusiveness in all Catholic secondary schools. To achieve this, schools need to re-invent and restructure themselves into learning organisations to make obvious the 'mixed ability' philosophy at the middle level of schooling from Form I to Form III.
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Learning to Think for Ourselves: Knowledge Improvement and Social Benefits among Farmer Field School Participants in Cameroon - David, Soniia (Journal of International Agricultural and Extension Education, 2007)
A case study of farmers who attended cocoa integrated crop and pest management (ICPM) farmer field schools in Cameroon and non-participating farmers provides empirical results on areas where there are gaps and mixed results in the FFS literature. FFS provided farmers with new skills and knowledge on cocoa ICPM and FFS graduates demonstrated superior knowledge on cocoa ICPM generally compared to non-FFS farmers. However, the tendency of FFS participants to retain and diffuse new skills and practices more than concepts and principles suggests the need to review aspects of the training. Forty-nine FFS graduates spontaneously provided hands-on informal training to 193 other farmers on key ICPM practices, demonstrating the contribution of farmer-to-farmer diffusion to scaling up farmer training. The case study suggests that FFS can be a starting point for farmer empowerment, but points out that social and technical outcomes can only be sustained if the appropriate local and national level institutions, support systems and policies related to agricultural extension and research are developed. The paper also highlights methodological issues related to measuring the social impacts of FFS.
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The Pivotal Role of Teacher Motivation in Tanzania 1 - Davidson, Euan (2007)
the integral role that teachers play in providing a quality education for students has been recognized consistently in government documents (e.g., Ministry of Education and Culture (MOEC) 1995; 2001). However, concerns about the quality of teachers and teaching in Tanzania persist (Massawe and Kipingu 2000; Kuleana 2001; MOEC 2003, 2004a; Rajani and Sumra 2003; Sumra 2004a; Davidson 2005). One factor that has had a significant impact on teaching quality is the lack of motivation among teachers. This paper discusses factors that contribute to this pervasive condition among Tanzanian educators and suggests policies and initiatives to raise teachers' motivation levels.
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An exploration of the impact of family on the achievement of African American gifted learners originating from low -income environments - Davis, Joy Lawson (2007)
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Strengthening agricultural education and training in sub-Saharan Africa from an innovation systems perspective - Davis, K. J. Ekboir; Mekasha, Wendmsyamregne; Ochieng, Cosmas Milton Obote; Spielman, D.J.; Zerfu, Elias (2007)
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Strengthening Agricultural Education and Training in Sub-Saharan Africa from an Innovation Systems Perspective: Case Studies of Ethiopia and Mozambique - Davis, Kristin; Ekboir, Javier M.; Mekasha, Wendmsyamregne; Ochieng, Cosmas Milton Obote; Spielman, David J.; Zerfu, Elias (RePEc: Research Papers in Economics, 2007)
This paper examines the role of postsecondary agricultural education and training (AET) in Sub-Saharan Africa in the context of the region's agricultural innovation systems. Specifically, the paper looks at how AET in Sub-Saharan Africa can contribute to agricultural development by strengthening innovative capabilities, or the ability to introduce new products and processes that are socially or economically relevant to smallholder farmers and other agents in the agricultural sector. Using AET in Ethiopia and Mozambique as case studies, the paper argues that while AET is conventionally viewed in terms of its role in building human and scientific capital, it also has a vital role to play in building the capacity of organizations and individuals to transmit and adapt new applications of existing information, new products and processes, and new organizational cultures and behaviors. The paper emphasizes the importance of improving AET systems by strengthening the innovative capabilities of AET organizations and professionals; changing organizational cultures, behaviors, and incentives; and building innovation networks and linkages. The paper draws on two main sources of information: the emerging literature on innovation systems in developing-country agriculture, and data gathered from secondary sources and semi-structured key informant interviews conducted in Ethiopia and Mozambique in late 2006. The paper offers several recommendations that can contribute to enhancing the effectiveness of AET's contribution to agricultural innovation and development. Key reforms include aligning the mandates of AET organizations with national development aspirations by promoting new educational programs that are more strategically attuned to the different needs of society; inducing change in the cultures of AET organizations through the introduction of educational programs and linkages beyond the formal AET system; and strengthening individual and organizational capacity by improving incentives to forge stronger linkages between AET and diverse user communities, knowledge sources, and private industry. - from authors' abstract.
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Something Every Teacher and Counselor Needs to Know about African-American Children. - Davis, Patrick E. (Multicultural Education, 2007)
African Americans inherited a “nigger” culture. The literature posits that AfricanAmerican culture was founded, formed, and shaped in America where European Americans instilled within African Americans the belief, albeit erroneous, that those of African descent were inferior humans, especially, intellectually (see Conrad, 1966; Davis, 2005; Higginbotham, 1996). Is it no wonder that African American children are, academically, the poorest performing children in America? Corruptive historical influences are deemed as root and primary causes for the persistent and chronic academic achievement gap between Black children and all of their peers. Due to dastardly destructive historical influences, African Americans are now straddled with the dishonorable distinction as the least intelligent “race” in America. This will be further discussed later in this article. Recently, a most alarming warning was communicated in the literature: a whole generation of African-American males is being lost primarily due to the effects (i.e., drugs, crime, prison, and death) of academic underachievement (see Midgette & Glenn, 1993). Far too many African Americans have been deliberately deceived into believing that they are intellectually inferior to their peers as millions of Black children continue to demonstrate an inability to keep pace, academically, with their peers. However, this is nothing really avantgarde for educators and educational researchers. Individuals who professionally interact with school children are well aware of the staggering and demoralizing statistics which depict the academic problems of minority children, and African-American children specifically. In response to this challenge, many educators are focusing on new strategies to teach students and progressive techniques in the preparation of students preparing to become K-12 educators. Last semester, the dean of the College of Education at my University approached and asked if I was interested in teaching one of these kinds of courses. It was an undergraduate course entitled “Teaching Diverse Populations.” Similar to other courses I have taught on diversity, this one was a required course for all students interested in becoming school teachers. The course being required was predicated on a notion that suggested that students needed to gain an understanding and appreciation of diverse cultures before they became fully employed as educators. Teachers being well-informed about other ethnic and cultural groups is perceived as critical to student education and instrumental to teachers being successful in the classroom with all of their children. Admittedly, I was a bit apprehensive as this course was the first undergraduate course I had taught in almost ten years. Further, there were 50 students enrolled in the course (quite a large number for a relatively small university); I had gotten comfortable teaching 15 to 20 motivated graduate-level students. Nevertheless, I finally consented to teach the course. On the first class day, I quickly noticed that the ethnic and gender make-up of my class was typical and reflective of the national trend of American school teachers: young, female, and White. Of the 50 students in the class; seven were male; one (a male) was African American (who also happened to be our only student with a disability). There were no Hispanic/Latino students. The others were all White and female. Upon attaining a level of safety in the course, students became comfortable stating that they knew very little about diverse cultures, that they were innocently ignorant about the cultures of other people. They had no idea as to why the foreboding academic achievement gap existed and persisted or what could be done to abate it. Most of them talked openly about how they had come from middle-class families in overwhelmingly White middle class neighborhoods and public schools. Encouragingly, although they had their prejudices, as we soon found out, they did not seem to exhibit the kind of unforgiving, untenable, and demoralizing racism of past generations. Perhaps what was most conspicuous about this group of students, which is likely true for similar groups of students, was their admitted blatant ignorance about other ethnic groups. They did seem to have a desire to learn, although most of them resented being “forced” to take a course which focused on teaching students who are different. Week after week, we explored the issues of diversity and, overall, the class was very successful. Student comments on the student evaluations suggested that we had made significant progress in exposing them to the current educational challenges of diverse students and strategies that they might employ to assist struggling students, particularly students of diverse backgrounds, become successful.
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African-American Language and American Linguistic Cultures: An Analysis of Language Policies in Education - Deák, Julia (2007)
This paper aims to analyze explicit and implicit policies pertaining to the use or treatment of African-American Vernacular English (AAVE) in educational practice using Language Policy and Planning frameworks. Status planning for AAVE and acquisition planning for Standard English (SE) often intersect in this domain, with acquisition planning for SE sometimes resulting in the raising of status for AAVE. The linguistic culture is analyzed through a review of language attitudes literature and analysis of the public reaction to the Oakland Ebonics controversy. The analysis indicates that the public objects to policies which seem to be aiming primarily to raise the status of AAVE, while the public tolerates those that argue for acquisition planning of Standard English in order to raise educational achievement. This holds true even though the latter may do just as much to raise the status of AAVE in schools.
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Possible coupling between climatically induced lake level change, volcanic eruptions and seismotectonic activation in the Rukwa-Rungwe-Nyasa rift, SW Tanzania. - Delvaux, Damien; Macheyeki, Athanas S.; Kervyn, F.; Fontijn, Karen; Ernst, Gérald; Temu, Brian (The EGU General Assembly, 2007)
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Textual strategies for answering multiple choice questions among South African learners: what can we learn from TIMSS 2003? - Dempster, Edith R. (African Journal of Research in Mathematics Science and Technology Education, 2007)
This study investigated whether readability factors and/or misconceptions could account for the patterns of choice evidenced by South African learners in multiple-choice items in TIMSS 2003. The investigation focused on 20 items in which learners showed a strong preference for an incorrect answer. The trend was particularly noticeable among learners who attended schools in which all the learners and teachers speak an African language as their home language. The study arose from a concern about the readability of TIMSS items as a valid instrument for assessing the scientific knowledge of learners who lack proficiency in English.Text-based strategies could explain the pattern of choice in 14 of the 20 items in which over 40% of learners in African schools selected one incorrect answer. The most common strategy (eight items) consisted of favouring the answer that contained the greatest number of familiar words. Learners rejected answers containing unfamiliar words. Other strategies included selecting answers that contained words that were also in the question (three items), choosing an answer that contained all the options (one item), or misunderstanding the question (two items). Five items were consistent with misconceptions, and one item could not be classified.The strategies indicated that learners did not understand the 20 items clearly, and resorted to strategies based on ‘textual tricks’ that, with luck, might lead to the correct answer. Learners attending non-African schools may also have used ‘textual tricks’, although more learners in this group favoured the correct answer than the incorrect answer. The results of this analysis raise further concerns about the level of content knowledge among South African Grade 8 learners, and therefore the content validity of TIMSS in South Africa. The lack of appropriate content knowledge as well as misconceptions is compounded by low levels of proficiency in English, coupled with unclear wording of some TIMSS items.
