Training and Intervention in South Africa - Alant, Erna (The ASHA Leader, 2007)
You have accessThe ASHA LeaderWorld Beat1 Aug 2007Training and Intervention in South Africa Erna Alant Erna Alant Google Scholar More articles by this author https://doi.org/10.1044/leader.WB2.12102007.11 SectionsAbout ToolsAdd to favorites ShareFacebookTwitterLinked In Augmentative and alternative communication (AAC) interventionists the world over have much in common. Yet the heterogeneity of the U.S. populations creates the question: How is what we do at the Centre for Augmentative and Alternative Communication (CAAC) at the University of South Pretoria in South Africa different from what the majority of ASHA members do? The most obvious difference is the lack of resources in South Africa and other developing countries—less financial support for AAC intervention and devices, and less human resources in terms of training and expertise for implementation and maintenance. If this were the only difficulty, solutions would come easily merely by supplying devices and training to those in poorer countries. Issues of cultural identity, however, are critically important in working for sustained and meaning-based intervention within Africa. Quick solutions include adapting existing symbol sets to accommodate cultural diversity, encouraging the use of more affordable devices, supplying new and used AAC devices to users and families, and training local experts in the use of AAC strategies. These actions are valuable, but demonstrated outputs are slow to manifest. The socio-cultural context within which the use of AAC should be supported must be better understood by interventionists. Socio-pragmatic rules governing interactions are culture-specific. AAC intervention remains artificial and superficial when transposing Western notions of what comprises appropriate and successful interactions onto clients from an African cultural background. As interventionists, we need to learn from and build on the insights from within developing countries, and develop a base of appropriate knowledge beyond the more widely publicized Western concepts (Thorburn & Marfo, 1990). We need to increase our understanding of the richness as well as the limitations of the socio-cultural contexts in which our clients and families operate, and avoid the pitfall of “adopting a paradigm in which one socio-cultural group is considered normative and all others diverse” (Barrera & Kramer, 1997, p. 217). Children from traditional African backgrounds are in general not encouraged to initiate verbal communication or question adults (Geiger & Alant, 2005). Greater communicative independence is acceptable and desirable in peer interactions (Swadago, 1995). However, children with severe or multiple disabilities often have little opportunity to engage in peer group interactions, and spend most of their time with caregivers. The sensitivity of interventionists to such issues will greatly influence the extent to which clients can make AAC “their own,” and incorporate strategies and techniques into everyday life. Table 1 (p. 12) provides some more specific examples of cultural aspects that affect the AAC intervention process. For more detail on the issues of implementation in developing countries please consult Alant & Lloyd (2005). What are the realities of AAC intervention and research in South Africa? Perhaps most important is awareness of the constant tension in integrating the intervention traditions of the West with the non-directive, meaning-focused interaction context of the more traditional Africa and its variations and transformations. Africa is highly heterogeneous. In addition, poverty and health issues such as HIV/AIDS impose serious burdens and challenges. The need for specialized services and provisions for people with disabilities is vast. Although South Africa has made significant strides in ensuring human rights for all, the process requires continuous monitoring. The CAAC (www.caac.up.ac.za), the only centre of its kind in Africa, conducts five degree programs. These range from an accelerated certificate for teachers on inclusion of children with severe disabilities to an honors, master’s, and PhD program in AAC, as well as a multi-professional master’s course in early childhood intervention. All are conducted through distance education with some required on-site visits. In addition to graduate training, the CAAC trains young children and adults who have severe communication problems. The two main community training programs are the leadership program for young adults who use AAC (the Fofa project) and the teacher training project aimed at facilitating inclusion of children with disabilities in the classroom. The CAAC also consults with rehabilitation teams to support them in problem-solving challenges encountered in intervention with people with little or no functional speech and their families. The Fofa Project Fofa—“to fly” in Northern Sotho—reflects the ethos of empowerment. The project goals are to improve AAC users’ personal communication using their devices; to facilitate the development of empowerment and leadership skills; and to expose participants to options for employment and independence. The training program, based on the Augmentative Communication and Empowerment Supports (ACES) model developed at Temple University in Philadelphia, had to be substantially modified to be relevant in South Africa. It was impossible to provide AAC users with dedicated communication devices because of high costs and a lack of local infrastructure for maintenance and repair. Therefore, we selected non-dedicated devices with appropriate software. The annual one-week immersion training program focuses on communication competence (60%), empowerment (25%), and employment issues (15%). Most of the training is presented by CAAC staff, but we also make use of disability stakeholders and relevant government officials (for example, labor consultants) to ensure AAC users’ exposure to social networks and skill-building. The ultimate aim is to use the participants as expert trainers for future training sessions. Teachers Training Project The centre’s long-term objective with the Teachers Training Project is to broaden teachers’ understanding of inclusion and how to achieve it. Important pillars in this process are to: Build teachers’ knowledge and skills about the importance of communication during the early years Expose teachers to the different ways in which optimal communication stimulation can be provided by using multiple communication means (e.g., speech, objects, gestures, and graphic symbols) Transfer monitoring and self-reflective skills to the teachers CAAC presents the training to 100 teachers in the GaRankuwa region, an underdeveloped and under-resourced region in the North West Province of South Africa. Some of the outcomes to date include development of manageable and sustainable methods of documenting and monitoring the learner’s individual progress, increased competence in multi-level teaching strategies such as Aided Language Stimulation, and modified attitudes toward the inclusion and the presence of children with disabilities in mainstream classrooms. Rehabilitation Team Consultations CAAC conducts consultations once a week, working with families and service providers to help overcome communication barriers of individuals with little or no functional speech. Emphasis is on input from patients and from professionals and non-professionals to ensure meaningful and functional outcomes. The CAAC team provides expertise regarding communication methods and devices to supplement or replace speech, and suggests which methods might be best matched to a client. Implementation of these recommendations is the responsibility of the client and his/her team, with phone support from the CAAC when necessary. Many ASHA members have played important roles over the years in supporting the CAAC’s training and research efforts. Lyle Lloyd has been involved in the training and research activities of the CAAC on a consistent basis. Mary Ann Romski, Rose Sevcik, Diane Bryen, and various other colleagues have supported the team during difficult periods. As globalization increases, one can’t help but acknowledge the impact that the United States makes on development in less-developed countries. Table 1. AAC intervention in South Africa: Issues to Consider Aspect, Action, Examples Vocabulary, Including culturally appropriate vocabulary on communication boards and devices, Including “spaza shop” on a communication board for African clients Ensuring that the child’s mother-tongue is used on the communication board to facilitate interaction at home Symbols, “Africanizing” line drawings such as PCS, “Taxi” depicted as a mini bus rather than a sedan car Ensuring manual signs taught are appropriate for a specific geographical area Devices, Making devices more relevant and affordable for clients from lower socio-economic backgrounds, Digital voice output devices in particular are relevant due to their flexibility to accommodate different languages Interaction styles, Showing an awareness of and sensitivity to culturally appropriate interaction styles, Children from traditional African backgrounds are often required not to make eye contact with adults Children might not be expected to initiate interaction with adults Intervention activities, Selecting appropriate activities as a basis for intervention, Caregivers from traditional African backgrounds engage in caregiving routines but not in play with their children Partners, Involving the appropriate interaction partners in intervention, Due to HIV/AIDS and other chronic illnesses, the main caregiver might not be the biological parent. This clearly can add a different dimension to the intervention process. Children from traditional African backgrounds engage in verbal conversation with peers rather than with adults. References Alant E., & Lloyd L. (Eds.) 2005. AAC and severe disabilities: Beyond poverty. London: Whurr Publications Google Scholar Barrera I., & Kramer L. (1997). From monologues to skilled dialogues: teaching the process of crafting culturally competent early childhood environments.In Winton P. J., McCollum J.A., & Catlett C. (Eds.), Reforming personnel preparation in early intervention: Issues, models and practical strategies (pp. 217–251). Baltimore: Paul H. Brookes. Google Scholar Geiger M., & Alant E. (2005). Child-rearing practices and children’ communicative interactions in a village in Botswana.arly Years, 25(2), 183–191. CrossrefGoogle Scholar Swadago G. (1995). Training for the African mind.International Journal of Intercultural Relations, 19(2), 281–293. CrossrefGoogle Scholar Thornburn M. J., & Marfo K. (1990). Practical Approaches to Childhood Disability in Developing Countries. Kingston, Jamaica: Project Seredek and 3D Project. Google Scholar Author Notes Erna Alant, is a professor at the University of Pretoria, South Africa, and director of its Centre for Augmentative and Alternative Communication. Contact her at [email protected]. Advertising Disclaimer | Advertise With Us Advertising Disclaimer | Advertise With Us Additional Resources FiguresSourcesRelatedDetails Volume 12Issue 10August 2007 Get Permissions Add to your Mendeley library History Published in print: Aug 1, 2007 Metrics Downloaded 280 times Topicsasha-topicsleader_do_tagleader-topicsasha-article-typesCopyright & Permissions© 2007 American Speech-Language-Hearing AssociationLoading ...
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The right to academic freedom in South African schools - Alston, Ken (Acta Academica, 2007)
The right to academic freedom is a contested one, often held to exist only in the context of tertiary education. However, the South African Constitution imposes no such restriction: Section 16(1)(d) declares that everyone has the right to academic freedom. This article presents and seeks to substantiate the case for the application of academic freedom in the school context, and specifically within secondary education. Freedom of expression, which includes academic freedom, may be said to be a freedom without which other freedoms could not survive. The specific element of expression, the right of the individual learner and educator to academic freedom within the school context, and the question of whether such academic freedom of learners and educators can be limited, comprise the focus of this article. Die reg op akademiese vryheid in Suid-Afrikaanse skole Die reg op akademiese vryheid is 'n bestrede reg wat gereeld as slegs van toepassing op tersiere onderwys geag word. Die Suid-Afrikaanse Grondwet bevat egter geen sodanige beperking nie: afdeling 16(1)(d) verklaar dat almal 'n reg op akademiese vryheid het. Hierdie artikel verdedig en begrond die toepaslikheid van akademiese vryheid in die skoolkonteks, in die besonder in sekondere onderwys. Vryheid van uitdrukking wat akademiese vryheid insluit, kan immers beskou word as 'n vryheid waarsonder geen ander vryheid sou oorleef nie. Hierdie artikel fokus in die besonder op die element van uitdrukking, die reg van die individuele leerling en onderwyser op akademiese vryheid in die skoolkonteks, en die vraag of hierdie akademiese vryheid van leerlinge en onderwysers enigsins beperk kan word.
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National survey of surgeons' attitudes to laparoscopic surgical training in South Africa. - Apostolou, Christos; Panieri, E (PubMed, 2007)
Laparoscopic surgery forms an integral component of modern surgical practice. The perception exists that laparoscopic training in South Africa has been unplanned and under-resourced. This study set out to assess the opinions of surgeons and surgical trainees with regard to the various facets of laparoscopic surgical training.A national survey was conducted, using a questionnaire distributed to surgical staff of all academic surgical centres. Multiple variables were assessed, predominantly using the following numerical scoring system: 5–strongly agree; 4–agree; 3–neutral; 2–disagree; 1–strongly disagree.There were 122 respondents: 77 trainees and 45 consultants. The majority strongly agreed that laparoscopic training is essential for local surgical registrars. Current laparoscopic training was assessed as being average. Cholecystectomy, diagnostic laparoscopy, antireflux surgery and appendicectomy were the laparoscopic procedures deemed most important in training. The average number of laparoscopic cholecystectomies respondents thought were required for competency was 24. The major hurdle to training was lack of equipment and equipment shortages, and the majority felt that laparoscopic skills facilities and laparoscopy seminars would optimally augment training.Surgeons and trainees in academic units recognise the importance of laparoscopic training, but feel that it is currently not optimal. Consensus exists on appropriate procedures and what the hurdles are to training in our context. This knowledge can be applied to improve laparoscopic surgical training in South Africa.
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Public private partnership in Ethiopian higher education: an analysis of the support the private sector needs to fulfil its potential contribution to the expansion of higher education - Ashcroft, Kate (2007)
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Creating strategies to deal with problems of teaching controversial issues in social studies education in African schools - Asimeng‐Boahene, Lewis (Intercultural Education, 2007)
The teaching of controversial issues has been widely viewed as preparing students for effective citizenship and, as such, is regarded as inevitable in social studies classrooms if students are to be able to think intelligently and to participate effectively in society. However, the effective implementation of issue‐centered education in African schools, particularly in the area of social studies, is replete with problems. This paper examines those problems and concludes with some suggestions as to how controversial issues could be handled in our classrooms.