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Alternative Basic Education in African CountriesEmerging from Conflict; Issues of Policy, Co-ordination and Access. Researching the issues 67 - Dennis, Carl Michael; Fentiman, Audeen W. (2007)
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African-American High School Student's Perception of Engineering - Denson, Cameron (2007)
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African American Students: Perceptions of Technical Careers - Denson, Cameron; Avery, Z.; Hill, Rena (2007)
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Critical inquiry into urban African-American students’ perceptions of engineering - Denson, Cameron; Avery, Z.; Schell, John W. (2007)
The purpose of this study was to critically examine the perceptions that African-American high school students have towards engineering. A qualitative research design using criterion sampling and snowballing was used to select seven African-American students from urban high schools to participate in the research. Semi-structured interviews were used to collect data from participants attending urban high schools on the east and west coast. Using Critical Race Theory (CRT) as the theoretical framework, the study was able to produce “emergent themes” from collected data. Findings from this study will help researchers understand how African-American students may perceive the field of engineering.
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Critical Inquiry into Urban African American Students' Perceptions of Engineering. Research in Engineering and Technology Education. - Denson, Cameron; Avery, Z.; Schell, John W. (2007)
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The African-American female perspective in higher education - Denton, Danielle N. (2007)
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Beginning primary teachers' induction and mentoring practices in Papua New Guinea - Deruage, Joseph Kua (2007)
Professional development of beginning teachers through induction and mentoring has been commonly viewed as important for teachers’ success and continuation in the teaching profession. Induction and specifically mentoring programs focus attention on transitions from one stage of teacher development to another. The three phases of teacher development are initial teacher education, known as pre-service, the induction phase and the ongoing teacher in-service education. The move from student to teacher is the most demanding change in learning to teach. The beginning teacher in this change must adjust from thinking and acting as a student, absorbed with his or her own learning and performance, to thinking and acting as a teacher, accepting responsibility for the learning and performance of others. Beginning teachers are fully engaged in this essential development, and mentoring programs are purposely intended to support them through this period of change. This study has established that beginning teachers in Papua New Guinea (PNG) do experience challenges in the first few months of teaching but these issues lapse over time with the support and assistance of mentors/supervisors. Mentoring has great potential for group effort and transformational teacher learning within schools as professional learning communities. In order for mentors to perform their tasks well and draw benefits from mentoring, appropriate support and training for mentors is recommended. As well as support and training, other incentives for mentors such as salary increments and reduced teaching loads would be a welcome step to enhancing induction and mentoring programs in PNG primary schools.
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Local school kids raise $2,300 for fellow students in Sierra Leone - One Sky: Canadian Institute of Sustainable Living - devadmin (2007)
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Developing autonomy in English language teaching and learning in teacher education courses in Mauritius: a case study - Dhoowooah, I.R. (2007)
openalex: W1586206578 mag: 1586206578
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Unemployment, Education and Skills Constraints in Post-Apartheid South Africa - Dias, Rosa; Posel, Dorrit (Social Science Research Network, 2007)
This paper investigates the relationship between education and unemployment in post-apartheid South Africa, and probes the argument that employment growth has been inhibited particularly by skills constraints. We use probit regression analysis to show that higher education protected against unemployment in both 1995 and 2003, and that overall, the relative benefits to tertiary education rose over the period. We show also that these aggregate trends mask substantial variation among race groups and within race groups, among men and women. However, after taking into account changes in the survey instruments used to measure employment, we find only modest evidence of skills-intensive employment growth. Rather, the increase in formally qualified labour was considerably larger than the increase in demand for skilled and semi-skilled labour over the period, and so unemployment rates even among graduates increased over the period.
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Unemployment, Education and Skills Constraints in Post-Apartheid South Africa - Dias, Rosa; Posel, Dorrit (2007)
This paper investigates the relationship between education and unemployment in post-apartheid South Africa, and probes the argument that employment growth has been inhibited particularly by skills constraints. [The authors] use probit regression analysis to show that higher education protected against unemployment in both 1995 and 2003, and that overall, the relative benefits to tertiary education rose over the period. [The authors] show also that these aggregate trends mask substantial variation among race groups and within race groups, among men and women. However, after taking into account changes in the survey instruments used to measure employment, [the authors] find only modest evidence of skills-intensive employment growth. Rather, the increase in formally qualified labour was considerably larger than the increase in demand for skilled and semi-skilled labour over the period, and so unemployment rates even among graduates increased over the period.
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Examination of the Applicability of Social Cognitive Career Theory for African American College Students - Dickinson, Josephine (2007)
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The role of education in the rise and fall of Americo -Liberians in Liberia, West Africa (1980) - Dillon, Etrenda Christine (2007)
THE ROLE OF EDUCATION IN THE RISE AND FALL OF AMERICO-LIBERIANS IN LIBERIA, WEST AFRICA (1980) by Etrenda C. Dillon Education has proven to be a powerful tool. Higher education in particular has been and continues to be utilized in various ways around the world and has been instrumental in the rise of societies including Americo-Liberian society in Liberia, West Africa. This study investigates how education has been instrumental in the formation of identity for Americo-Liberians (descendants of historically oppressed groups), demonstrates the relationship that existed between education attainment and social stratification within their system, and uncovers the socialization process that existed within the AmericoLiberian system of education. A critical analysis of social structure and history was undertaken to demonstrate how a mythical norm and cultural capital were key in both the identity formation and destruction of the Americo-Liberian population in Liberia, West Africa. Other theoretical frameworks, in particular “othering,” was utilized throughout this dissertation to further demonstrate the rise of Americo-Liberians through their employment of a mythical norm and cultural capital, which ultimately led to their demise. A historical case study method was utilized to uncover the cultural capital of the preferred upper class and political elite, known as Americo-Liberians, which was deeply embedded within their system of education. In all, the system that was set up to ensure their privilege led to their demise and the complete destruction of the country as a whole. THE ROLE OF EDUCATION IN THE RISE AND FALL OF AMERICO-LIBERIANS IN LIBERIA, WEST AFRICA (1980) by Etrenda C. Dillon
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Transformation in higher education: including 'The University in Africa' - Distiller, Natasha (2007)
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Taking Undergraduate Students from New Zealand to Africa - Virtually - Dixon, Alan (2007)
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BIOINDICATION THE AIR POLLUTION BY TOTAL HYDROCARBONS BY USING A LICHENIC SPECIE IN THE AREA OF SKIKDA - ALGERIA - Djamel, Fadel; Boughambouz, I; Laïfa, A; Djamaï, Rachid (2007)
The detection and the estimate of the air pollution by total hydrocarbons by using a biological sensor was used for the first time in the area of Skikda located at the Algerian North-East. Capital of petrochemistry, the urban zone of Skikda is to confront with a rather strong hydrocarbon air pollution generated by a diffuse source which includes several hearths of emanations: motor vehicle traffic, domestic hearths and the petrochemical complex. The choice of the bio-indication by the use of a lichenous species epiphyte Physcia biziana allowed stage the absence of very expensive physical sensors. It enabled us on the one hand to highlight a strong air pollution of the urban zone of Skikda and its periphery and by the hydrocarbon pollutants and on the other hand to appreciate the accumulating capacity of the biological indicator of vegetable nature of the lichenous species Physcia biziana.
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Explanatory Factors for Supervision Effectiveness of Senior Secondary School Heads of Agriculture Departments in Botswana - Dlamini, B.M.; Mmemo, Didimalang F. (Journal of International Agricultural and Extension Education, 2007)
A descriptive correlational research was designed to identify factors perceived to explain supervision effectiveness of senior secondary school heads of agriculture department in Botswana. A valid and reliable instrument was used to collect data. Findings revealed that, heads of agriculture department were effective in their supervisory roles. Variables that explained supervision effectiveness were adequacy of supervision time, interpersonal qualities possessed, work experience, amount of time spent in other engagements, and amount of time spent teaching. The conclusions drawn from findings of the study were that, adequate time of supervision is important for heads of agriculture department to perform their supervisory roles effectively, and heads of agriculture department value supervision, and therefore, need little supervision from school heads to perform their supervisory roles. The teaching service management in Botswana should consider reducing teaching time for heads of agriculture department to afford heads of agriculture department more time to focus on supervision tasks.