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Teachers Morale Levels and Sources among Basic School Teachers in Nablus City (Palestine) - Assaf, Abed; Assaf, Huda Khaled (Maǧallaẗ ǧāmiʿaẗ al-naǧāḥ al-abḥāṭ. Al-ʿul-um al-insāniyyaẗ, 2007)
The aim of this study was to find out the level and sources of morale among elementary school teachers in the light of sex, age, marital status, scientific degree, and years of teaching experience. To achieve that the study was conducted on a sample of (121) teachers which represented (33%) of the target population. The average weight of the five morale factors were (2.73) which showed that the elementary school teachers morale was low and ranged as follows: Relations with colleagues (3.1), Incentives of salaries and promotion (2.81), job environment (2.78), leadership and administration (2.68), and rules and regulations (2.47). The study showed also that there is a significant mean difference of morale due to sex, which means that male teachers have higher morale than female teachers, but other demographic variables were not significant, and the interaction between sex and other demographic variables also were not significant. The results were interpreted in the light of other previous studies, and political and economic difficulties that the teachers experienced as a result of the Israeli occupation procedures in Palestine. In light of the study results the researchers recommend: 1) The Ministry of Education should review the rules, regulations, concerning teacher appointments, promotions and incentives and improve them. 2) Qualifying school principals by holding continuous training programs about Educational administration, leadership, morale and comprehensive quality management. هدفت الدراسة الكشف عن مستوى الروح المعنوية ومصادرها لدى معلمي ومعلمات المرحلة الأساسية الدنيا في ضوء متغيرات (الجنس، والعمر، والحالة الاجتماعية، والدرجة العلمية، والخبرة العملية) والتفاعل بين متغير الجنس وهذه المتغيرات. ولتحقيق ذلك أجريت الدراسة على عينة عشوائية قوامها (121) معلمًا ومعلمة وهي تعادل ما نسبته (33%) من مجتمع الدراسة. - ودلت النتائج أن مستوى الروح المعنوية عند معلمي المرحلة الأساسية الدنيا كان بمتوسط قدره (2.73) أي ما يعادل (54.6%) وهذا يدل على أن الروح المعنوية عند المعلمين والمعلمات منخفضة. وكان ترتيب مجالات الروح المعنوية تنازلياً: مجال العلاقات مع الزملاء (3.1)، مجال الحوافز والأجور والترقيات (2.81)، مجال ظروف العمل (2.78)، مجال الإدارة و القيادة (2.68)، مجال الأنظمة والتعليمات (2.47). كما بينت النتائج وجود فروق ذات دلالة احصائية في الروح المعنوية تعزى لمتغير جنس المعلم حيث تبين أن لدى المعلمين روح معنوية أعلى من المعلمات، بينما لا توجد فروق ذات دلالة احصائية في الروح المعنوية تعزى للمتغيرات الأخرى. وقد تم تفسير النتائج بالرجوع للدراسات السابقة والصعوبات الاقتصادية والسياسية التي تواجه المعلمين بسبب إجراءات الاحتلال الإسرائيلي. وأوصت الدراسة المسؤولين في وزارة التربية والتعليم. 1) بالاهتمام بهذا الموضوع ومراجعة الأنظمة والقوانين وخاصة بما يتعلق بالتعيينات والحوافز المادية والمعنوية وتأهيل البيئة المدرسية. و2) بالعمل على تأهيل المدراء بإجراء دورات تدريبية لهم حول الإدارة المدرسية، والقيادة، والروح المعنوية، والجودة الشاملة.
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Attitude of muslim parents towards girl-child education in Bawku municipality in the Upper East region of Ghana - Atubiga, Stephen Cletus (2007)
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Frequency sensitive moment tensor inversion for light to moderate magnitude earthquakes in eastern Africa - Barth, Andreas; Wenzel, Friedemann; Giardini, Domenico (Geophysical Research Letters, 2007)
We provide a procedure for the routine determination of moment tensors from earthquakes with magnitudes as low as M W 4.4 using data recorded by only a few permanent seismic stations at regional to teleseismic distances. Waveforms are inverted for automatically determined frequency pass‐bands that depend on source‐receiver locations as well as the earthquake magnitude. Inversion results are stable against small variations in the frequency band and provide low data variances, i.e., a good fit between observed and modelled waveform traces. The total frequency band used for our procedure ranges from 10 mHz to 29 mHz (periods of 35 s to 100 s). This enables us to determine focal mechanisms for earthquakes that were not derived previously by routine procedures of CMT or other agencies. As a case study, we determine focal mechanism solutions of 38 light to moderate magnitude earthquakes in eastern Africa between 1995 and 2002.
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Learning from the Extreme Poor : Participatory Approaches to Fostering Child Health in Madagascar - Blanchard, Caroline; Godinot, Xavier; Laureau, Chantal; Wodon, Quentin (RePEc: Research Papers in Economics, 2007)
Definitions of poverty in developing countries used by most development organizations focus on household income or consumption that falls below a given threshold, such as one dollar per capita per day, and on other quantified indicators. While such definitions have the merit of providing a standard by which to measure progress, the very poor use quite different terms and ideas to communicate what extreme poverty means to them. This paper discusses learning from the extreme poor in the form of participatory approaches to fostering child health in Madagascar.
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Cross-Border Provision of Higher Education: Challenges and Opportunities for Private Higher Education Institutions in Ethiopia - Campbell, Bob (2007)
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A comparison of environmental visions of university students in Israel and Palestine - Chenoweth, Jonathan; Wehrmeyer, Walter; Lipchin, Clive; Smith, J. Durward; Gazit, Tsafrir (Futures, 2007)
Young people's complex and contradictory understandings of the future are inevitably influenced by their past experiences and the environment in which they currently live. Where this environment is itself particularly complex or contradictory then the understandings young people hold of the future will be affected. This paper, based on foresighting workshops held at three Israeli/Palestinian universities, examines the differing environmental attitudes and understandings of the future that young people hold in Israel and Palestine, before analysing the implications of these for achieving more sustainable development in the region. Despite the very real challenges the region is facing, these foresighting workshops showed that young people think systematically and rationally about the future. They are not filled with pessimism but recognise the challenges they face and can identify realistic solutions to those problems which they see as being of the greatest importance. The foresighting workshops showed that there was some common understanding of the participants about the key future environmental challenges that they face together with possible means for tackling these challenges.
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Range Science Leadership Development in Kenya: A Continuing Legacy of Graduate Education - Cheruiyot, Sambu; Thurow, Thomas L.; Too, D. K. (Rangelands, 2007)
Range science leadership development in Kenya: a continuing legacy of graduate education. DOI:10.2458/azu_rangelands_v29i4_cheruiyut
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Induction for teacher retention: A missing link in teacher education policy in Ghana - Cobbold, Cosmas (2007)
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Understanding the mathematics success of African -American students at a residential high school - Eatmon, Dedra (2007)
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[Intestinal helminthiasis in school background in six towns of southwestern Côte d'Ivoire]. - Evi, Jean-Bedel; Yavo, William; Barro-Kiki, Puchérie Christiane; Menan, E.H.; Koné, Mamidou Witabouna (PubMed, 2007)
A coproparasitological investigation was conducted in six towns located in the humid dense forest area of South West Côte d'Ivoire in order to determine the prevalence of intestinal helminthosis. During this study faeces of 2220 school children aged from 4 to 15 years old were analysed by four coprological techniques: direct analysis, Kato, Baermann and Graham methods. The overall prevalence rate of intestinal helminthosis in school children in the area is 37.9%. Male subjects are more infested than females. The more frequent parasite species were: hookworm (17%), Ascaris lumbricoides (10.8%), Trichuris trichiura (8.9%) and Enterobius vermicularis (7.2%).
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Aging impairs neurogenic contraction in guinea pig urinary bladder: role of oxidative stress and melatonin - Gomez‐Pinilla, Pedro J.; Pozo, Marı́a J.; Camello, Pedro J. (American Journal of Physiology-regulatory Integrative and Comparative Physiology, 2007)
The incidence of urinary bladder disturbances increases with age, and free radical accumulation has been proposed as a causal factor. Here we investigated the association between changes in bladder neuromuscular function and oxidative stress in aging and the possible benefits of melatonin treatment. Neuromuscular function was assessed by electrical field stimulation (EFS) of isolated guinea pig detrusor strips from adult and aged female guinea pigs. A group of adult and aged animals were treated with 2.5 mg x kg(-1) x day(-1) melatonin for 28 days. Neurotransmitter blockers were used to dissect pharmacologically the EFS-elicited contractile response. EFS induced a neurogenic and frequency-dependent contraction that was impaired by aging. This impairment is in part related to a decrease in detrusor myogenic contractility. Age also decreased the sensitivity of the contraction to pharmacological blockade of purinergic and sensitive fibers but increased the effect of blockade of nitrergic and adrenergic nerves. The density of cholinergic and nitrergic nerves remained unaltered, but aging modified afferent fibers. These changes were associated with an increased level of markers for oxidative stress. Melatonin treatment normalized oxidative levels and counteracted the aging-associated changes in bladder neuromuscular function. In conclusion, these results show that aging modifies neurogenic contraction and the functional profile of the urinary bladder plexus and simultaneously increases the oxidative damage to the organ. Melatonin reduces oxidative stress and improves the age-induced changes in bladder neuromuscular function, which could be of importance in reducing the impact of age-related bladder disorders.
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Are self-determination skills similar for African-American, European-American and Hispanic-American high school students with mild disabilities in their diploma option selection? - Graham, Earle Lee (2007)
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Using the theory of planned behaviour to understand the motivation to learn about HIV/AIDS prevention among adolescents in Tigray, Ethiopia - Hadera, Haile Gebreeyesus; Boer, Hendrik; Kuiper, Wilmad (AIDS Care, 2007)
Various studies indicate that school- or university-based HIV prevention curricula can reduce the prevalence of sexual risk behaviour among adolescent youth in Sub-Saharan Africa. However, effective HIV/AIDS prevention education may be problematic, if the needs of youth are not served adequately. To date, little attention has been given to the motivation of youth to learn about HIV/AIDS and about their preferences for HIV/AIDS curriculum design options. The aim of this study was to get insight into the determinants of the motivation of youth to learn about HIV/AIDS prevention and to assess their curriculum design preferences. Students from a university in Tigray, Ethiopia, filled out a structured questionnaire, which assessed demographics, variables that according to the Theory of Planned Behaviour are related to the motivation to learn, and their preferences for independent, carrier and integrated HIV/AIDS curriculum designs. On average, participants were highly motivated to learn about HIV/AIDS. Motivation to learn was primarily related to social norms and was not related to self-efficacy to discuss HIV/AIDS in class. The often discussed reluctance to discuss sexuality and condom use in curricula in Sub-Saharan Africa, seems to be more related to existing negative social norms, than to lack of self-efficacy. Participants revealed a high preference for the independent, carrier and integrated curriculum design options. However, students with a higher motivation to learn about HIV/AIDS were more attracted to the independent course design.
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Lower serum DHEAS levels are associated with a higher degree of physical disability and depressive symptoms in middle-aged to older African American women - Haren, Matthew T.; Malmstrom, Theodore K.; Banks, William A.; Patrick, Ping; Miller, Douglas K.; Morley, John E. (Maturitas, 2007)
Changes in androgen levels and associations with chronic disease, physical and neuropsychological function and disability in women over the middle to later years of life are not well understood and have not been extensively studied in African American women.The present cross-sectional analysis reports such levels and associations in community dwelling, African American women aged 49-65 years from St. Louis, Missouri.A home-based physical examination and a health status questionnaire were administered to randomly sampled women. Body composition (DEXA), lower limb and hand-grip muscle strength, physical and neuropsychological function and disability levels were assessed. Blood was drawn and assayed for total testosterone (T), sex hormone-binding globulin (SHBG), dehydroepiandrosterone-sulfate (DHEAS), oestradiol (E2), adiponectin, leptin, triglycerides, glucose, C-reactive protein (CRP) and cytokine receptors (sIL2r, sIL6r, sTNFr1 and sTNFr2). Multiple linear regression modelling was used to identify the best predictors of testosterone, DHEAS and free androgen index (T/SHBG).Seventy-four percent of women were menopausal and a quarter of these were taking oestrogen therapy. DHEAS and E2 declined between the ages of 49 and 65 years, whereas total T, SHBG and FAI remained stable. Total T and DHEAS levels were strongly correlated. In this population sample there were no independent associations of either total T or FAI with indicators of functional limitations, disability or clinically relevant depressive symptoms. Unlike total T and FAI, lower DHEAS levels were independently associated with both higher IADL scores (indicating a higher degree of physical disability) and higher CESD scores (indicating a higher degree of clinically relevant depressive symptoms).There is an age-related decline in serum DHEAS in African American women. Lower DHEAS levels appear to be associated with a higher degree of physical disability and depressive symptoms in this population.