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New Directions in African Education: Challenges and Possibilities - Dlamini, S. Nombuso (2007)
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Distance Education as One of the Collaborative Measures Against HIV and AIDS in Swaziland - Dlamini, Shokahle R. (2007)
HIV/AIDS is a threat to national development worldwide. Research has indicated that societies carrying the heaviest burden of HIV/AIDS are the poor developing societies of the world. The link between poverty and HIV/AIDS is well established. HIV/AIDS could only be dealt with if action is carried out on numerous fronts, including the educational front. Unfortunately, Swaziland, a developing kingdom on the South Eastern part of the African continent, only has one university which cannot enrol all qualifying candidates. The limited resources at the University of Swaziland makes Open and Distance Learning the only way forward to educate the Swazis on HIV/AIDS. This paper discusses factors fuelling HIV infection in Swaziland. It shows how multi-sectoral collaboration could be used to solve the problem of HIV/AIDS. This paper further describes the role which Open and Distance Learning could play in combating HIV/AIDS in Swaziland. The sole aim of this description is to create awareness on the potential the Institute of Distance Education (IDE) of the University of Swaziland has in the fight against HIV/AIDS. To achieve the objectives of this paper, the researcher reviewed secondary and primary literature on the prevention and mitigation of the impact of HIV/AIDS in the Southern African Development Community (SADC). Primary sources reviewed, were mainly reports from international and national organizations involved in HIV/AIDS issues like the Department for International Development (DFID), the World Heath Organization (WHO) and those from United Nations AIDS (UNAIDS) and the National Emergency Response Council Against HIV/AIDS (NERCHA). These reports contain empirical findings which the researcher used to describe the HIV/AIDS Scenario in Swaziland. In that manner, the researcher was able to come up with a proposal whose emphasis is on the need to use Distance Education as a collaborative strategy in combating HIV/AIDS in Swaziland. AbsAbstrak
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Resilience Among African American and International University Students - Dockett, Kathleen H.; Willis, Kay-Ann; Ballosingh, Nelisa; Rahmaan, Ali (2007)
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Harmonisation Challenges in Higher Education: Case of the French and British Bicultural System in Cameroon - Doh, Pascal (2007)
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Research of congenital sensorineural hearing loss induced by humoral transfer immunity of the antibodies against inner ear antigens in guinea pigs - Dong, Wei (Chinese Archives of Otolaryngology-head and Neck Surgery, 2007)
Objective:To demonstrate that the congenital sensorineural hearing loss of offspring guinea pigs is mainly caused by special antibodies against inner ear tissue antigens through placenta.Method:The crude conspecific inner ear antigens(CIEAgs) were prepared and used to immunize guinea pigs which generated in an animal model of autoimmune sensorineural hearing loss(ASNHL).The contents of the antibodies against CIEAgs were measured by using ELISA technique and the hearing function was tested by electrocochleography(ECochG) measurement.Then the serum of the ASNHL animal models were taken out and transferred to other normal gravid geuiea pigs in series as passive immunity.The ECochG(including acoustic nerve compound active potential,summation potential and cochlear microphonic potentital) were recorded and analyzed within the passive immunity pregnant female guinea pigs and all of the offspring guinea pigs.After hearing examination,animals were decapitated and temporal bone of which were isolated.Celloidin embedded and sections 25-30 μm in thickness were stained with hematoxylin and eosin and observed with a light microscope.Result:Different level of hearing loss happened in 5 cases of 8(7 ears) pregnant guinea pigs with transfer immunization using serum of ASNHL animal and 6 cases of 8(10 ears) offsprings of which.Except for that,hearing loss also occurred in 1 case of 5(2 ears) offsprings produced by the control pregnant guinea pig with transfer immunization using serum of non-ASNHL animal(the hearing function of which had no change following CIEAgs immunity in these guinea pigs).The dominating histological manifestations included various degrees of spiral ganglion cells edema,perivascular mononuclear cell infiltrates in the spiral modiolar vein,and the floating substance in scala tympani.The endolymphatic hydrops appeared in 3 ear in the offspring produced by the female guinea pigs with ASNHL animal's serum transfer immunization.Conclusion:The conspecific humoral transfer immunity with ASNHL animal's serum could induce sensorineural hearing loss and inner ear pathologic morphologic changes in the passive immunized female animals.These disorders also could be shown in their offsprings.These hearing dysfunction and inner ear disorders could mainly be caused by the specific antibodies rooting in female guinea pigs through placenta.
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Reflecting on difference: an intervention at a public high school in post-apartheid South Africa - Dornbrack, Jacqui (Journal of Education, 2007)
This paper descriptionbes an intervention conducted with a core group of teachers at an exmodel C high school in the Eastern Cape. The six teachers from various isciplines met weekly over a period of eighteen months with the researcher to discuss various aspects of diversity. One of the outcomes of these focus group meetings was that teachers began to reflect critically on how fixed, totalising forms of representation offer restricted understandings of people which may lead to discrimination and unfair practices.
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Establishing an insect disease vector functional genomics training center in Africa. - Doumbia, S.; Chouong, H; Sf, Traoré; Dolo, Guimogo; Am, Touré; Coulibaly, Mamadou B. (African journal of medicine and medical sciences, 2007)
The genome sequences for many insects vector of human diseases are now available and promise the development of a set of new, powerful tools that can be used to develop innovative approaches to control these diseases. The African continent, which is the most severely affected by vector borne diseases, lacks adequate infrastructures and personal resources required for rational use of genomic information. To fill this gap, the African Center for Training in Functional Genomics of Insect vectors of Human Disease (AFRO VECTGEN) was initiated by WHO/TDR and the Department of Medical Entomology and Vector Ecology (DMEVE) of the Malaria Research and Training Center (MRTC) in Mali. The aim of the AFRO VECTGEN program is to train young scientists in functional genomics who will ultimately use genome sequence data for research on insect vector of human disease. The program could trigger collaborative research and will benefit from an existing vector biology network in Mali, which was built around research grants funded by the National Institutes of Health, USA and WHO/TDR.
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Malawi, 1994–2003: Training on a National Scale - Dowd, Amy Jo; Namathaka, Lester (2007)
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The national policy on religion and education in South Africa : reflections from a public Practical Theology - Dreyer, Jaco (Practical Theology in South Africa = Praktiese Teologie in Suid-Afrika, 2007)
Religious education in public schools is a much contested terrain in democratic societies. After years of consultation the National Policy on Religion and Education in South Africa came into effect in September 2003. The first aim of this article is to provide a brief overview of the policy. The second aim is to reflect from a public practical theological perspective on two key aspects of the policy, namely the relation between religion and state underlying the policy, and the educational aims of the policy. The model of co-operation between religion and state is positively evaluated. The educational aims of literacy and the cultivation of capacities for mutual recognition and tolerance in accordance with constitutional values are also positively evaluated, although some critical remarks are made with regard to the multi-tradition approach to religion education. Some implications of the policy on religion and education for families and religious communities are briefly mentioned.
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Protection of the rights of persons living with disabilities under the African human rights system - Dube, Angelo (2007)
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Gender mainstreaming in teaching, research, management and national issues in the University of Botswana - Dube, Misheck (Pula: Botswana Journal of African Studies, 2007)
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Designing sustainable landscapes: from experience to theory : a process of reflective learning from case-study projects in Kenya - Duchhart, I. (2007)
Het betreft hier een actie-georienteerd onderzoek naar een duurzame ontwikkeling van dorpen en steden (in Kenia). Naast de landschappelijke ingrepen (i.v.m. erosie en gezondheid), zijn ook nationale instituten en overheden in contact gebracht met lokale organisaties om zo kennisuitwisseling tot stand te brengen
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Ac 2007-2650: Implementation of a Partnership to Improve Applied Science Education Among Women in Uganda - Duda, Frank; Greninger, Nevin; Idowu, Peter; Lauffer, Douglas (2007)
The economic, education, and health problems facing Uganda are immense. The average life span is around 42 years of age. Health clinics, potable [drinkable] water and electricity are not readily available for most citizens in rural areas. Many of the public schools and universities lack the facilities to adequately support education in the physical and biological sciences. The literacy rate needs to be improved to promote better understanding of health matters. In the summer of 2004 three electrical engineering faculty members from Pennsylvania colleges went on a study tour of western Uganda in response to an invitation from community leaders in the Bunyoro-Kitara region. The goal of the visit was to assess needs and challenges in science education. The team visited 12 secondary schools, three elementary schools and two universities. The team was surprised and encouraged by the number of Ugandan women students at each level committed to a career in science. The team had extensive discussions with parents, community leaders, science teachers, head teachers and female students and collected data to try to quantify the reasons for the intense interest. The team also observed students in the classes and toured science laboratories and school facilities. Follow up visits and dialogues lead to the development of a partnership among parents, community leaders, church leaders, educational leaders and the visiting engineering faculty team. Strategies have been developed and are being implemented that address the challenges of recruiting Ugandan women into the fields of science and technology as well as developing a support system to ensure their success. At the college level we have characterized the five core areas of molecular biology.
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Intestinal helminth infections among pre-school children in Luweero District, Uganda - Dumba, R; Kaddu, J. B.; Wabwire‐Mangen, Fred (2007)
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Schools and the production of gendered identities: insights from Ghana and Botswana - Dunne, Michael (2007)
This paper presents findings from a study of schools in Botswana and Ghana that focused on how processes of school life influence gender identities (Dunne et al, 2005). The theoretical analysis of formal and informal institutional rules and practices highlights how gender / sexual identities are formed and enacted in schools. While a dominant gender issue in education and development discourses concerns the access, retention and performance of girls, this analysis also has relevance to boys. Moving beyond the polarised gender categories of statistical approaches (female / male), this paper explores how the experiences and interactions in school construct gender identities that are acted out in cycles of gender affirmation (Butler, 1990). To be a girl/boy is to act in specific feminine/masculine ways to assert that gender identity. These gender performances are a persistent feature of daily life in schools in which the organisational structures frame appropriate gender behaviour that is also regulated by teachers and peers (Mac an Ghaill, 1994). The research briefly reported below has developed nuanced understandings of the ways that schools produce and regulate gender identities which have immediate and cumulative effects as individuals learn and perform their gendered place in the world. The emergent understandings of the processes of gender identity formation have specific implications for the achievement of the Millenium Development Goals (MDGs) and more generally for development discourse and practices.
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Access to What? Gender and Higher Education in Africa - Dunne, Michael; Sayed, Yusuf (2007)
The late twentieth century witnessed a series of profound transformations in higher education. These have included the reorganisation of the governance and management of institutions, the increasing globalisation of education provision, the impact of new technology on delivery and content, and the increasing marketisation of higher education in a context of tighter resources for public expenditure (Neave, 2000).
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Assessment of the Sasakawa Africa Fund for Extension Education in Ghana - Duo, Samuel Nyan; Bruening, Thomas H. (Journal of International Agricultural and Extension Education, 2007)
In sub-Saharan Africa approximately 125,000 extension workers hold either certificates or diplomas. Only about 25,000 hold degrees from universities. Many start their careers in extension with a weak understanding of agricultural science and the strategies to transfer education to farmers. This study assessed the Sasakawa Africa Fund for Extension Education (SAFE) program regarding the perceived job competence of mid-career extension staff that completed the SAFE initiated BS agricultural extension degree at the University of Cape Coast, Ghana. Also assessed were the perceptions of extension staff supervisors regarding the job competence of their extension staff. University of Cape Coast extension faculty perceptions regarding the SAFE program was also investigated. A descriptive research method was used. The study revealed that 42 extension staff and their supervisors gave a high ranking to program implementation, followed by a “good” ranking to program planning, maintaining professionalism, and teaching. Twenty-two extension staff assessed without their supervisors also ranked program implementation highest. These results suggest that extension staff and supervisors view program implementation and program planning competence to be of great significance to the extension service in Ghana as-well-as clientele served. Extension staff increased their level of confidence and understanding in applying various job requirements as a result of attending the SAFE BS extension degree program. University faculty participating in the study indicated the SAFE program had strengthened the department’s outreach initiative, adaptation of research, and teaching methods which resulted in a more diverse curriculum delivery mode. Faculty indicated an improved field experience for both faculty and extension staff.
openalex: W2132588665 mag: 2132588665
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The challenges and moral implications of teaching war as a subject in institutions of higher learning: a University of Zimbabwe case study - Dzimiri, Patrick; Mangena, Fainos (Zimbabwe Journal of Educational Research, 2007)
openalex: W1600052967 mag: 1600052967
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Prevalence of hepatitis C virus infection and evaluation of a health education program in el-ghar village in zagazig, egypt. - Eassa, Shereen; Eissa, Mohamed; Sharaf, Samar M.; Ibrahim, Mohamed; Hassanein, Osama M. A. (PubMed, 2007)
Hepatitis C virus (HCV) is an emerging global epidemic, some nations have been more drastically affected than others. Egypt reports the highest incidence in the world, with a prevalence rate of over 20 % (global average 3%). Despite the alarming prevalence of the disease in the country, awareness of the disease is still low. The objectives of this study were: 1-to estimate the prevalence of hepatitis C seropositivity among the study group. 2-to study some risk factors with hepatitis C, 3-to assess the effect of the health education on the knowledge and concepts about hepatitis C. This study is a combined cross sectional and an interventional educational community-based study. It was carried out at El-Ghar village in Zagazig district from November 2006 to January 2007. A multistage systematic sample included 304 households above 12 years of age, using a predesigned questionnaire for assessing some potential risk factors (medical and lifestyle behavior ) and another questionnaire to assess the effect of health education on knowledge and attitude toward Hepatitis C problem . In addition, samples were collected to assess the seropositivity of HCV among the studied group. The results showed that the prevalence of seropositivity of HCV among the sample was 10.9%. The seropositivity of HCV was higher among males than females and increased sharply with age from 3.6 % in those below 20 years old to 30.9 % in older age (40 years or more). Those who were illiterate and farmers had a significantly higher prevalence. According to the logistic regression model, the significant predictors of HCV infection were previous infection with schistsomiasis, those who have positive medical history, followed by those shaving at the community barber, above 40 years and male sex. A highly significant improvement in knowledge in all aspects of HCV infection and also the attitude toward HCV problem (p < 0.000) was revealed.Hepatitis C is a health problem in rural areas in Zagazig district. Health education program successfully improved knowledge and attitude toward this problem. The following is recommended: 1- Introduction of health education programs about HCV infection into the established health services 2-Surviellance activities to monitor the disease trend.
openalex: W2098249475 mag: 2098249475
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Climate change and its impact on soil and vegetation carbon storage in Kenya, Jordan, India and Brazil - Easter, T. (2007)
The terrestrial biosphere is an important global carbon (C) sink, with the potential to drive large positive climate feedbacks. Thus a better understanding of interactions between land use change, climate change and the terrestrial biosphere is crucial in planning future land management options. Climate change has the potential to alter terrestrial C storage since changes in temperature, precipitation and carbon dioxide (CO2) concentrations could affect net primary production (NPP), C inputs to soil, and soil C decomposition rates. Climate change could also act as a driver for land use change, thus further altering terrestrial C fluxes. The net balance of these different effects varies considerably between regions and hence the case studies presented in this paper (the GEFSOC project countries Kenya, Jordan, Brazil, and India) provide a unique opportunity to study climate impacts on terrestrial C storage. This paper first presents predicted changes in climate for the four case study countries from a coupled climate-C cycle Global Circulation Model (HadCM3LC), followed by predicted changes in vegetation type, NPP and soil C storage. These very coarse assessments provide an initial estimate of large-scale effects. A more detailed study of climate impacts on soil C storage in the Brazilian Amazon is provided as an example application of the GEFSOC system. Interestingly in the four cases studied here precipitation seems to control the sign of the soil C changes under climate change with wetter conditions resulting in higher soil C stocks and drier conditions in lower soil C stocks, presumably because increased NPP in wetter conditions here will override any increase in respiration. In contrast, globally, it seems to be temperature that controls changes in C stocks under climate change. Even if there is a slight increase in precipitation globally, a decrease in C stocks is predicted—in other words, the regional response to precipitation differs from the global response. The reason for this may be that whilst temperature increases under climate change were predicted everywhere, the nature of precipitation changes varies greatly between regions.
openalex: W3150935157 mag: 3150935157
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Stemming the Tide of Overrepresentation: Ensuring Accurate Certification of African American Students in Programs for the Mentally Retarded. - Ebersole, Judy Lee; Kapp, Stephen A. (School Social Work Journal, 2007)
openalex: W276959813 mag: 276959813
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Challenges for mid-level commanders in the South African National Defence Force : management model and training needs - Edwards, Travis; Geldenhuys, Abie J. (Interim : Interdisciplinary Journal, 2007)
The Constitution of the Republic of South Africa, 1996 (Act 108 of 1996) and conclusive Acts record that effective human-resource management, career-development and training practices must be cultivated to maximise human potential. The unique nature and wide range of activities of the South African National Defence Force assign exceptional demands on the management expertise of military commanders. Therefore, the importance of effective training and for the purpose of this article, effective management training for mid-level commanders is indisputable. Against this background, a new management model is presented and the resulting training needs are empirically investigated in this article. Both qualitative and quantitative methods were used in the survey, targeted 165 mid-level commanders in the South African National Defence Force. The empirical results of the study suggested that the existing management training for mid-level commanders fails to meet expectations primarily because of the non-existence of an appropriate management model. Thus, the article present a contemporary management model as foundation for management training of mid-level commanders in the South African National Defence Force. The management model also sanctions applicable standards for the development of management skills and appropriate competencies of military commanders.
openalex: W2262432520 mag: 2262432520
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Bullying in Nigerian Schools: Prevalence Study and Implications for Counselling - Egbochuku, E. O. (Journal of Social Sciences (Print), 2007)
School bullying is becoming a threat that no school can afford to dismiss. Although many demographic variables associated with bullying have been examined, there has been no study in Nigeria, which has looked into comparison between Government and Private/Mission schools. This study examined this neglected demographic variable in addition to establishing the incidence of bullying in schools in Benin City, Edo state. It was found that 78% of the children have been victims of bullying on at least one occasion and 71% have lashed out at others at least once. However, more boys than girls were found to be both bullies and victims (χ2= 18.570, p<0.01). Boys reported being kicked or hit more often than girls (χ2 = 13.302, p<0.01). The result shows that it was more common for bullying to take place in the classroom in government schools than in private schools (χ2 = 43.773, p<0.05). The result demonstrated significant differences between the schools investigated. However, significantly more private schools reported kicking and hitting taking place in the playground than in the government schools, whereas bullying is more likely to take place in the classroom in government schools. It is recommended that counsellors play a significant role in combating the patterns of unhappiness and violence out of which much bullying arises.