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Trends and triggers: Climate, climate change and civil conflict in Sub-Saharan Africa - Hendrix, Cullen S.; Glaser, Sarah M. (Political Geography, 2007)
The conventional discourse relating climate change to conflict focuses on long term trends in temperature and precipitation that define ecosystems and their subsequent impact on access to renewable resources. Because these changes occur over long time periods they may not capture the proximate factors that trigger conflict. We estimate the impact of both long term trends in climate and short term climatic triggers on civil conflict onset in Sub-Saharan Africa. We find that both operationalizations have a significant impact. Climates more suitable for Eurasian agriculture are associated with a decreased likelihood of conflict, while freshwater resources per capita are positively associated with the likelihood of conflict. Moreover, positive changes in rainfall are associated with a decreased likelihood of conflict in the following year. We also assess the outlook for the future by analyzing simulated changes in precipitation means and variability over the period 2000–2099. We find few statistically significant, positive trends in our measure of interannual variability, suggesting that it is unlikely to be affected dramatically by expected changes in climate.
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Focus on CSIR research in pollution waste: The South African river health programme - Hill, Liesl (2007)
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Levels of the Secondary School Principals Practice of their Supervisory Competences as Perceived by Teachers in the Northern Goverrates of Palestine - Hilo, Chassan (Maǧallaẗ ǧāmiʿaẗ al-naǧāḥ al-abḥāṭ. Al-ʿul-um al-insāniyyaẗ, 2007)
This study aimes at investigating the level of practice of supervisory competences for the secondary school principals in the light of the variables of: (gender, scientific qualifications, experience, and the directory) from the teachers' perspectives in the northern Governates of Palestine. The study's sample consisted of (250) teachers, selected randomly to represent (5%) of the study population (3913) teachers in the scholastic year 2005/2006. To accomplish the study's objectives, the researcher developed a questionnaire that consists of (82) items covereing (9) supervisory domains. The questionnaire adoptes Likert Scale to measure the level of the supervisors practice of their competences. The study found that the most practiced supervisory competence were in the domains of human relationships (79.8%), class management environment (75.2%), and educational evaluation (74.8%), whereas the least practice competence was on the domain of curriculum and methods of teaching (64.4%). The results also indicate that there were significant differences at (a = 0.05) in most supervisory domains on the variable of gender, the results lean to male teachers. Furthermore, the study reveals that there was significant differences at (a = 0.05) among teachers experiences levels in the domains of planning and development, humanitarian relationships, school tests, professional growth of teachers, and curriculum and methods of teaching; the results were in favour of (5-10) years of experience level. In addition, the study showed a significant difference, in all domains among teachers due to the variable of directory in favour of Salfeet Directory. According to the findings of the study, the researcher recommends that school principals and teachers should have trainging courses in supervisory practices. تهدف هذه الدراسة التعرف إلى مستوى ممارسة مديري المدارس لكفايتهم الإشرافية في مديريات محافظات شمال فلسطين من وجهة نظر المعلمين، إضافة إلى تحديد الفروق في مستوى ممارسة الكفايات الإشرافية تبعاً لمتغيرات النوع الاجتماعي، والمؤهل العلمي، وسنوات الخبرة، والمديرية التي يدرس فيها المعلمون. ولتحقيق ذلك أجريت الدراسة على عينة قوامها (250) معلماً ومعلمة، وهي عينة تعادل ما نسبته (5%) من مجتمع الدراسة البالغ (4913) معلماً في العام الدراسي 2005/2006. من أجل تحقيق أهداف الدراسة أعدّ الباحث استبانة من (80) كفاية موزعة على (9) مجالات إشرافية، تضمنت مقياساً لتقدير مستوى ممارسة المديرين لكفايتهم الإشرافية وفق سلم ليكرت الخماسي. وقد بينت نتائج الدراسة أن أكثر الكفايات ممارسة كانت - وعلى التوالي - في مجالات: العلاقات الإنسانية، وإدارة البيئة الصفية، والتقويم التربوي، في حين كان أقلها ممارسة مجال المناهج وطرائق التدريس. كذلك أظهرت النتائج وجود فروق ذات دلالة إحصائية بين الذكور والإناث في كل المجالات ولصالح الذكور، فيما عدا مجال العلاقات الإنسانية والذي كان لصالح الإناث، وبين أصحاب سنوات الخبرة المختلفة في مجالات: التخطيط والتطوير، والعلاقات الإنسانية، والاختبارات المدرسية، والنمو المهني للمعلمين، والمناهج وطرائق التدريس ولصالح أصحاب الخبرة من (5-10) سنوات، ومديرية المعلم في كل المجالات ولصالح مديرية محافظة سلفيت. وفي ضوء نتائج الدراسة، خلص الباحث إلى مجموعة من التوصيات لأغراض المتابعة والممارسة ومن أهمها: استحداث وتنظيم برامج تدريبية خاصة لمديري المدارس في المجالات المتعلقة بالممارسات الإشرافية.
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The Effectiveness of Simple Nutrition Education Messages on Dietary Intake in African American College Students - Inserra, Paula; Ferguson, Jennifer; Wong, Karen K.; Sedjo, Roger A. (Journal of The American Dietetic Association, 2007)
To determine if short-term nutrition education can increase calcium intake or breakfast consumption in African American College Students
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Learning Through Participatory Action Research and Organizing to Craft Stakeholder Partnerships for Urban Agricultural Development in The Gambia - Jack, Isatou (2007)
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Rereading the British Mandate in Palestine: Gender and the Urban–Rural Divide in Education - Jad, Islah (International Journal of Middle East Studies, 2007)
Under Ottoman rule, the relations between native Arabs and Jews in Palestine were based on understanding and respect, as was the case between Muslims and Christians. Shared enrolment of Jewish, Muslim, and Christian students in the same schools—either the Jewish Alliance Israelite schools (established in 1882) or in the nizamiyya , the Ottoman public schools first established by the Turkish law of 1869—promoted mutual understanding for a small elite. In contrast, the British Mandate policy in education played a major role in reshaping national, regional, and class and gender identities. It was through education that two separate national entities were developed, the urban/rural division was deepened, class boundaries were rendered unbridgable, and gender identities were molded to suit the British model.
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Sustainable development and African local government: can electronic training help build capacities? - Johnson, Hazel; Thomas, Alan (Compare: A Journal of Comparative and International Education, 2007)
Abstract A recent study carried out by European and African organizations into the potential for electronic distance training (EDT) on sustainability in African local governments concluded that EDT was both ‘useful and feasible’. This article reflects on some of the theoretical and practical implications of that study. It focuses on the connection between learning and sustainability and how EDT programmes might be designed and promoted. The paper argues that, while resource issues and poor access to Information and Communication Technologies (ICTs) create considerable constraints and point to the need for policies to improve access, in general the most important factors for successful capacity building relate to the design of learning programmes that take account of the work contexts and skill and capability requirements of those targeted as learners. ‘Useful’ and ‘feasible’ depend on (i) how work‐based and work‐related learning processes are understood and (ii) the conditions to promote learning within African local government. Keywords: AfricaElectronic distance trainingLocal governmentSustainabilityWorkplace learning Notes 1. Electronic Distance Training on Sustainability for African Local Governments 2. For the rest of this article, we use workplace learning to include work‐based and work‐related learning. 3. This section draws on Anton and Stamm, Citation2004. More information about the project can be found on http://www.editosia.org/. 4. Reported in the Indian Express, August 14th, 2005.
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African Americans and the Struggle for Opportunity in Florida Public Higher Education, 1947-1977 - Johnson, Larry; Cobb‐Roberts, Deirdre; Shircliffe, Barbara J. (History of Education Quarterly, 2007)
In the decades following World War II, access to higher education became an important vehicle for expanding opportunity in the United States. The African American-led Civil Rights Movement challenged discrimination in higher education at a time when state and federal government leaders saw strengthening public higher education as necessary for future economic growth and development. Nationally, the 1947 President's Commission on Higher Education report Higher Education for American Democracy advocated dismantling racial, geographic, and economic barriers to college by radically expanding public higher education, to be accomplished in large part through the development of community colleges. Although these goals were widely embraced across the country, in the South, white leaders rejected the idea that racial segregation stood in the way of progress. During the decades following World War II, white southern educational and political leaders resisted attempts by civil rights organizations to include desegregation as part of the expansion of public higher education.
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No Magic Bullet Here: An Analysis of the Impact of HIV/AIDS on Primary Education in Botswana and Malawi - Johnson, Tricia R. (2007)
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The Economic Impact of Climate Change on Kenyan Crop Agriculture: A Ricardian Approach - Karanja, Fredrick K; Kabubo-Mariara, Jane (Social Science Research Network, 2007)
This paper measures the economic impact of climate on crops in Kenya. The analysis is based on cross-sectional climate, hydrological, soil, and household level data for a sample of 816 households, and uses a seasonal Ricardian model. Estimated marginal impacts of climate variables suggest that global warming is harmful for agricultural productivity and that changes in temperature are much more important than changes in precipitation. This result is confirmed by the predicted impact of various climate change scenarios on agriculture. The results further confirm that the temperature component of global warming is much more important than precipitation. The authors analyze farmers' perceptions of climate variations and their adaptation to these, and also constraints on adaptation mechanisms. The results suggest that farmers in Kenya are aware of short-term climate change, that most of them have noticed an increase in temperatures, and that some have taken adaptive measures.
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Spatial and Temporal Genetic Structure of Anopheles arabiensis in Southern Zambia over Consecutive Wet and Drought Years - Kent, Rebekah J.; Mharakurwa, Sungano; Norris, Douglas E. (American Journal of Tropical Medicine and Hygiene, 2007)
No studies have addressed the spatial complexity of Anopheles arabiensis populations in Zambia or the effects of drought on the genetic structure of this species. We genotyped approximately 420 An. arabiensis at 12 microsatellite loci representing 18 collections from the Southern Province of Zambia. Collections spanned three transmission seasons and covered a wet year-drought year-wet year cycle. Anopheles arabiensis within the 2,000 km(2) of the Macha study region were panmictic, with high gene flow between Macha and Namwala, Zambia, which are 80 km apart. There was little evidence for genetic structuring among years, with no significant shifts in allele frequency distributions or observed heterozygosity, and no evidence for a genetic bottleneck despite a drastic reduction in mosquito numbers during the drought year. Anopheles arabiensis in southern Zambia has a large deme size, and the regional genetic structure of this species was little affected by an extended drought period.