openalex: W2186703535 mag: 2186703535
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Kijken Zuid Afrikaanse en Nederlandse biologie- studenten anders tegen natuur aan? Do South African and Dutch biology students have different views on nature? - Eijsackers, H.J.P. (2007)
SUMMARY Do South African and Dutch biology students have different views on nature? Lecturing on nature conservancy at Amsterdam and Stellenbosch offered the possibility to investigate if biology students in different countries and cultures have different views on nature and nature conservation. The results of a short questionnaire show a similar broad attitude towards nature and nature conservation in both university student groups. They all want action with respect to global problems (global warming/climate change). But next to that there are also typical national problems like Dutch fisheries discussions and South African eradication of alien species and more attention for water and soil pollution. Moreover, there was a shared interest in more social aspects of nature conservation (education, awareness/consciousness, population growth). A major bias is that the answers express the views of well educated, white people. Extension to young people of other cultural background is needed. So feel free to ask for the questionnaire. 1. INLEIDING
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TEACHER PRACTICES TO INVOLVE PARENTS IN HOMEWORK IN NAMIBIAN SCHOOLS - Eita, Kornelia (2007)
openalex: W1493002313 mag: 1493002313
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PRINCIPALS' TRANSFORMATIONAL LEADERSHIP SKILLS AND THEIR TEACHERS' JOB SATISFACTION IN NIGERIA - Ejimofor, Francis O. (2007)
————————————————————————————-vii LIST OF TABLES ——————————————————————————-ix LIST OF FIGURES —————————————————————————-xiii CHAPTER
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Whose world view is propagated in African education - Ejisu, A.S. (2007)
openalex: W15594897 mag: 15594897
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A review of intestinal helminthiasis in Nigeria and the need for school-based intervention. - Ekundayo, O. James; Aliyu, Muktar H.; Jolly, Pauline E. (Journal of Rural and Tropical Public Health, 2007)
Nigeria is the most populous country in Africa. This huge population, coupled with the absence of basic social amenities, auspicious climatic environment, and weak public health infrastructure favour the transmission of soiltransmitted helminths (STHs). This paper reviews the prevalence of soil-transmitted helminthic infections in Nigeria and current control efforts. An electronic search of PUBMED and other bibliographic databases and hand search of published literature was conducted, and all relevant articles were retrieved. After excluding duplicate studies, 48 articles and 5 reports were retained for this review. Intestinal helminth infections (Ascaris, Trichuris and hookworm) in Nigeria remain as prevalent as they were in the 1970s. Majority of those affected are young children between the ages of 5 and 14 years living in rural areas and urban slums. Cultural, socio-economic and environmental factors are major contributors to the persistence of these infections. Although the World Health Organization (WHO) recommends chemotherapy for Ascaris, Trichuris and hookworm infections targeted at school-age children as a feasible and cost-effective control strategy, there is no policy-backed approach for helminth control in Nigeria. This paper makes a case for regular school-based programs to deliver chemotherapy so as to reduce the burden of helminth infection in school-age children in Nigeria.
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The resolution of unintended pregnancy among female students at the University of Ghana, Legon - El-Adas, Angela (2007)
Little has been done to investigate the knowledge, attitudes, and practices of university students regarding unintended pregnancy likely because their middle-class status precludes their being considered a “deprived population.” Female students in tertiary institutions of higher learning are at an age and in a social context that makes them extremely susceptible to unintended pregnancy and the consequences of unsafe abortions. It is necessary to take steps to reduce the incidence of unwanted pregnancy and unsafe abortions among this group of “high risk” women. This study sought to investigate the extent of knowledge that female students at the University of Ghana, Legon, have about preventing unwanted pregnancy and abortion. It also sought to understand the factors that influence female students’ decisions to access and utilize existing reproductive health services, including family planning, abortion, and post-abortion services, as well as their attitudes toward these services. Data for this study are from a cross-sectional survey of a representative sample of 480 female students of childbearing age living at the University of Ghana. Focus group discussions were also held with 25 students to evoke relevant supplementary information.
openalex: W3133563534 mag: 3133563534
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Epidemiology and hazards of student labour in Mansoura, Egypt - El‐Gilany, Abdel‐Hady; Khalil, Ibrahim; El-Wehady, Adel (Eastern Mediterranean Health Journal, 2007)
To determine the prevalence of student labour, underlying causes and impacts, we carried out a cross-sectional study on 1293 students enrolled in government secondary schools in Mansoura. Year-round work was reported by 8.6% of students and summer work by 27.5%. The majority worked for > or =6 hours/day. Lower social status, attending vocational school, male sex, large family size and rural residence were significant predictors of student labour. Hazards at the workplace, injuries and corporal punishment were prevalent among working students. Work adversely affected education and social life. Contribution to family income was the main reason for working.
openalex: W1724945255 mag: 1724945255
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A source of inspiration: ATC for visually impaired students at the Islamic University of Gaza - Elaydi, Hatem; Shehada, Hazem (2007)
openalex: W3210410474 mag: 3210410474
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African Americans' decisions not to evacuate New Orleans before Hurricane Katrina: A qualitative study (American Journal of Public Health (2007) 97 (S124-S129) doi:10.2105/AJPH.2006.100867) - Elder, Keith; Xirasagar, Sudha; Miller, Nicole L.; Bowen, Shirley; Glover, Saundra H.; Piper, Crystal N. (American Journal of Public Health, 2007)
openalex: W2947070501 mag: 2947070501
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A Linguistic and textual analysis of classroom english interaction at Al-thadi University in Libya - Eldokali, Elsanosi Mohamed (RePEc: Research Papers in Economics, 2007)
As English spreads and becomes a dominant language of power in global commerce, science, and technology, the need to teach and learn through it has also grown. It is not surprising that the aim of most education curriculum around the world, including the Arabic governments, has been developed to suit the curriculum of teaching and learning English inside their countries. Libya is one of the Arab countries where the government has invested heavily in the English language teaching curriculum, which is geared towards improving the teaching and learning of English as a foreign language (EFL) in schools and universities. The aim of this emphasis on the teaching and learning of English is to enable Libya to catch up in the development of its economy and to promote international exchange. However, in spite of the government?s efforts towards improving English language learning, there have been claims from various quarters in the education field that students at all education levels are not performing successfully in the language, with regard to literacy and the four language skills of listening, speaking, reading and writing. Very few studies have been done so far on teaching English in Arabic countries in Africa and classroom interactions in the Arabic social context, especially at the university level. Hence, this study was undertaken using a qualitative research design, and the data was collected through classroom observation and a questionnaire issued to the lecturers in Sirte University in Sirte, Libya. Recommendations and suggestions are offered, based on the findings of this research.
openalex: W2233762776 mag: 2233762776
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Movement expressiveness, solidarity and the (re)shaping of African American students’ scientific identities - Elmesky, Rowhea; Seiler, Gale (Cultural Studies of Science Education, 2007)
openalex: W2149032124 mag: 2149032124
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Under-representation of girls in basic education in Ghana: an unconsidered factor and possible remedial action - Eminah, John K. (2007)
openalex: W1563708388 mag: 1563708388
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Climate Change and Africa, P.S. Low (Ed) : book review - Engelbrecht, François (2007)
The book consists of 31 peer reviewed papers that have been bundled together to broadly review many aspects of climate change over Africa. The papers are generally of a high standard and the book has been professionally prepared. It is divided into 5 parts, covering the science of climate change (Part I), sustainable development, mitigation and policy (Part 2), vulnerability and adaptation (Part III), capacity-building (Part 4) and lessons from the Montreal Protocol (Part 5).
openalex: W2266989667 mag: 2266989667
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Guidelines for multicultural education in integrated schools with specific reference to the South African context - Enoch, Sharon D. (2007)
A Dissertation submitted in partial fulfilment of the requirements For the Degree of PhD in Community Psychology University of Zululand, 2007.
openalex: W1583674401 mag: 1583674401
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Special Articles Anesthesia training in Rwanda (Formation en anesthésie au Rwanda) - Enright, Angela (2007)
openalex: W2311844891 mag: 2311844891
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An Appraisal of Graphic Thinking Skills in Nigerian Schools of Architecture ( A Case Study of the Department of Architecture, University of Jos Nigeria) - Enwerekowe, Ebele O.; Ola-Adisa, Erekpitan Omoikhefe; Ella, Inalegwu (2007)
openalex: W2946773515 mag: 2946773515
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STATE OF FORESTRY RESEARCH AND EDUCATION IN NIGERIA AND SUB- SAHARAN AFRICA: IMPLICATIONS FOR SUSTAINED CAPACITY BUILDING AND RENEWABLE NATURAL RESOURCES DEVELOPMENT - Erakhrumen, Andrew Agbontalor (2007)
Forestry research and education in Nigeria has come a long way from the establishment of the first organized training of Silvicultural Assistants and later Forest Assistants initially at Zaria in 1939 and later at Ibadan and Yaba, Lagos from 1941 and 1942 respectively, although, this was preceded by organized forestry practice reported to have commenced in the country in 1886 with the appointment of an officer to take charge of the forests of the Colony and Protectorate of Lagos under Sir Alfred Moloney, the then Governor. Series of early research efforts were carried out through botanical expeditions by European scientists focusing on species composition, structure, regeneration and distribution of the Nigerian rainforests. By 1954, the Federal Department of Forest Research (now Forestry Research Institute of Nigeria, FRIN) was established followed by the Department of Forestry (now Department of Forest Resources Management) University of Ibadan, the first professional forestry school in West African Subregion, in 1963 while Savannah Forestry Research Station, Samaru was established in 1964 both by the FAO/UNDP. Presently, at the university level, more than twenty offers partial or full forestry degree programmes apart from polytechnics, colleges and vocational forestry training in different part of the country with more still springing up. Irrespective of the proliferation of forestry training departments in many academic institutions in the country, the main objective of producing qualitative manpower that can provide the leadership to meet the challenges, stimulate sustainable development and provide solutions to the country’s and by extension Africa’s problems is still yet to be realized if compared to the past when the few trained Nigeria forestry graduates ranked among the best in the Commonwealth. Various reasons had been attributed to this among which are poor funding, loss of incentives, bureaucratic bottlenecks, brain drain, outdated research, teaching and learning curricula and facilities, among others. The situation in most of other sub-Sahara African countries is not significantly different. Suggestions are offered for the improvement of forestry research and education in order to contribute to sustainable development in Africa.
openalex: W2186116698 mag: 2186116698
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Assessing Extension Agent Knowledge and Training Needs to Improve IPM Dissemination in Uganda - Erbaugh, M.; Kibwika, Paul; Donnermeyer, Joseph (Journal of International Agricultural and Extension Education, 2007)
Frontline extension agents’ lack of awareness and understanding of integrated pest management (IPM) has been identified as an impediment to effective transfer of IPM strategies to farmers in sub-Saharan Africa. Developing effective in-service educational and training programs is an important method for addressing this problem, but it is a solution that requires the engagement of extension agents in the training needs assessment process. The main purpose of this study was to assess extension agent knowledge of IPM and to determine their priority pest management educational and training needs. An instrument to assess pest management competencies on the basis of knowledge and importance was designed and administered to a sample of 82 extension agents from Eastern Uganda. All 20 pest management competencies were considered to be very important. Weighted discrepancy scores indicated that the three highest ranked training needs were Field Pest Sampling Procedures, Differentiating Crop Diseases, and Knowledge of IPM. Nearly half (46%) of the sample had low levels of IPM knowledge. Comparing the training needs of those with low and acceptable IPM knowledge levels reveals important differences for designing pest management training programs. Based on these findings alternative pest management training programs for extension agents in Uganda are presented.
openalex: W2127548550 mag: 2127548550
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A comparison of African American and Latina social networks as indicators for culturally tailoring a breast and cervical cancer education intervention - Erwin, Deborah O.; Johnson, Virginia A.; Treviño, Michelle; Duke, Kelly; Feliciano, Luisa; Jandorf, Lina (Cancer (Print), 2007)
As similar cancer health disparities have been documented for African American (AA) women and Latinas, it would be important to determine whether comparable interventions could be used to increase screening among these 2 culturally different populations. This paper reports research findings comparing cultural dimensions of breast and cervical cancer as they impact Latino and AA social networks and explore the feasibility of creating outreach models that may serve both groups. An existing intervention that integrates the social roles and relationships of AA women, The Witness Project(R), is used as a framework for tailoring an intervention for Latino communities. Findings and data from focus groups and key informant interviews were collected from more than 120 Latinos in Arkansas and New York City. These findings are analyzed using the Pen-3 Model, categorized, and compared with previous social role and network information from AA women as reflected in the Witness Project(R) intervention model. The findings from this study demonstrated variations between AA women and Latinas with regard to roles and gender relationships while demonstrating similarities with regard to spiritual beliefs and attitudes toward cancer. We applied our results to culturally tailor and develop a breast and cervical cancer intervention, Esperanza y Vidatrade mark (Hope and Life), that incorporates Latino values and social relationships. This study demonstrates that a proven education and outreach model for AA women may provide a framework for creating a culturally appropriate intervention for Latinas. Further research is needed to study the efficacy of the new model. Cancer 2007. (c) 2006 American Cancer Society.
openalex: W2029887599 mag: 2029887599
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Education for Sustainable Development: The Junior Secondary School in Nigeria - Etim, James S. (Journal of Sustainable Development in Africa, 2007)
openalex: W2994448193 mag: 2994448193
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The impact of elementary school curriculum reform to sustain local languages and cultures in Papua New Guinea - Evans, Terry; Honan, Eileen; Muspratt, Alexander Walter (2007)
openalex: W4934816 mag: 4934816
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Need for Re-introduction of Reading Corners in Primary School Libraries in Nigeria: A Cursory Look at the Non-conventional School Libraries - Fabunmi, FA (Nigerian School Library Journal, 2007)
The paper looks at the practical and theo retical considerations for stakeholders for re-introduction of reading comers in primary school libraries in Nigeria. It laid emphasis on the use of non-conventional school libraries to introduce primary school, pupils to library services. JIt identifies the. problems facing school libraries, objectives and educational aims of the library and types of collections expected in a reading corner. It states the methods of collection and organization of library materials in a reading comer. It gives rocommendations for the establishment of the non-conventional library. It concludes by emphasizing library education for primary school teachers and the need for stakeholders to assits in bringing about the success of this recommendation.
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The imperatives of environmental restoration due to oil pollution in Nigeria - Fagbohun, Olanrewaju A. (Stellenbosch Law Review = Stellenbosch Regstydskrif, 2007)
Die onafhanklikheidswording van Nigerie het met hoe verwagtinge gepaard gegaan. Alhoewel basiese infrastruktuur en soewereiniteit gou gevestig is, het die ekonomie, na 'n aanvanklike periode van groei, begin wankel en kwyn. Vroeere vooruitgang wat in sosiale ontwikkeling gemaak is, het verweer soos die land verslegtende maatskaplike toestande en instellings, asook groterwordende armoede in die gesig gestaar het. Hoewel Nigerie se petroleumindustrie sedert die 1970s prakties die bolwerk van die land se ekonomie gevorm het, is die ontginnings- en produksie-aktiwiteite van die industrie 'n bron van kommer vir die Nigeriese omgewing, veral vir die olie-produserende areas. Hierdie artikel poog om die gebreke in die huidige benaderings ten opsigte van omgewingsherstel na vore te bring en om voorstelle te maak oor hoe die bestaande strukture meer doeltreffend gemaak kan word.
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Medical education in the Sudan: its strengths and weaknesses - Fahal, Ahmed H. (Medical Teacher, 2007)
The history of medical education in the Sudan is both long and interesting. It began in 1924 and has passed through several different phases and stages. Despite numerous difficulties and constraints along the way, vast experience has been gained and many achievements made, all of which have had positive impacts on the health system in the Sudan and the Region. This paper aims to share the experiences and lessons that have emerged from the journey of medical education in the Sudan, and explores the future need for continuing support and dialogue from international colleagues to maintain momentum.
openalex: W2139796521 mag: 2139796521
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Continuous Assessment Practices in Osun State (Nigeria) Secondary Schools: From Policy to Practice - Faleye, Bamidele Abiodun; Afolabi, E. R. I. (The International Journal of Learning: Annual Review, 2007)
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Survey of ICT and Education in Africa : Burkina Faso Country Report - Fall, Babacar (World Bank Other Operational Studies, 2007)
This short country report, a result of larger Information for Development Program (infoDev)-supported survey of Information and Communication Technologies (ICT) in education in Africa, provides a general overview of current activities and issues related to ICT use in education in the country. Developing the education system in Burkina Faso will involve equipping more people with a basic quality education and guaranteeing development in the post-primary education sector. Through these two main initiatives, Burkina Faso will strengthen its workforce and add to the number of skilled workers, professionals, and other contributors to its culture, economy, and status. Disparities in access based on location, gender, and age, in addition to the lack of rural communication structures, are Burkina's major constraints to universalizing ICT use. However, with a plan to develop ICT infrastructure in Burkina Faso, and an increasing demand for modern technologies and information, the education sector is welcoming progress toward the integration of ICT into its school systems, with the help of various partnerships from public and private organizations.
openalex: W3122076806 mag: 3122076806
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Survey of ICT and Education in Africa : Equatorial Guinea Country Report - Fall, Babacar (World Bank Other Operational Studies, 2007)
This short country report, a result of a larger Information for Development Program (infoDev)-supported survey of the Information and Communication Technologies (ICT) in education in Africa, provides a general overview of current activities and issues related to ICT use in education in the country. In Equatorial Guinea, there is no specific policy concerning ICT, although attempts to improve management in the Ministry of Telecommunications are being made. This could help facilitate the adoption of such a policy in the near future. The efforts to strengthen the presence of ICT in communities and in schools are primarily made by non-governmental organizations, universities, and other actors. They collaborate on projects that make computer equipment, training, and management available and accessible to students, educators, and members of the community. These initiatives take the form of computer labs in schools or media centre's in the community.
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Improvising techniques in experimental physics for Nigerian schools: a compound microscope - Farombi, J. G. (2007)
openalex: W3155904336 mag: 3155904336
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Survey of ICT and Education in Africa : Rwanda Country Report - Farrell, Glen (World Bank Other Operational Studies, 2007)
openalex: W3123088388 mag: 3123088388
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Zimbabwean music in an Icelandic school community: Vgotsky's zone of proximal development, strategies and effectiveness in peer and cross-age pupil teaching - Faulkner, Robert (2007)
openalex: W2625531258 mag: 2625531258
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Zimbabwean Music in an Icelandic School Community: Vygotsky's Zone of Proximal Development, Strategies and Effectiveness in Peer and Cross-age Pupil Teaching - Faulkner, Robert (2007)
Peer and cross-age pupil teaching in a school community have been the primary vehicles for the transmission, assimilation, and wider dissemination, of a nationally novel music practice. The project, the first world music performance project in Icelandic schools, is centered around the performance of Zimbabwean marimba. It is now entering its fourth year. Following analysis of data collected during that time through both observation and interview strategies, typologies of indicators of effectiveness, and of the teaching/learning strategies employed by children, have been formulated. At the same time attempts were made to develop theoretical explanations for the processes that had been observed in peer and cross-age pupil music teaching. Vygotsky's social learning theory about zones of proximal development (ZPD) not only appears to provide an exceptional fit with the available data, but is also consonant with the social and communicative roots of musical function. Evidence from this study suggests that effectively exploiting the potential of ZPD through peer and cross-age 'scaffolding', may have significant implications for the organization of music curriculum in wider classroom settings and even for traditional instrumental learning. In suggesting that Vygotsky's theory might be more systematically applied to understanding musical development, and in agreeing that external social music interaction appears to precede the development of internal music functions, the balancing of social/collective music with personal/individual music, becomes one of the most important concerns for music education practitioners and pupils alike.