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Teachers’ Constructions of Democracy: Intersections of Western and Indigenous Knowledge in South Africa and Kenya - Kubow, Patricia K. (Comparative Education Review, 2007)
Previous articleNext article No AccessTeachers’ Constructions of Democracy: Intersections of Western and Indigenous Knowledge in South Africa and KenyaPatricia K. KubowPatricia K. Kubow Search for more articles by this author PDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 51, Number 3August 2007 Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/518479 Views: 272Total views on this site Citations: 19Citations are reported from Crossref History © 2007 by the Comparative and International Education Society. All rights reserved.PDF download Crossref reports the following articles citing this article:Teguh Wijaya Mulya, Zulfa Sakhiyya, Ahmad Bukhori Muslim, Anne Suryani Locally-grounded, embodied, and spiritual: exploring alternative constructions of democratic education with/in Indonesian schools, Pedagogy, Culture & Society 7 (Oct 2022): 1–17.https://doi.org/10.1080/14681366.2022.2142840Lorraine van Blerk, Wayne Shand, Janine Hunter ‘Street citizenship’: informal processes of engaging youth as citizens through research and knowledge exchange in three African cities, Space and Polity 24, no.33 (Apr 2020): 330–345.https://doi.org/10.1080/13562576.2020.1747937Laura B. Liu, Qiong Li Culturally and Ecologically Sustaining Pedagogies: Cultivating Glocally Generous Classrooms and Societies, American Behavioral Scientist 63, no.1414 (May 2019): 1983–2006.https://doi.org/10.1177/0002764219850865Patricia K. Kubow Exploring Western and non-Western epistemological influences in South Africa: theorising a critical democratic citizenship education, Compare: A Journal of Comparative and International Education 48, no.33 (Apr 2017): 349–361.https://doi.org/10.1080/03057925.2017.1305881Laura Quaynor Remembering West African indigenous knowledges and practices in citizenship education research, Compare: A Journal of Comparative and International Education 48, no.33 (Mar 2018): 362–378.https://doi.org/10.1080/03057925.2018.1444468Serhiy Kovalchuk, Anatoli Rapoport Democratic citizenship education in non-Western contexts: implications for theory and research, Compare: A Journal of Comparative and International Education 48, no.33 (Mar 2018): 339–348.https://doi.org/10.1080/03057925.2018.1445964Patricia K. Kubow Chapter 12: Schooling Inequality in South Africa: Productive Capacities and the Epistemological Divide, (Jan 2018): 161–185.https://doi.org/10.1108/S1479-367920180000034016Ali Alkahtani Mohammed, Hussain Al-Qahtani Hanadi Promoting active participation of children with intellectual disabilities in social activities through citizenship education in disability centers in Tabuk, Saudi Arabia, Educational Research and Reviews 12, no.1919 (Oct 2017): 950–955.https://doi.org/10.5897/ERR2017.3348Eduardo Cavieres-Fernández Teacher counter stories to a citizenship education mega policy narrative. Preparing for citizenship in Chile, Journal of Curriculum Studies 49, no.44 (Jan 2017): 414–436.https://doi.org/10.1080/00220272.2016.1274783Susan Garnett Russell, Laura Quaynor Constructing citizenship in post-conflict contexts: the cases of Liberia and Rwanda, Globalisation, Societies and Education 15, no.22 (Sep 2016): 248–270.https://doi.org/10.1080/14767724.2016.1195723David Zyngier, María Delia Traverso, Adriana Murriello ‘Democracy will not fall from the sky.’ A comparative study of teacher education students’ perceptions of democracy in two neo-liberal societies: Argentina and Australia, Research in Comparative and International Education 10, no.22 (Mar 2015): 275–299.https://doi.org/10.1177/1745499915571709Laura J. Quaynor Researching citizenship education in Africa: Considerations from Ghana and Liberia, Research in Comparative and International Education 10, no.11 (Feb 2015): 120–134.https://doi.org/10.1177/1745499914567822Antonio J. Castro, Ryan T. Knowles Social Studies Education, (Jan 2015): 727–734.https://doi.org/10.1016/B978-0-08-097086-8.92090-7Ilham Nasser, Shelley Wong Examining social political contexts in teacher preparation in Palestine, Teaching Education 24, no.44 (Dec 2013): 427–446.https://doi.org/10.1080/10476210.2012.739600Madeleine Arnot, Fatuma N. Chege, Violet Wawire Gendered constructions of citizenship: young Kenyans' negotiations of rights discourses, Comparative Education 48, no.11 (Feb 2012): 87–102.https://doi.org/10.1080/03050068.2011.637765Wangui Mburu Indigenous Conceptions of Civic Education, (Jan 2012): 175–193.https://doi.org/10.1007/978-94-6091-702-8_11Paul K. Wainaina, Madeleine Arnot, Fatuma Chege Developing ethical and democratic citizens in a post-colonial context: citizenship education in Kenya, Educational Research 53, no.22 (May 2011): 179–192.https://doi.org/10.1080/00131881.2011.572366Diane Brook Napier African socialism, post-colonial development, and education: Change and continuity in the post-socialist era, (Dec 2010): 369–399.https://doi.org/10.1108/S1479-3679(2010)0000014017Lewis Asimeng-Boahene Educational Wisdom of African Oral Literature: African Proverbs as Vehicles for Enhancing Critical Thinking Skills in Social Studies Education, International Journal of Pedagogies and Learning 5, no.33 (Dec 2014): 59–69.https://doi.org/10.5172/ijpl.5.3.59
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A Ricardian Analysis of the Impact of Climate Change on African Cropland - Kurukulasuriya, Pradeep; Mendelsohn, Robert (Social Science Research Network, 2007)
This study examines the impact of climate change on cropland in Africa. It is based on a survey of more than 9,000 farmers in 11 countries: Burkina Faso, Cameroon, Egypt, Ethiopia, Ghana, Kenya, Niger, Senegal, South Africa, Zambia, and Zimbabwe. The study uses a Ricardian cross-sectional approach in which net revenue is regressed on climate, water flow, soil, and economic variables. The results show that net revenues fall as precipitation falls or as temperatures warm across all the surveyed farms. In addition to examining all farms together, the study examined dryland and irrigated farms separately. Dryland farms are especially climate sensitive. Irrigated farms have a positive immediate response to warming because they are located in relatively cool parts of Africa. The study also examined some simple climate scenarios to see how Africa would respond to climate change. These uniform scenarios assume that only one aspect of climate changes and the change is uniform across all of Africa. In addition, the study examined three climate change scenarios from Atmospheric Oceanic General Circulation Models. These scenarios predicted changes in climate in each country over time. Not all countries are equally vulnerable to climate change. First, the climate scenarios predict different temperature and precipitation changes in each country. Second, it is also important whether a country is already hot and dry. Third, the extent to which farms are irrigated is also important.
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A ricardian analysis of the impact of climate change on African cropland - Kurukulasuriya, Pradeep; Mendelsohn, Robert (RePEc: Research Papers in Economics, 2007)
This study examines the impact of climate change on cropland in Africa. It is based on a survey of more than 9,000 farmers in 11 countries: Burkina Faso, Cameroon, Egypt, Ethiopia, Ghana, Kenya, Niger, Senegal, South Africa, Zambia, and Zimbabwe. The study uses a Ricardian cross-sectional approach in which net revenue is regressed on climate, water flow, soil, and economic variables. The results show that net revenues fall as precipitation falls or as temperatures warm across all the surveyed farms. In addition to examining all farms together, the study examined dryland and irrigated farms separately. Dryland farms areespecially climate sensitive. Irrigated farms have a positive immediate response to warming because they are located in relatively cool parts of Africa. The study also examined some simple climate scenarios to see how Africa would respond to climate change. These uniform scenarios assume that only one aspect of climate changes and the change is uniform across all of Africa. In addition, the study examined three climate change scenarios from Atmospheric Oceanic General Circulation Models. These scenarios predicted changes in climate in each country over time. Not all countries are equally vulnerable to climate change. First, the climate scenarios predict different temperature and precipitation changes in each country. Second, it is also important whether a country is already hot and dry. Third, the extent to which farms are irrigated is also important.
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Focus on CSIR research in pollution waste: South African mercury assessment (SAMA) programme - Leaner, Joy (2007)
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The perception of and adaptation to climate change in Africa - Maddison, David (RePEc: Research Papers in Economics, 2007)
The objective of this paper is to determine the ability of farmers in Africa to detect climate change, and to ascertain how they have adapted to whatever climate change they believe has occurred. The paper also asks farmers whether they perceive any barriers to adaptation and attempts to determine the characteristics of those farmers who, despite claiming to have witnessed climate change, have not yet responded to it. The study is based on a large-scale survey of agriculturalists in 11 African countries. The survey reveals that significant numbers of farmers believe that temperatures have already increased and that precipitation has declined. Those with the greatest experience of farming are more likely to notice climate change. Further, neighboring farmers tell a consistent story. There are important differences in the propensity of farmers living in different locations to adapt and there may be institutional impediments to adaptation in some countries. Although large numbers of farmers perceive no barriers to adaptation, those that do perceive them tend to cite their poverty and inability to borrow. Few if any farmers mentioned lack of appropriate seed, security of tenure, or market accessibility as problems. Those farmers who perceive climate change but fail to respond may require particular incentives or assistance to do what is ultimately in their own best interests. Although experienced farmers are more likely to perceive climate change, it is educated farmers who are more likely to respond by making at least one adaptation.
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The impact of climate change on African agriculture: a ricardian approach - Maddison, David; Manley, Marita; Kurukulasuriya, Pradeep (RePEc: Research Papers in Economics, 2007)
This paper uses the Ricardian approach to examine how farmers in 11 countries in Africa have adapted to existing climatic conditions. It then estimates the effects of predicted changes in climate while accounting for whatever farmer adaptation might occur. This study differs from earlier ones by using farmers'own perceptions of the value of their land. Previous research, by contrast, has relied on either observed sale prices or net revenues, sometimes aggregated over geographically large tracts of terrain. The study also makes use of high resolution data describing soil quality and runoff.Furthermore, it tackles the challenges involved in modeling the effect of climate on agriculture in a study that includes countries in the northern and southern hemispheres, as well as the tropics. The study confirms that African agriculture is particularly vulnerable to climate change. Even with perfect adaptation, regional climate change by 2050 is predicted to entail production losses of 19.9 percent for Burkina Faso and 30.5 percent for Niger. By contrast, countries such as Ethiopia and South Africa are hardly affected at all, suffering productivity losses of only 1.3 percent and 3 percent, respectively. The study also confirms the importance of water supplies as measured by runoff, which, being affected by both temperature and precipitation, may itself be highly sensitive to climate change.
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Nigeria - State Education Sector Project : procurement plan for Kewara State - Malife, Ngozi Blessing (2007)
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Measuring Emotional Intelligence in English and in the Native Language of Students in South Africa - Maree, Jacobus G.; Eiselen, Riëtte (Psychological Reports, 2007)
800 students in Grades 9 and 11 from schools in the Sekhukhuneland, Nebo, and Apel regions of the Limpopo Province of South Africa completed the English and the Pedi version of the Bar-On Emotional Quotient Inventory in 2004 after the test was translated into Pedi language. Although there was some consistency between the answers to the same item in the two languages, it was low in general. Nuance differences in meaning probably contributed to the low consistency.
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Student Engagement in Some Ethiopian Private Higher Education Institutions - Mekonnen, Dawit (2007)
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Continuing professional development for principals: A South African perspective - Mestry, Raj; Singh, Pritam (South African Journal of Education, 2007)
We explore the rationale for school managers in South Africa to enrol for a new practice-based qualification and determine the perceptions of principals on how the Advanced Certificate in Education (ACE) course influences their leadership style. The task of being a principal is demanding, requiring energy, drive, and many personal qualities and attributes. Principals, involved in the day-to-day management of their schools, need to take time to reflect on their personal growth as leaders and managers. The expectations of principals have moved from demands of management and control to the demands for an educational leader who can foster staff development, parent involvement, community support, and learner growth, and succeed with major changes and expectations. Developing principals and providing them with the necessary knowledge, skills, values and attitudes becomes increasingly important as the dynamic and changing educational culture becomes increasingly difficult. Using a qualitative paradigm, we investigated the perceptions of principals on how the ACE course influenced their leadership style. The ACE course was conceived as a form of continuing professional development which has the purpose of equipping principals for the positions they occupy, or enabling teachers to move into an education leadership and management career path.
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An overview of education management in South Africa - Moloi, Kholeka Constance (South African Journal of Education, 2007)
I examine three main issues, which are directly linked to school management developments in South Africa since 1994: school leadership and management; professionalisation of principalship through the South African Standard for School Leadership (SASSL); and leading and managing the learning school. In exploring these issues I draw mainly on a systematic and comprehensive literature review of school leadership, management, and governance, commissioned by the Matthew Goniwe School of Leadership and Governance (MGSLG). The aim of the desk research was to establish 'what is known' and 'what still needs to be known' about educational leadership, management, and governance in South Africa. I also draw upon the work of the Education Management Task Team (EMTT), commissioned by the Directorate of Education Management and Governance Development in the National Department of Education. Their work drew upon the South African Schools Act (SASA) and, specifically, the recommendations of the Ministerial Task Team on Educational Management. The EMTT brief was to develop a policy framework for school leadership and management development, training and implementation, and to devise a South African Standard for School Leadership which would inform professional educational leadership programmes, leading to a National Professional Qualification for Principalship (SANPQP). The SASSL would provide a clear role description for principals, set out what is required of principals, and identify key areas of principalship.