openalex: W2248686556 mag: 2248686556
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Origin and fate of nitrogen pollution in groundwater traced by δ15NNO3 and δ18ONO3: the case of the suburban area of Dakar (Senegal). - Faye, S.; Faye, S.; Faye, A.; Sacchi, Elisa; Zuppi, Giovanni Maria (Sustainable Water Resources Management, 2007)
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Teaching the New South Africa — The Cartoon Strip Madam & Eve - Feurle, Gisela (2007)
openalex: W2964402150 mag: 2964402150
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A desk review of the Ghana School Feeding Programme. The World Food Programme's Home Grown School Feeding Project - Fisher, Eleanor (2007)
A case study of the Ghana School Feeding Programme produced for the World Food Programme. It focuses on governance structures, financing and procurement dimensions. Aspects such as nutritional issues are outside the scope of the review.
openalex: W2784981327 mag: 2784981327
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School farming and school feeding in Nakuru town, Kenya: Practice and potential - Foeken, Dick; Owuor, Samuel (2007)
Most research on urban agriculture in sub-Saharan Africa has concentrated on farming by individual urban households, while farming by urban institutions has been largely overlooked. Probably the most prevalent and important type of institutional urban agriculture is school farming, the focus of this paper. The authors examine school farming and school feeding in Nakuru town in Kenya on the basis of a survey among primary and secondary schools carried out in June 2006. A largely structured questionnaire was used to obtain data on school characteristics, school farming activities, and school feeding practices. Moreover, anthropometric data were gathered for all class 1 primary school pupils. The study shows that school farming is very common in Nakuru town. Almost all primary and secondary schools are engaged in flower gardening and tree growing, over half of the schools practise crop cultivation and a number of schools keep some livestock. The majority of crop-cultivating schools also have a school feeding programme. Two 'success stories' demonstrate that schools in Nakuru can reach a high degree of self-sufficiency for their feeding programmes. Factors contributing to this success are the availability of land and water, and external support for school farming. [ASC Leiden abstract]
openalex: W1874206828 mag: 1874206828
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School farming and school feeding in Nakuru town, Kenya - Foeken, Dick; Owuor, Samuel; Mwangi, Alice (2007)
openalex: W2183541323 mag: 2183541323
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Microbial drinking water quality of selected rural, peri-urban and urban communities and schools in the North West Province, South Africa - Foit, Wernich (2007)
Thesis: B.Sc. Microbiology and Biochemistry School of Environmental Science and Development Faculty of Natural Sciences North-West University: Potchefstroom campus 2006.
openalex: W2121271549 mag: 2121271549
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Knowledge, attitude, and practice of emergency contraception among Yaounde university students in Cameroon. - Fomulu, Joseph Nelson; Dissake, E D; Wankah, Christian C (clinics in Mother and Child Health, 2007)
One of the health targets of the millennium development goals is to reduce maternal mortality by about 75% by 2015. Abortion-related deaths account for 12 to 13% of maternal deaths in Africa. Emergency contraception has been shown to prevent about 85% of unintended pregnancy and is therefore one critical way of reducing our high maternal morbidity and mortality rates associated with abortion. We therefore carried out a cross-sectional descriptive study among 436 enrolled university students at the Yaounde University I and II to assess their knowledge, attitude and practice of emergency contraception during 12 months (October 2006 to September 2007) using a pretested, structured questionnaire. According to our results, the mean age of the study population was 23 years with an age range of 17 to 39 years. Most of the students were christians (90.4%), single (82.8%) and 6.2% were either cohabiting or affianced. The overall knowledge of emergency contraception was 52.8% with a higher level of awareness among female students (61.1%) than their male counter-parts (39.7%). Misconception and misinformation about emergency contraception significantly influenced the attitude of respondents as 73.6% believed that emergency contraceptive pills were abortifacients and 37.9% thought they could prevent sexually transmitted infections. Such erroneous beliefs were probably responsible for the strongly negative attitude that most of them (54.9%) had towards emergency contraception. Their main sources of information included the hospitals, pharmacies, school lessons, family members and friends. Only 13.1% of the respondents had actually used emergency contraceptive pills. This low-use rate stemmed essentially from ignorance and their strongly negative attitude towards emergency contraception. Appropriate information, adequate education and accessibility to emergency contraception will obviously dispel misconception and misinformation, improve use-rate among possible users and eventually reduce the incidence of unintended pregnancy with its resultant high morbidity and mortality rates in Cameroon. L'un des principaux objectifs de developpement du millenaire est de reduire la mortalite maternelle d'environ 75% en 2015. Les deces lies aux avortements representent 12 a 13% des causes de deces maternel en Afrique. Il a ete demontre que la contraception d'urgence previent environ 85% des grossesses non-desirees et est de ce fait une voie discutable dans la reduction du taux eleve de mortalite et morbidite maternelle associe aux avortements. Nous avons a la suite de cette analyse realisee une etude transversale descriptive pendant 12 mois chez 436 etudiants recrutes dans les universites de Yaounde I et II. Ceci dans le but d'evaluer a l'aide d'un questionnaire structure et preteste leur connaissance, attitude et pratique de la contraception d'urgence. D'apres les resultats, l'âge moyen de la population etudiee etait de 23 ans avec un interval de 17 a 39ans. La majorite des etudiants etaient Chretiens (90,4%), 82,8% des etudiants etaient celibataires et 6,2% etaient soit en concubinage, soit fiances. La contraception d'urgence etait connue de 52,8% des etudiants principalement des etudiantes (61,1%) contrairement a leurs camarades du sexe masculin (39,7%). Les informations et la conception erronees a propos de la contraception d'urgence influencaient de facon significative l'attitude des repondants. Ceci tant bien que 73,6% croyaient que les pilules de contraception d'urgence etaient abortives et 37,9% pensaient que ces pilules peuvent prevenir les infections sexuellement transmissibles. Ces croyances fausses etaient probablement responsables de l'attitude negative prononcee que la plus-part d'entre eux (54,9%) avaient vis-a-vis de la contraception d'urgence. Leurs principales sources d'information etaient les hopitaux, les pharmacies, les enseignements recus dans les ecoles, les parents et les amis. Seulement 13,1% des repondants avaient deja utilise les pilules de contraception d'urgence. Des informations appropriees, une education adequate et une accessibilite a la contraception d'urgence vont certainement abolir les conceptions et information erronees, et par la meme augmenter le taux d'utilisation parmi les eventuels necessiteux et dans une certaine mesure, reduire l'incidence de grossesses indesirees et ses consequences que sont les taux eleves de mortalite et morbidite au Cameroun. Keywords : Emergency contraception – Knowledge - Attitude and Practice - Yaounde 1/ II University students. Clinics in Mother and Child Health Vol. 4 (2) 2007 pp.791-796
openalex: W1596174634 mag: 1596174634
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Volcanotectonic architecture of the Rungwe Volcanic Province (East African Rift, SW Tanzania) - Fontijn, Karen; Delvaux, Damien; Temu, Brian; Jacobs, Patric; Ernst, Gérald (The EGU General Assembly, 2007)
openalex: W2317411177 mag: 2317411177
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Hear our voices : African American parent and student perspectives for promoting academic excellence in elementary schooling - Foster, Bweikia (2007)
openalex: W1424848067 mag: 1424848067
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Mobility for Vulnerable Road Users - Education of Children in Pedestrian Safety - A Strategy to Alleviate Road Deaths in South Africa - Fourie, Helena; Moeketsi, Prudence N. (23RD PIARC WORLD ROAD CONGRESS PARIS, 17-21 SEPTEMBER 2007, 2007)
The number of deaths and injuries that take place in developing countries due to traffic crashes is recognised by the World Bank as a priority health issue. The socio economic climate in South Africa dictates that most families use public transport or walking to reach the primary destination - work or education. The most vulnerable group of learners is that between three and 12 years of age, as they participate in traffic without any real experience or training. Engineering changes alone cannot prevent injuries; road safety education is essential to make children safe in their mobility and access to educational centres and schools. It is advocated in this paper through the experiences in Eldorado Park that a multi dimensional approach can be successful in changing attitude and behaviour to reduce fatalities. It is emphasised that road safety education for children requires a comprehensive approach, including involvement from parents, teachers and older family members. A comprehensive approach also includes innovative training programmes in the classroom, educating children with plays, booklets, games and training them in real life scenarios focussing on pedestrian activity. In focussing on a life skill for pedestrians a different breed of driver is developed by repetitive education during the formative years of primary school children. For the covering abstract see ITRD E139491.
openalex: W566566218 mag: 566566218
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Special Session: Mobility for Vulnerable Road Users -Education of Children in Pedestrian Safety – A Strategy to Alleviate Road Deaths in South Africa - Fourie, Helena; Moeketsi, Prudence N. (Choice for Sustainable Development. Pre-Proceedings of the 23rd PIARRC World Road CongressWorld Road Association - PIARC, 2007)
The number of deaths and injuries that take place in developing countries due to traffic crashes is recognized by the World Bank as a priority health issue. The socio-economic climate in South Africa dictates that most families use public transport or walking to reach the primary destination - work or education. The most vulnerable group of learners is that between three and 12 years of age, as they participate in traffic without any real experience or training. Engineering changes alone cannot prevent injuries; road safety education is essential to make children safe in their mobility and access to educational centers and schools. It is advocated in this paper through the experiences in Eldorado Park that a multi dimensional approach can be successful in changing attitude and behavior to reduce fatalities. It is emphasized that road safety education for children requires a comprehensive approach, including involvement from parents, teachers and older family members. A comprehensive approach also includes innovative training programs in the classroom, educating children with plays, booklets, games and training them in real life scenarios focusing on pedestrian activity. In focusing a life skill for pedestrians a different breed of driver is developed by-repetitive education during the formative years of primary school children.