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Physical facilities and academic performance of science in Ruchu Girls Secondary School, Maragua District, Kenya - Mwangi, Daniel Waicigo (2007)
A Research report submitted to the Institute of Continuing and Distance Studies Kampala International University In partial fulfillment of the requirement for the Degree Bachelor of Education in Science
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African-American Students’ Perceptions of the Dietetics Major: A Qualitative Analysis - Nickols‐Richardson, Sharon M.; Felton, Teena M.; Hosig, Kathy; Serrano, Elena (Journal of The American Dietetic Association, 2007)
To state African-American non-dietetics students’ perceptions of the dietetics major and reasons for not selecting dietetics as a major.
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Factors affecting Academic Performance of Secondary School Students in Nyandarua District, Kenya. - Njoroge, Ruth Kiome (2007)
A research report submitted to the Institute of Continuing and Distance Studies in Partial Fulfillment for the Requirement of a Bachelors Degree of Education in Biology with Guidance and Counseling of Kampala International University.
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Knowledge of HIV/AIDS, sexual behaviour and prevalence of sexually transmitted infections among female students of the University of Buea, Cameroon - Nkuo‐Akenji, Theresa; Nkwesheu, Armand; Nyasa, Raymond Babila; Tallah, Esther; Ndip, Roland N.; Angwafo, Fru (African Journal of AIDS Research, 2007)
The study investigates the cognitive effect of knowledge and protective practices on the prevalence of HIV and some sexually transmitted infections (STIs) among female students of the University of Buea, Cameroon. A cross-sectional study involving the analysis of a questionnaire completed by 522 female students and the voluntary testing of 108 sexually active females for HIV, syphilis, Chlamydia and gonorrhoea was carried out. Knowledge of the protective effects of abstinence, condom-use and fidelity were independent of sexual practices (OR = 0.86, p = 0.611, φ = 0.22; OR = 1.26, p = 0.213, φ = 0.05; and OR = 1.18, p = 0.344, φ = 0.029, respectively). The prevalence of HIV, syphilis, Chlamydia and gonorrhoea among the participants tested was 3.9%, 6.1%, 24.1% and 30.1%, respectively. We conclude that relatively high prevalence of STIs among female students of the University of Buea stems from inadequate knowledge of the major modes of STI/HIV transmission and inadequate use of preventive methods.
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Estimating the burden of disease attributable to indoor air pollution from household use of solid fuels in South Africa in 2000. - Norman, Rosana; Barnes, Brendon; Mathee, Angela; Bradshaw, Debbie (PubMed, 2007)
To estimate the burden of respiratory ill health in South African children and adults in 2000 from exposure to indoor air pollution associated with household use of solid fuels.World Health Organization comparative risk assessment (CRA) methodology was followed. The South African Census 2001 was used to derive the proportion of households using solid fuels for cooking and heating by population group. Exposure estimates were adjusted by a ventilation factor taking into account the general level of ventilation in the households. Population-attributable fractions were calculated and applied to revised burden of disease estimates for each population group. Monte Carlo simulation-modelling techniques were used for uncertainty analysis.South Africa.Black African, coloured, white and Indian children under 5 years of age and adults aged 30 years and older.Mortality and disability-adjusted life years (DALYs) from acute lower respiratory infections in children under 5 years, and chronic obstructive pulmonary disease and lung cancer in adults 30 years and older.An estimated 20% of South African households were exposed to indoor smoke from solid fuels, with marked variation by population group. This exposure was estimated to have caused 2,489 deaths (95% uncertainty interval 1,672 - 3,324) or 0.5% (95% uncertainty interval 0.3 - 0.6%) of all deaths in South Africa in 2000. The loss of healthy life years comprised a slightly smaller proportion of the total: 60,934 DALYs (95% uncertainty interval 41,170 - 81,246) or 0.4% of all DALYs (95% uncertainty interval 0.3 - 0.5%) in South Africa in 2000. Almost 99% of this burden occurred in the black African population.The most important interventions to reduce this impact include access to cleaner household fuels, improved stoves, and better ventilation.
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Estimating the burden of disease attributable to urban outdoor air pollution in South Africa in 2000. - Norman, Rosana; Cairncross, Eugene; Witi, Jongikhaya; Bradshaw, Debbie (PubMed, 2007)
To quantify the mortality burden attributed to urban outdoor air pollution in South Africa in 2000.The study followed comparative risk assessment (CRA) methodology developed by the World Heath Organization (WHO). In most urban areas, annual mean concentrations of particulate matter (PM) with diameters less than 10 microm (PM10) from monitoring network data and PM with diameters less than 2.5 microm (PM2.5) derived using a ratio method were weighted according to population size. PM(10) and PM(2.5) data from air-quality assessment studies in areas not covered by the network were also included. Population-attributable fractions calculated using risk coefficients presented in the WHO study were weighted by the proportion of the total population (33%) in urban environments, and applied to revised estimates of deaths and years of life lost (YLLs) for South Africa in 2000.South Africa.Children under 5 years and adults 30 years and older.Mortality and YLLs from lung cancer and cardiopulmonary disease in adults (30 years and older), and from acute respiratory infections (ARIs) in children aged 0 - 4 years.Outdoor air pollution in urban areas in South Africa was estimated to cause 3.7% of the national mortality from cardiopulmonary disease and 5.1% of mortality attributable to cancers of the trachea, bronchus and lung in adults aged 30 years and older, and 1.1% of mortality from ARIs in children under 5 years of age. This amounts to 4,637 or 0.9% (95% uncertainty interval 0.3 - 1.5%) of all deaths and about 42,000 YLLs, or 0.4% (95% uncertainty interval 0.1 - 0.7%) of all YLLs in persons in South Africa in 2000.Urban air pollution has under-recognised public health impacts in South Africa. Fossil fuel combustion emissions and traffic-related air pollution remain key targets for public health in South Africa.
openalex: W2101927986 mag: 2101927986
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‘Talk what others think you can't talk’: HIV/AIDS clubs as peer education in Ugandan schools - Norton, Bonny; Mutonyi, Harriet (Compare: A Journal of Comparative and International Education, 2007)
The clubs will do peer education; the clubs will be a forum for affected students to share their experiences. (HIV/AIDS Technical Advisor, Ministry of Education, 4 October 2004 Ministry of Education, Uganda. 2004. PIASCY: helping pupils to stay safe, Kampala: Fountain Publishers. [Google Scholar]) The clubs extend what we do in the communities. We train the leaders so that they can do peer education. (AIDS health official, 2 October 2004) In this article, we make the case that HIV/AIDS clubs in Ugandan schools provide valuable information to students who may not have easy access to health services. As one club motto suggests, the clubs ‘talk what others think you can't talk’. The innovative peer education methods, which include drama, popular culture and community outreach all have great appeal to youth, and provide unique opportunities for female students to raise gender issues and develop leadership skills. We conclude that innovative adaptation of the Ugandan model may complement other HIV/AIDS educational programmes in Africa and beyond.
openalex: W2090536435 mag: 2090536435
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Image of the Educational Counselor in Government Schools in Northern Governorates of Palestine as Perceived by School Principals - Qader, Rasmyah Abdel (Maǧallaẗ ǧāmiʿaẗ al-naǧāḥ al-abḥāṭ. Al-ʿul-um al-insāniyyaẗ, 2007)
This study sought to identify the image of the educational counselor as perceived by school principals. It also sought to find out the role of sex, place of work, age, and years of experience, marital status and academic qualification in shaping this negative or positive image. The population of the study consisted of 642 principals of both sexes in northern governorates of Palestine: Nablus, Qalqilya, Salfit, Kabatiya, Jenin and Tulkarm. The sample of the study, randomly selected, consisted of 134 principals, or 20.9% of the population of the study. The researcher developed a questionnaire and distributed it among the subjects of the study. She also conducted interviews with a representative sample of the principals. After data collection and analysis, using SPSS, it was found that the school principals had a high positive attitude towards the school counselors. The arithmetic average of the subjects’ responses was 3.89 or 77.8%. In addition, the results showed significant statistical differences in variables, place of work in favor of city over village, and years of experience in favor of people with more than 20 years of experience over those with 6-20 years of experience. However, there were no statistically significant differences in variables of sex, academic qualification, marital status and age. In the light of these findings, the researcher recommends further clarification of the concept of educational counseling and its process through mass media, print and electronic, to make the information accessible to all sections of the society. In addition, a private room has to be allocated for the educational counselor in order to do his/her work effectively and efficiently. هدفت الدراسة الى التعرف على الصورة الذهنية عن المرشد التربوي في المدارس الحكومية في محافظات شمال فلسطين كما يدركها المديرون والمديرات فيها، كما هدفت التعرف إلى دور متغيرات الدراسة (الجنس، ومكان العمل، والعمر، وسنوات الخبرة، والحالة الاجتماعية، والمؤهل العلمي) على هذه الصورة. تكون مجتمع الدراسة من (642) مديراً ومديرة في محافظات شمال فلسطين (نابلس، وقلقيلية، وسلفيت، وقباطيه، وجنين، وطولكرم)، أما عينة الدراسة فقد تكونت من (134) مديراً ومديرة، والتي تم اختيارها بالطريقة الطبقية العشوائية وقد شكلت ما نسبته (20.9%) من مجتمع الدراسة. وتوصلت الدراسة إلى أن الصورة الذهنية للمرشد التربوي كما يدركها المديرون والمديرات كانت ايجابية بدرجة عالية، اذ حصلت على متوسط حسابي (3.89) ونسبة مئوية (77.8%). واظهرت النتائج وجود فروق ذات دلالة احصائية في متغير مكان العمل ولصالح المدينة على القرية، و متغير سنوات الخبرة، ولصالح أصحاب الخبرة (أكثر من 20 سنة) على أصحاب الخبرة (6-20 سنة)، بينما لم تكن الفروق دالة إحصائياً تبعاً لمتغيرات الجنس، والمؤهل العلمي، والحالة الاجتماعية، والعمر.
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West Bank Barrier Decreases Access to Schools and Health Services - Qato, Dima M.; Doocy, Shannon; Tsuchida, Deborah; Greenough, P. Gregg; Burnham, Gilbert (Prehospital and Disaster Medicine, 2007)
In 2001, the Israeli government announced the construction of the West Bank barrier. The stated purpose of construction to prevent attacks by Palestinians on Israeli citizens. In a subsequent advisory opinion, the International Court of Justice decided the wall would block access to health care and education, and was "contrary to international law".The Barrier, with its limited number of gates, has been criticized by humanitarian agencies for limiting access of Palestinians to employment, health care, and education, but was defended by the Israeli government as an important security measure.A survey of key informants was conducted in May 2004 at 78 health facilities and 121 schools in the northern West Bank districts ofJenin, Qalqilya, and Tulkarem, in order to assess the impact of the Barrier on access and use of health and educational services.The Barrier negatively affected access to education and health care, in terms of statistically significant increases in distance and travel time to schools and health facilities. In several areas, service utilization, assessed by weekly visits to health facilities and student enrollment, was affected by barrier construction, although these findings were not statistically significant. A significant decrease in staff attendance was observed at health facilities and schools.The Barrier may have long-term effects on access and utilization of health and educational services among Palestinians in the northern West Bank.
openalex: W1833464312 mag: 1833464312
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IT-BASED TEACHING AND LEARNING SYSTEMS USED IN THE DEPARTMENT OF EDUCATION IN PAPUA NEW GUINEA - Rapese, Damien; Tapo, Michael; Volmer, John (한국멀티미디어학회 국제학술대회, 2007)
Worldwide there is an increasing use of ICT based resources to promote and enhance teaching and learning experiences for both formal and non formal education and training activities for all sectors of society. The pace of global ICT developments continues to impact all sectors of society. Successive governments in Papua New Guinea have been trying to address the complex issues of the development of a national ICT policy and privatization/competition in the telecommunications marketplace. For the education sector in PNG where the vast majority of schools and students are in rural communities, the issues are more complex. Basic infrastructure requirements such affordable electricity supply, school buildings to accommodate ICT resources, and affordable communications bandwidth require resolution prior to the introduction of any ICT based resources. Ongoing technical support and the training of teachers in rural locations is an additional recurrent cost that must be serious addressed at the national and provincial levels for any program to succeed. This paper highlights the experiences to date of a number of initiatives to introduce teachers and students to ICT resources in selected vocational and secondary schools in Papua New Guinea.
openalex: W2265688877 mag: 2265688877
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Ministerial training and theological education in the Methodist Church of Southern Africa : the road ahead - Richardson, Neville (Missionalia : Southern African Journal of Mission Studies, 2007)
The Methodist Church of Southern Africa is not unique among churches in its struggle to train its ministers, but there are features that make its particular struggle distinctive. Four background features are most notable: the interface of missionary colonialism and indigenous culture, the impact of apartheid, the rise of significant ecumenical training schemes, and their fall just as the new South Africa emerged. The intertwining of these features adds to the complexity of the situation. The culminating question is: Quo vadis Methodist ministerial training and theological education in Southern Africa in the Twenty-first Century?
openalex: W1585050644 mag: 1585050644
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Focus on CSIR research in pollution waste: South African national spatial biodiversity assessment 2004 (Technical report volume 2: river component) - Roux, Dirk J. (2007)
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HIV-associated cognitive impairment in sub-Saharan Africa—the potential effect of clade diversity - Sacktor, Ned; Nakasujja, Noeline; Robertson, Kevin; Clifford, David B. (Nature clinical practice neurology, 2007)
In the US, HIV dementia occurs in 10-15% of HIV-positive individuals with advanced infection. The prevalence of HIV dementia in sub-Saharan countries, where the vast majority of individuals with HIV reside, is largely unknown. This Review will summarize our current understanding of HIV-associated cognitive impairment in resource-limited settings, focusing specifically on the countries of sub-Saharan Africa. We will describe the frequency of HIV dementia and HIV-associated cognitive impairment from several case series in the sub-Saharan region. We will then summarize recent studies from Uganda and Ethiopia that included detailed neuropsychological assessments. The potential influence of clade diversity on HIV-associated cognitive impairment will be discussed. Differences between the results of the studies in Uganda and in Ethiopia raise the possibility that HIV subtypes might have different biological properties with respect to their capacity to cause HIV-associated cognitive impairment. Further studies are needed to determine the true prevalence of HIV dementia in sub-Saharan Africa and to establish whether specific clade subtypes might influence the presentation of neurological complications.
openalex: W2012169171 mag: 2012169171
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The Education Market in Egypt: A Game Theory Approach - Selim, Tarek H. (Social Science Research Network, 2007)
Education in Egypt has been an economic paradox for a long time and there is urgent need for change. The Egyptian Constitution guarantees the of education in all its stages for every citizen free of charge in state educational institutions. Yet, there is overwhelming evidence suggesting that such a right is not exercised without the heavy financial burden of private tutoring and other overhead educational expenses, in addition to pressing problems of the educated unemployed and the opportunity cost of expenditure on critical problems such as illiteracy. This research paper will tackle such an urgent topic based on a game theory and decision science approach. The research will focus on higher education and government subsidization from an economic productivity point of view based on a multitude of factors. These include opportunity costs, private tutoring costs, lifetime earnings, government expenditures on education, private returns to education, unemployment, differential labor productivity, incremental income and human capital externalities to social gains. The analysis will be integrated into a three-stage game theory model. The main outcome yields that the constitutional right of ‘free education for all’ is not economically efficient and yields excessive social losses in the long run. On the other hand, lifting all subsidization also does not yield to an efficient outcome. Targeted partial subsidization achieves an efficient outcome.
openalex: W3205306071 mag: 3205306071
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Tinea capitis among children at one suburban primary school in the City of Maputo, Mozambique - Sidat, Mohsin; Correia, Della; Buene, Titos (Revista da Sociedade Brasileira de Medicina Tropical (Impresso), 2007)
This study evaluated the prevalence of Tinea capitis among schoolchildren at one primary school and also identified the causative agents. Scalp flakes were collected from children presenting clinical signs suggestive of Tinea capitis. Dermatophytes were identified by following standard mycological procedures. This study found a clinical prevalence of Tinea capitis of 9.6% (110/1149). The dermatophytes isolated were Microsporum audouinii, Trichophyton violaceum, and Trichophyton mentagrophytes. The most prevalent causative agent in this study was Microsporum audouinii, thus confirming the findings from previous cross-sectional studies carried out in the city of Maputo.
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Editorial Comments—”West Bank Barrier Decreases Access to Schools and Health Services” - Stratton, Samuel J. (2007)
An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
openalex: W1882687179 mag: 1882687179
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Children Reading Habits and Availability of Books in Botswana Primary Schools: Implications for Achieving Quality Education. - Tella, Adenyinka; Akande, Samson Oyeniyi (The Reading Matrix : an International Online Journal, 2007)
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An evaluation of the appropriateness of agriculture textbooks used in Kenyan secondary schools - Thambura, Joshua M (2007)
openalex: W2269409641 mag: 2269409641
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Abrupt climate change in southeast tropical Africa influenced by Indian monsoon variability and ITCZ migration - Tierney, Jessica E.; Russell, James M. (Geophysical Research Letters, 2007)
The timing and magnitude of abrupt climate change in tropical Africa during the last glacial termination remains poorly understood. High‐resolution paleolimnological data from Lake Tanganyika, Southeast Africa show that wind‐driven seasonal mixing in the lake was reduced during the Younger Dryas, Inter‐Allerød Cool Period, Older Dryas, and Heinrich Event 1, suggesting a weakened southwest Indian monsoon and a more southerly position of the Inter‐Tropical Convergence Zone over Africa during these intervals. These events in Lake Tanganyika, coeval with millennial and centennial‐scale climate shifts in the high latitudes, suggest that changes in ITCZ location and Indian monsoon strength are important components of abrupt global climate change and that their effects are felt south of the equator in Africa. However, we observe additional events in Lake Tanganyika of equal magnitude that are not correlated with high‐latitude changes, indicating the potential for abrupt climate change to originate from within tropical systems.
openalex: W1971640754 mag: 1971640754
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Partnership between Public and Private Higher Education Institutions in Ethiopia: Some Key Policy Options - W, Haileleul Zeleke (2007)
openalex: W2614664295 mag: 2614664295
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Welcome to Ghana: Agribusiness Management Education - Yamoah, Fred A. (2007)
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Teaching strategies - 8. Interactive style: supporting Dinka background speakers from southern Sudan - Yates, Lynda (2007)
openalex: W2943297369 mag: 2943297369
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Government Policies and Institutional Responsibilities of Private Higher Education Institutions in Ethiopia - Yizengaw, Teshome (2007)
openalex: W2617262473 mag: 2617262473
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Continuing professional development (CPD) in state‐owned university libraries in Ghana - Adanu, Theodosia (Library Management, 2007)
Purpose The aim of the research was to find out if the work environment of professional librarians in the five state‐owned university libraries in Ghana encouraged continuing professional development (CPD) and to discover who the librarians felt should be responsible for this. Design/methodology/approach The research was carried out among professional librarians in the five state‐owned university libraries in Ghana. The study was to find out if their work environment encouraged CPD. The study further investigated who the employees felt should be responsible for their CPD. The importance of a plan for effective CPD was also discussed. Finally, benefits of CPD to the individual professional were looked at. The survey method was used. The instruments for data collection were the questionnaire and interviews. Findings The study found that the library environment in the state‐owned universities was supportive to a large extent of CPD. The study revealed that the professional librarian's involvement in CPD was a shared responsibility of the library and the individual. Some benefits derived from CPD by the professional librarians were job advancement and updated skills leading to competence. Originality/value It is hoped that the study will encourage library management especially in universities to consider formulating and writing down CPD policies and also to adopt management styles that will make them “learning organisations.”
openalex: W1990600704 mag: 1990600704
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Assessment of the exposure of two fish species to metals pollution in the Ogun river catchments, Ketu, Lagos, Nigeria - Adeniyi, A. A.; Yusuf, K. A.; Okedeyi, O. O. (Environmental Monitoring and Assessment, 2007)
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Climate change: Africa gets ready - Fleshman, Michael (Africa Renewal, 2007)
It was not an easy life. But for fisherman Mohammadu Bello and his nine children the shallow waters of Lake Chad, a vast body of fresh water at the intersection of Niger, Chad, Nigeria and Cameroon, at least provided a living. Sales of lake catfish were brisk at the Doron Baga fish market, sustaining his family. But no more. Over the past 30 years the lake has steadily retreated from its former shores, leaving Mr. Bello and his neighbours high and dry and raising the prospect that the lake — once one of Africa’s largest — could vanish entirely. “Some 27 years ago when I started fishing on the lake,” he told the British Broadcasting Corporation in January, “we used to catch fish as large as a man.” Now, he said, the fish are small and what little is available is trucked into the market over the dry lakebed.
openalex: W2549075099 mag: 2549075099
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Impact of climate change on agriculture in Africa by 2030 - Ngaira, Josephine K. W. (Scientific Research and Essays, 2007)
Concerns about climate change are global and real. As all communities try to get adapted to the challenges of their local climate, they are today sensitive to its variations. Third World coun-tries, particularly Africa are threatened by the predicted effects of climate change because of their economic dependence on climate for development whose backbone is agriculture. There is strong evidence from the World Meteorological Organization (WMO), Intergovernmental Panel on Climate Change (IPCC) and United Nations Environmental Programme (UNEP) that the observed increases in greenhouse gases particularly Carbon dioxide (CO2) may lead to global warming, sea level rise and space-time changes in climatic zones and seasons on the globe. To come up with climate change associated impacts on agriculture in Africa, the study evaluated climate related researches conducted on snow capped mountains in Africa (Mt Kilimanjaro), fishing in inland lakes (Lake Victoria, Baringo), Agriculture in the Semi-arid lands of East Africa and irrigation projects in Africa (Gezira in Egypt) It was established that Africa is already experiencing the devastating impacts of climate change as seen in frequent floods and droughts and shift in marginal agricultural systems. If the predicted temperature increase of 4.5 degrees centigrade is realized by the year 2030, then agricultural systems in Africa will be seriously affected particularly the food security section. There will be reduced land for agriculture because the high agricultural potential areas will become arid, Coastal areas will be submerged, affecting fishing and human settlement, there will be increased desertification and disappearance of ice and snow on the mountains. The effects of climate change may include: reduced agricultural land use due to submergence of coastal regions and increased aridity in the tropical high agricultural potential regions, there will be increased incidences of farm pests and diseases, over cultivation, food insecurity and poverty especially in Tropical regions. Africa will face serious challenges in her endeavor to adapt to new mechanisms of food production for sustainable development Key words: Carbon dioxide sink, marginal agriculture, Sahelian drought, human activities, climate change.
openalex: W2121061290 mag: 2121061290
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Spectral properties and reflectance curves of the revealed volcanic rocks in Syria using radiometric measurements - Rukieh, M.; Al-Kafri, A. M.; Khalaf, A. W. (International Journal of Remote Sensing, 2007)
This research aimed at studying the spectral reflectance intensity of different exposed volcanic rocks in Syria, and drawing their curves by radiometer measurements. In order to reach this goal, we have studied different kinds of volcanic rocks related to different ages, from the Jurassic until the recent Quaternary, and composed of fresh and altered basalt, phonolite and volcanic tuff.
openalex: W2101191985 mag: 2101191985
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Can diatom-based pollution indices be used for biomonitoring in South Africa? A case study of the Crocodile West and Marico water management area - Taylor, Jonathan C.; Prygiel, J.; Vosloo, André; Rey, Pieter A. de la; Rensburg, L. van (Hydrobiologia, 2007)
openalex: W2154882996 mag: 2154882996
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Educating Children with Learning Disabilities in Africa - Abosi, Okey (Learning Disabilities Research and Practice, 2007)
The increase in the number of slow learners and children with learning disabilities in schools in Africa has become a major issue and concern. The situation is reflected in various school‐leaving examinations, where an average of 30 percent of the results are below average or failures each year. Although there are no statistical records available in most African countries on the number of children and youth with learning disabilities, it is believed that about 8 percent of the students in school are experiencing learning difficulties in the classroom. Diverse factors contribute to the large number of school difficulties, including overcrowded classrooms, poverty, health issues, shortages of experienced teachers, traditional beliefs, lack of teaching materials, school expectations, and motivational issues. I examine the state of education for students with learning difficulties in Africa, focusing especially on Botswana but also including information from other countries, and consider the concept, prevalence, causes, provision of services, and difficulties in providing effective services for children with learning disabilities.