openalex: W628630727 mag: 628630727
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Teaching Plato in Palestine - Fraenkel, Carlos (Dissent, 2007)
Can philosophy save the Middle East? This, I learn from a friend upon arriving in Israel in February of 2006, is the thesis of Sari Nusseibeh, not only a prominent Palestinian intellectual and the Palestinian Liberation Organization's former chief representative in Jerusalem, but by training a philosopher (and, I think, by nature, too). "Only philosophy" the friend quotes him as saying at the Shlomo Pines memorial lecture he gave in West Jerusalem three years before. Six months later, when I return to Montreal, I'm almost convinced that he's right.
openalex: W2061136947 mag: 2061136947
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The community secondary schools phenomena and the Perpetuation of inequality in performance in Tanzania - Francis, Vonesya (2007)
Available in print form, East Africana Collection, Dr.Wilbert Chagula Library, (THS EAF LB2820.T34F72)
openalex: W3164056716 mag: 3164056716
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Challenges facing physiotherapy education in Africa - Frantz, José M. (The Internet journal of allied health sciences and practice, 2007)
Health care is changing and the demands put on health professionals are increasing. Physiotherapy education should reflect the health and social priorities of the nation. The World Confederation of Physical Therapy (WCPT) is committed to assisting physiotherapy associations in developing educational standards. Physiotherapy education in Africa however, seems to have a real need for assistance from the WCPT. The aim of this paper is to highlight the challenges facing physiotherapy education in Africa. The Delphi methodology was used to obtain information from key informants involved in the area of physiotherapy education from a variety of African countries. The majority of the participants were people who have experienced physiotherapy education in Africa either as graduates or current teachers. Data were analyzed into themes and sent back to respondents for confirmation. The most important challenges highlighted were: lack of undergraduate training opportunities, limited number of therapists, upgrading of physiotherapy educators, research as a major component of physiotherapy education, and recognition of physiotherapy as an essential service. It is concluded that assistance is needed for physiotherapists from Africa to take their rightful place in the health team and higher education institutions should look at improving diploma qualifications of physiotherapists in African countries.
openalex: W2130157747 mag: 2130157747
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The impact of video conferencing on distance education courses : a University of Namibia case study - Frindt, Trudie (Progressio, 2007)
Recently, there has been explosive growth in the array of distance learning delivery modes and information technologies. Interactive video and audio conferencing as well as telephone tutoring and the use of the Internet have made it possible for distance education to move into the forefront of course delivery. The University of Namibia (UNAM) at its Centre for External Studies (CES) has been using interactive video conferencing and teleconferencing techniques to enhance learning amongst its distance education students during the past few years. This research is unique in Namibia, since no similar research has ever been carried out to determine the effectiveness and impact of video conferencing and other interactive technologies on the performances of a group of distance education students. 38 students enrolled for a course in teaching methods of Economics and Business Studies but due to the absence of distance education study material, these students received intensive interactive video conferencing in preparing them for the end of the year examination. Their examination results were also compared with that of the traditional full time students who also enrolled for the same courses. This study supports the use of interactive distance education to complement, enhance, and expand education options as the study proved that distance education can be expected to result in achievement at least comparable to their counterpart, traditional face-to-face instruction.
openalex: W2593317134 mag: 2593317134
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The effects of women leadership styles on the performance of K.C.P.E examination in public primary schools in Limuru division, Kiambu district, kenya - Gachanja, Racheal W (2007)
openalex: W2561463725 mag: 2561463725
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Faith-Based Adult Learning Initiatives for Diabetes Education in the African American Community - Gaillard, Trudy (Adult Learning, 2007)
African Americans' Faith and Religion Historically, religion and spirituality have been major influences in the social, cultural, and political lives of African Americans. Spirituality is deeply embedded into their rich cultural heritage, and it is intertwined into all aspects of their lives, including beliefs about health and illness. For African Americans, health and illness are a dynamic entity, governed by body, mind, and soul. Therefore, it is imperative that any adult learning initiatives include the importance of cultural dynamics. Religion provides individuals with a shared world view that they come to experience as persuasive and meaningful. Given its historical and ongoing role within the African American community, the church offers an ideal setting for health promotion and prevention activities as well as religious educational opportunities. Such health activities are warranted because: (a) African Americans have lower life expectancies, (b) they are less likely to have health insurance, and (c) they make fewer primary care office visits when compared to their white counterparts (Harris, 2001). The African American church can be viewed as a positive influence in the African American community. It provides spiritual guidance and direction as well as helps meet the day-to-day needs of congregants through a broad range and use of social services and commitment to the community. Diabetes, Incidence, and Prevalence Diabetes is a disease in which the body does not produce or properly use insulin. Insulin is a hormone that converts sugar, starches, and other foods into energy needed for daily life. There are many theories that attempt to elucidate the cause of diabetes, including genetics, and environmental factors, such as obesity, lack of exercise, and poor nutritional habits. Regardless of the cause, diabetes is reaching epidemic proportions, both nationally and internationally' It is the sixth leading cause of death for Americans in the United States. It is estimated that 57 million Americans have pre-diabetes, a condition that leads to overt diabetes if not properly managed (American Diabetes Association, 2008). More than 2.2 million African Americans have diabetes; 1.5 million have been diagnosed and 730,000 have not yet been diagnosed. African Americans are disproportionately affected with diabetes, and it has been estimated that there are four times as many African Americans diagnosed with diabetes today as there were in 1968. Approximately 90% to 95% of all diagnosed cases of diabetes are considered type 2 diabetes (formerly called adult-onset diabetes). This condition occurs when the body does not make enough insulin or cannot effectively use the insulin it makes. This form of diabetes usually develops in adults over the age of 40, but is becoming more prevalent in younger age groups, including children and adolescents. Common symptoms of type 2 diabetes are: (a) feeling tired or ill, (b) unusual thirst, (c) frequent urination, especially at night, (d) unexplained weight loss, (e) blurred vision, (f) frequent infections, and (g) slow-healing wounds. In very rare cases, there may be no symptoms at all. In adults, there are several other risk factors associated with the development of type 2 diabetes. Having a family history of type 2 diabetes puts one at greater risk for the disease. Increased body weight also raises the risk. With age, the body becomes more resistant to the actions of insulin; therefore, as one ages, the incidence of type 2 diabetes is likely to increase. Lifestyle factors, such as lower rates of physical activity and poor dietary and nutritional practices, also increase the risk of developing type 2 diabetes. Type 2 Diabetes in African Americans Despite the overall health of the United States population having improved over the past two decades, diabetes has reached epidemic proportions among African Americans and contributes significantly to higher morbidity and mortality rates in this population. …
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Financing education in industrialised countries and lessons for Tanzania - Galabawa, J.C.J. (Papers in Education and Development, 2007)
openalex: W957368033 mag: 957368033
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Challenges of the Pioneer Renal Transplants at Moi Teaching and Referral Hospital, Eldoret, Kenya - Ganda, B. K. (2007)
openalex: W2300217887 mag: 2300217887
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General Education Courses at the University of Botswana: Application of the Theory of Reasoned Action in Measuring Course Outcomes - Garg, Dhruv; Garg, Ajay (The Journal of General Education, 2007)
This study applied the Theory of Reasoned Action and the Technology Acceptance Model to measure outcomes of general education courses under the University of Botswana Computer and Information Skills program. An exploratory model was validated for responses from 298 students. The results have implications for course design and resource utilization.
openalex: W2038555898 mag: 2038555898
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Selected administrative problems facing public primary school managers in the implemienting of free primary education in Borabu division, Nyamira district, Kenya - Gari, Moriasi (2007)
openalex: W1465443647 mag: 1465443647
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Employers’ perception of tertiary training and its relevance to the labour market:A case of the Kenya Polytechnic - Gathitu, Cecilia W (2007)
openalex: W1920167228 mag: 1920167228
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BURNOUT AND ENGAGEMENT IN A SOUTH AFRICAN UNIVERSITY STUDENT SAMPLE - A PSYCHOMETRIC ANALYSIS - Gauchk, Carina (2007)
Subiect: Burnout and engagement in a South African university student sample A psychometric analysis Key terms: Burnout, engagement, students, learners, university, tertiary institution, Maslach Burnout Inventory Student Survey (MBI-SS), Utrecht Work Engagement Scale Student Survey (UWES-S), previous validation studies In recent years, the concept of burnout has been expanded and is currently a concern in all professions and occupational groups. Nowadays it is widely acknowledged that people in almost any occupation could develop burnout. To-date, only two studies have examined students' experiences of burnout. Therefore, research regarding this phenomenon in students seems warranted. The objective of this study was to firstly investigate the psychometric properties of adapted versions of the Maslach Burnout Inventory and Utrecht Work Engagement Scale in a sample of students from a tertiary institution, and secondly to consider the role of biographical variables in relation to burnout and engagement levels. A cross-sectional survey design was used to attain the research objectives. For the purposes of this study, an availability sample of students (N=353) majoring in Organisational Behaviour was drawn at one point in time. The adapted Maslach Burnout Inventory Student Survey (MBI-SS) and the Utrecht Work Engagement Scale Student Survey (UWES-S) as well as a biographical questionnaire were administered. Structural equation modelling confirmed two-factor models of Burnout (consisting of Exhaustion and Cynicism) and Engagement (consisting of Vigour and Dedication). Biographical variables which appear to be predictive of differences in levels of student burnout are home language, overall health status and consideration given to quitting their studies, while engagement is related to home language, academic year of study and consideration given to quitting studies. Recommendations for future research were also made.
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