openalex: W2101142983 mag: 2101142983
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Perception of teachers' knowledge, attitude and teaching skills as predictor of academic performance in Nigerian secondary schools - Adediwura, Alaba Adeyemi; Tayo, Bada (Educational Research Review, 2007)
The study investigated the relationship/effect of students’ perception of teachers’ knowledge of subject matter, attitude to work and teaching skills on students’ academic performance. The population consisted of senior secondary three (SS.III) students in the South West Nigeria senior secondary schools. The study sample consisted of 1600 purposively selected SSS III students from 15 selected secondary schools. A questionnaire with four sections was developed and administered on the subjects. It is a test battery with section A containing the demographic data and the remaining three sections containing twenty items each. The instrument has a test-retest reliability of 0.64 over a period of two weeks (n = 40, r = 0.64, ρ = < .05) an internal consistency (K - R20) reliability of 0.72 (ρ < .05) and a Cronbach coefficient alpha 0.70. The collected data were analyzed using simple percentages, Pearson Product Moment Correlation and chi-square statistics to test the three hypotheses generated in the study. The result show that students’ perception of teachers’ knowledge of subject matter, attitude to work and teaching skills has a significant relationship on students’ academic performance. Key words: Perception, Teachers' knowledge, attitude and teaching skills, Predictors of academic performance.
openalex: W2128071615 mag: 2128071615
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Students anxiety towards the learning of Chemistry in some Nigerian secondary schools - Jegede, Supo (Educational Research Review, 2007)
The study was designed to find out students’ anxiety towards the learning of chemistry, identify the factors that cause the anxiety, examine the disposition of sex towards the learning of chemistry and suggest ways to increase their taste towards the learning of the subject. Data for the study was obtained by administering a questionnaire to 300 respondents involved in the study. The data obtained were analyzed using frequency counts, percentages and stanine test. The findings of the study revealed that the students, whether male or female, urban or rural based, show great anxiety towards the learning of chemistry and that the anxiety is higher in female and rural based students than male and urban based students. The cause of students’ anxiety as revealed by the study include: wide coverage of the syllabus, low awareness of career opportunities, their teacher and his teaching methods and lack of teaching aids / laboratory. Key words: Anxiety, learning, performance, disposition, perception, prospect.
openalex: W1949062274 mag: 1949062274
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The issue of poverty in the provision of quality education in Kenyan secondary schools - Mualuko, Ndiku J. (Educational Research Review, 2007)
Poverty which can be defined in terms of extreme, moderate and relative poverty is a threat to existence of humanity in modern times especially in the developing world. Worst hit are countries in Sub Saharan Africa. The millennium development agenda set to reduce poverty by a half by the year 2015.This expresses the global commitment in ensuring that the living standards of mankind. In Kenya the wish to alleviate poverty has been articulated since independence through various sessional papers, commissions, taskforces and development plans. Several proposals have been made in these documents on how to reduce poverty. However, the challenges of poverty still abound in Kenya. These challenges threaten provision of social services among majority of Kenyans who total about 56%. One of the basic social services which are highly threatened is the provision of quality education. This paper articulates the issue of poverty in provision of quality education. Causes, characteristics, and effects of poverty in Kenya are discussed. Indictors of quality education are discussed along with the government’s efforts to reduce poverty and realize provision of education to most of the deserving citizens. Conclusions are drawn from the discussions and recommendation made on how best to address the affects of poverty in the provision of quality education.
openalex: W1898420181 mag: 1898420181
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The burden of malaria in Sudan: incidence, mortality and disability – adjusted life – years - Abdalla, Safa I.A.; Malik, Elfatih Mohamed; Ali, Kamil M (Malaria journal (Online), 2007)
Estimating the burden of malaria in Sudan is important for evidence-based planning of malaria control. Estimates of malaria burden in terms of DALYs (Disability Adjusted Life Years) were not developed locally. This study synthesized information from different sources to calculate malaria incidence, mortality and DALYs lost in Sudan in 2002.A search for local studies and reports providing epidemiological data on malaria in Sudan was conducted. Preliminary estimates of incidence rate, case fatality rate and mortality rate were developed from the data found. The preliminary estimates were processed in the disease modelling computer software, DisMod II, to produce internally consistent mortality and incidence rates, which were used to calculate DALYs lost due to malaria.Malaria incidence in Sudan was estimated to be about 9 million episodes in 2002 and the number of deaths due to malaria was about 44,000. 2,877,000 DALYs were lost in Sudan in 2002 due to malaria mortality, episodes, anaemia and neurological sequelae. Children under five years of age had the highest burden. Males had the highest incidence and mortality, but females lost more DALYs.Formal health system data underestimated malaria burden. The burden estimates can be useful in informing decision making, although uncertainty around them needs to be quantified. Epidemiological research is needed to fill data gaps and update the estimates.
openalex: W1982843565 mag: 1982843565
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Sierra Leone: teaching through drama. - November, Lucy (PubMed, 2007)
openalex: W2414840187 mag: 2414840187
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Seroprevalence of Syphilis and HIV-1 during Pregnancy in a Teaching Hospital in Northwest Ethiopia - Mulu, Andargachew; Kassu, Afework; Tessema, Belay; Yismaw, Gizachew; Tiruneh, Moges; Moges, Feleke; Wondmikun, Yared; Nishikawa, Takeshi; Ota, Fusao (Japanese Journal of Infectious Diseases, 2007)
Ethiopia is one of the countries in which sexually transmitted infections are highly prevalent. However, the data needed to present a realistic picture of the infections are lacking. This study was therefore designed to determine the seroprevalence of syphilis and HIV-1 among pregnant women at the University of Gondar Teaching Hospital. A prospective cross-sectional hospital-based study was conducted between March and June, 2005. Blood samples were collected from 480 pregnant women attending the antenatal clinic of the hospital. Sera were tested for syphilis using the Rapid Plasma Regain (RPR) and Treponema pallidum hemagglutination (TPHA) kits, and serostatus for HIV infection was checked using rapid HIV diagnostic test kits following the manufacturers’ instructions. The mean (±SD) age of the study participants was 26.1 (±7.2) years. The seroprevalence of syphilis was 1%. Antibodies against HIV-1 were detected in 9.6% of the pregnant women. A higher HIV-1 prevalence (13%) was observed in the 25- to 29-year-old age group followed by the 30- to 34-year-old age group (10.2%). Only one subject (2.2%) was found to be positive for both HIV-1 and syphilis. The data indicated a relatively declined prevalence of syphilis and HIV-1 among pregnant women in an urban antenatal clinic. However, incidence and behavioral studies are required to substantiate the findings.
openalex: W1502806214 mag: 1502806214
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The pattern of soil-transmitted nematode infections in primary school children of the Kumba Health District, South-West Cameroon. - Kj, Ndamukong; Ma, Ayuk; Js, Dinga; Tn, Akenji; Va, Ndiforchu; Vp, Titanji (PubMed, 2007)
Biomedical studies accompanied by a questionnaire survey were carried out on 803 pupils of classes 3, 5 an 7 attending 17 primary schools in the Kumba Health District to determine the prevalence of soil - transmitted nematodes and infection-associated morbidity. The prevalence rate of worms in the sample population from the questionnaire survey was 42.3% which correlates closely with 44.2% recorded for abdominal pains. The biomedical studies gave a worm infection rate of 67.1%. Ascaris lumbricoides, Trichuris trichiura and hookworm had prevalence rates of 54.9%, 33.8% and 20.3% respectively. Mixed infections were recorded in 34.4 % of the sample population compared to 32.8% for single infections. Hookworm infection rate was significantly higher in the rural areas than in the urban areas (27.5 % versus 14.8%, P < 0.001). A similar trend was observed for T. trichiura (38.4% versus 30.3 %, P < 0.02). Prevalence of A. lumbricoides was similar in the urban and rural areas (56.5% versus 52.6%). Males carried heavier burdens of Ascaris and Trichuris than females. The worm burden for all 3 species decreased as children moved to higher classes and with age after the first decade of life. There was a significant correlation between the intensities of infection of A. lumbricoides and T. trichiura.
openalex: W962536226 mag: 962536226
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Types of Haemoglobin in Patients Attending Khartoum Teaching Hospital - Sudan - Yousif, Al-Sara Khalid Adm; Mohamed, Babiker Ahmed; Karsani, Mubarak E.; Gadir; Rahman, Md. Sadique; Siddig, Hamadnallaa; Knight, Gavin; Ibrahim, Zeina; Khalid, King; Almola (Sudan journal of medical sciences, 2007)
Background: Abnormal haemoglobins lead to significant morbidity and mortality. Design: This is a prospective study, evaluating types of haemoglobin and haematological parameters in blood samples of 631 Sudanese patients. Materials and Methods: Participants were patients who attended different departments in Khartoum Teaching Hospital in the period from March 2005 through July 2005. Electrophoresis was used to determine the type of haemoglobin. Results: 585 cases have normal haemoglobin (Hb A). Mean red cell indices were: Hb11.5 g/dl, PCV 34.9%, MCV 85.4 fl, MCH 32.1pg, MCHC 33.2 g/dl, RDW 37 fl and WBC 7013 /cm3. 46(7.3%) patients had abnormal Hb. The frequency of Hb types were AA: 92.7%, AS: 4.9%, SS: 0.8%, AC: 0.5% and AF: 0.5%. Conclusions: The presence of abnormal haemoglobin such as haemoglobin S is not unexpected because we live in the centre of an affected area. The study showed low haematological parameters due to various causes including poor nutrition as well as infections and haemolytic processes. Sudan Joural of Medical Studies Vol. 2 (1) 2007: pp. 37-39
openalex: W2132935371 mag: 2132935371
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Quality Control for Effective Basic Education in Ghana - Opoku–Asare, Nana Afia (Journal of the University of Science and Technology, 2007)
This study adopted the qualitative research approach involving observation and interviewing to examine the policy and practice of school inspection in the Ghanaian basic school system. The study revealed that inspection is an integral part of Ghana's educational system. It emerged that the system of monitoring schools is governed by an “evolving” policy. The Ghana Education Service has inadequate inspection personnel; schools assigned to inspectors are too many; and, transportation problems prevent inspectors from paying regular visits to schools. This has led to a kind of teacher culture where everyone gets by with the minimum teaching ineffectiveness; and low pupil learning achievement. Augmenting the numbers and equipping inspectors with the requisite logistics will promote effective monitoring towards quality basic education. Journal of Science and Technology Vol. 26 (3) 2003: pp. 104-113
openalex: W2072022052 mag: 2072022052
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Prevalence and associated factors of physical fighting among school-going adolescents in Namibia - Rudatsikira, Emmanuel; Siziya, Seter; Kazembe, Lawrence; Muula, Adamson S (Annals of general psychiatry, 2007)
Interpersonal physical violence is an important global public health concern that has received limited attention in the developing world. There is in particular a paucity of data regarding physical violence and its socio-demographic correlates among in-school adolescents in Namibia.We analysed cross-sectional data from the Namibia Global School-Based Health Survey (GSHS) conducted in 2004. We aimed to estimate the prevalence and socio-demographic correlates of physical fighting within the last 12 months. We obtained frequencies of socio-demographic attributes. We also assessed the association between self-reported history of having engaging in a physical fight and a selected list of independent variables using logistic regression analysis.Of the 6283 respondents, 50.6% (55.2% males and 46.2% females) reported having been in a physical fight in the past 12 months. Males were more likely to have been in a physical fight than females (OR = 1.71, 95% CI (1.44, 2.05)). Smoking, drinking alcohol, using drugs and bullying victimization were positively associated with fighting (OR = 1.91, 95% CI (1.49, 2.45); OR = 1.48, 95% CI (1.21, 1.81); OR = 1.55, 95% CI (1.22, 1.81); and OR = 3.12, 95% CI (2.62, 3.72), respectively). Parental supervision was negatively associated with physical fighting (OR = 0.82, 95% CI (0.69, 0.98)). Both male and female substance users (cigarette smoking, alcohol and drug use) were more likely to engage in physical fighting than non-substance users (OR = 3.53, 95% CI (2.60, 4.81) for males and OR = 11.01, 95% CI (7.25, 16.73) for females). Parental supervision was negatively associated with physical fighting (OR = 0.85, 95% CI (0.72, 0.99)).Prevalence of physical fighting within the last 12 months was comparable to estimates obtained in European countries. We also found clustering of problem behaviours or experiences among adolescents who reported having engaged in physical violence in the past 12 months. There is a need to bring adolescent violent behaviour to the fore of the public health agenda in Namibia.
openalex: W2016037146 mag: 2016037146
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Prevalence and associated factors of physical fighting among school-going adolescents in Namibia - Rudatsikira, Emmanuel; Siziya, Seter; Kazembe, Lawrence; Muula, Adamson S (Carolina Digital Repository (University of North Carolina at Chapel Hill), 2007)
openalex: W4300952598
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The challenges of education and development in twenty-first century South Africa - Badat, Saleem (2007)
openalex: W2781354492 mag: 2781354492
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UNIVERSITY-INDUSTRY COOPERATION IN ENHANCING ENGINEERING EDUCATION IN NIGERIA - Okunade, Emmanuel Akintunde (Zenodo (CERN European Organization for Nuclear Research), 2007)
openalex: W4292081166
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Coping with change in ICT‐based learning environments: newly qualified Rwandan teachers' reflections - Mukama, Evode; Andersson, Simon (Journal of Computer Assisted Learning, 2007)
Abstract The overarching aim of this study is to investigate how newly qualified Rwandan teachers can contribute to the creation of theoretical and practical knowledge for professional development with information and communication technology (ICT). Questionnaires, focus groups and interviews were used for data collection. The findings show that novice teachers are motivated to acquire ICT and that they succeed in situations where school administrators grant easy access to computers. The novice teachers expressed a strong desire to be trusted and be allowed time to use computers and related skills in their learning and teaching. These views are discussed in terms of learning conditions created in schools so that participants become active, responsible and committed practitioners. We assume that such attitudes can be a model for their future roles in fostering change in social practice. For example, this study shows that gender equity becomes an aspect of change in an ICT‐learning environment, which creates new opportunities for continuous education. To achieve this, as revealed by the findings, there is a need to develop school‐based curricula, appropriate pedagogy and teacher professional development in the area of ICT literacy, which allows the teachers to develop a critical mind to the new tools.
openalex: W2121144210 mag: 2121144210
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A Tradition in Transition, Water Management Reforms and Indigenous Spate Irrigation Systems in Eritrea : PhD, UNESCO-IHE Institute for Water Education, Delft, The Netherlands - Haile, Abraham Mehari (2007)
openalex: W2483877415 mag: 2483877415
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Conservation Tillage Systems and Water Productivity - Implications for Smallholder Farmers in Semi-Arid Ethiopia: PhD, UNESCO-IHE Institute for Water Education, Delft, The Netherlands - Leye, Melesse Temesgen (2007)
openalex: W2480945910 mag: 2480945910
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A National Survey of Teachers on Antiretroviral Therapy in Malawi: Access, Retention in Therapy and Survival - Makombe, Simon D; Jahn, Andreas; Tweya, Hannock; Chuka, Stuart; Yu, Joseph Kwong-Leung; Hochgesang, Mindy; Aberle‐Grasse, John; Thambo, Lameck; Schouten, Erik J; Kamoto, Kelita; Harries, Anthony (PLOS ONE, 2007)
HIV/AIDS is having a devastating effect on the education sector in sub-Saharan Africa. A national survey was conducted in all public sector and private sector facilities in Malawi providing antiretroviral therapy (ART) to determine the uptake of ART by teachers and their outcomes while on treatment.A retrospective cohort study was carried out based on patient follow-up records from ART Registers and treatment master cards in all 138 ART clinics in Malawi; observations were censored on September 30(th) 2006. By this date, Malawi's 102 public sector and 36 private sector ART clinics had registered a total of 72,328 patients for treatment. Of these, 2,643 (3.7%) were teachers. Adjusting for double-registration caused by clinic transfers, it is estimated that 2,380 individual teachers had ever accessed ART. There were 15% of teachers starting ART in WHO clinical stage 1 or 2 with a CD4-lymphocyte count of <or=250/mm(3) and 85% starting in stage 3 or 4. By 30(th) September 2006, 1,850 teachers were alive on ART (3.5% of all teachers in Malawi). The probability of being alive on ART at 6-months, 12-months, 18-months and 24-months after treatment initiation was 84%, 79%, 75% and 73% respectively. Retention in treatment was better for women (adjusted HR = 1.8) and in those starting ART in WHO Clinical Stage 1 and 2 (adjusted HR = 1.8).Rapid scale up of ART has allowed 2,380 HIV-positive teachers to access life-prolonging treatment. There is evidence that this intervention can help to mitigate some of the shortages of teaching personnel in resource-poor countries affected by a generalised HIV epidemic.
openalex: W2007679262 mag: 2007679262
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African American Males in Urban Schools: No Excuses—Teach and Empower - Milner, H. Richard (Theory Into Practice, 2007)
The author outlines five promising principles, emerging from his research, on teaching that can empower teachers and Black male students in urban school contexts. In particular, teachers and students (a) envision life beyond their present situations, (b) come to know themselves in relation to others, (c) speak possibility and not destruction, (d) care and demonstrate that care, and (e) change their thinking to change their actions. The author argues that those in education should stop making excuses for why schools are failing Black male students, especially in urban schools, and do what is necessary to meet these students' needs. The central theme of the article is one of next level education, a new and more promising level of education for Black students achievable when effort and commitment are present.
openalex: W1995719558 mag: 1995719558
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Good English for What?: Learners' Motivation as a Factor in Declining Learners' Performance in English Language Acquisition and Use in Nigerian Schools - Akeredolu-Ale, Bolanle I. (Changing English: Studies in Culture and Education, 2007)
Learners' performance in the acquisition and use of any given language is ordinarily as much the result of the quality of learning opportunities available and the learning environment (the supply‐side factor) as the quality and strength of the learners' motivation and response (the demand‐side factor). However, one side sometimes proves more decisive than the other. This paper argues that, during the period 1980–2005, a sharp decline in the motivation of young English‐language learners occurred, as a result of certain historical developments discussed in the paper, and that a drop in learners' motivation is probably the most powerful explanation for the equally sharp decline in learning effectiveness and in young learners' proficiency in the use of English which occurred during the same period, particularly since about 1990 (the Learner‐Motivation/Performance Thesis). The paper argues that the change which has occurred in societal perception of the function, status and value of English language as a result of the historical developments identified raises some interesting sociolinguistic questions, in particular, regarding the long‐term status of English in Nigeria. In this regard, it is argued that while the change may not imply that the death of English as a generic language is imminent in Nigeria, it does suggest that the death of ‘Good English’ (Standard British English) is imminent in the country and that the peculiarities of the local variety of English likely to replace Good English will probably create serious intelligibility problems for Nigeria in its international transactions.
openalex: W2028201516 mag: 2028201516
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A survey of knowledge, attitudes and practice of emergency contraception among university students in Cameroon - Kongnyuy, Eugene J; Ngassa, P; Fomulu, Nelson; Wiysonge, Charles Shey; Kouam, L; Doh, A. S. (BMC emergency medicine (Online), 2007)
Unsafe abortion is a major public health problem in low-and-middle income countries. Young and unmarried women constitute a high risk group for unsafe abortions. It has been estimated that widespread use of emergency contraception may significantly reduce the number of abortion-related morbidity and mortality. The purpose of this study was to evaluate the knowledge, attitudes and experiences on emergency contraceptive pills by the university students in Cameroon in order to develop and refine a national health programme for reducing unwanted pregnancies and their associated morbidity and mortality.A convenient sample of 700 students of the University of Buea (Cameroon) was selected for the study. Data was collected by a self-administered, anonymous and pre-tested questionnaire.The response rate was 94.9% (664/700). General level of awareness of emergency contraceptive pills was 63.0% (418/664). However, knowledge of the general features of emergency contraceptive pills was low and misinformation was high among these students. Knowledge differed according to the source of information: informal source was associated with misinformation, while medical and informational sources were associated with better knowledge. Although the students generally had positive attitudes regarding emergency contraceptive pills, up to 65.0% (465/664) believed that emergency contraceptive pills were unsafe. Those with adequate knowledge generally showed favourable attitudes with regards to emergency contraceptive pills (Mann-Whitney U = 2592.5, p = 0.000). Forty-nine students (7.4%) had used emergency contraceptive pills themselves or had a partner who had used them.Awareness of emergency contraception pills by Cameroonian students is low and the method is still underused. Strategies to promote use of emergency contraception should be focused on spreading accurate information through medical and informational sources, which have been found to be reliable and associated with good knowledge on emergency contraceptive pills.
openalex: W2074616307 mag: 2074616307
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Introducing ICT supported education for sustainable rural development in Ethiopia - Beyene, Berhanu; Möller, Dietmar P. F.; Wittmann, Jochen (2007)
The paper presents an integrative concept of modeling and simulation for information and communication technology (ICT) supported education. The simulation models support education and training to enhance sustainable agriculture and rural environmental development in Ethiopia. More particularly, the model construction serves for application of technological innovation in human resource development so that agricultural extension services at a grass root level may reach farmers effectively. Thereby two main aspects of integration will be emphasized: Initially, the focus on modeling and simulation contents in horizontal width and vertical depth and secondly, the integration of the knowledge gained into organization like the scientific research community, the education and training such as universities and service entities that implement on the daily work of decision makers in agriculture and agriculturalists.
openalex: W1842579877 mag: 1842579877
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Shifting Language Attitudes in Linguistically Diverse Learning Environment in South Africa - Bangeni, Bongi; Kapp, Rochelle (Journal of Multilingual and Multicultural Development, 2007)
This paper draws on post-structuralist theories on language and identity to explore the shifting language attitudes of 15 ‘black’ students over the course of their undergraduate studies at a historically ‘white’ South African university. All the students speak an indigenous language as their first language. Those students who have been educated in racially mixed schools are relatively at ease in the environment and are able to straddle racial and linguistic boundaries. Those who have been educated in working-class, ethnically homogenous schools enter the institution with a strong desire to preserve their home languages and home identities. For them, English is equated with ‘whiteness’. The paper describes the process through which this equation is questioned as English and institutional discourses become more dominant in students' lives, and as relationships with their home communities become strained. By the time the students enter their senior undergraduate years, a shared speech code emerges. The authors argue that this code signals students' dual affiliation to English (and the cultural capital it represents) and to their home identities. In mixing languages across boundaries of school background and across traditional ethnic barriers, the code also signals students' shared group identity as first-generation university students in post-Apartheid South Africa.
openalex: W2027021407 mag: 2027021407
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Describing students of the African Diaspora: Understanding micro and meso level science learning as gateways to standards based discourse - Lehner, Ed (Cultural Studies of Science Education, 2007)
openalex: W2038406820 mag: 2038406820
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Utilizing Student’s Cultural Capital in the Teaching and Learning Process: “As If” Learning Communities and African American Students’ Literate Currency (2007)
openalex: W4249656093
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The role of secondary school teachers in HIV prevention in Nigeria - Hammed, Mujidat; Adedigba, Michael A; Ogunbodede, O. Eyitope (Vulnerable Children and Youth Studies, 2007)
Abstract The purpose of this study was to investigate knowledge about HIV/AIDS among classroom secondary school teachers and document any efforts at educating their pupils about HIV prevention. A self-administered questionnaire addressed issues on demography, knowledge and awareness on HIV/AIDS and their roles in HIV/AIDS prevention. All consenting school teachers in the Irewole local government area of Osun State, Nigeria, participated in this study. The response rate was 91.7% (n = 180). There were more males (76.4%) than females (23.0%) The mean (± SD) age of the respondents was 41.5 (±15.5) years. More than 90% had adequate knowledge of HIV/AIDS and indicated that it could be prevented. Furthermore, 86.1% wanted HIV/AIDS preventive education to be made compulsory in the secondary school curriculum. There were 131 (n = 165, 79.4%) teachers who did not teach HIV/AIDS prevention, while 32 (19.4%) teachers believed that the pupils were too young and that the non-availability of guidelines and resources are reasons for not teaching it. One hundred and fifty-three (92.7%) of the respondents would like to attend a course/programme/workshop to update their knowledge and 139 (84.2%) of teachers would like to be part of an HIV/AIDS prevention group for their community. There is a need for school teachers to be trained adequately and provided with a structured educational programme to follow in order to enhance effectiveness in HIV/AIDS preventive education to pupils.
openalex: W2054229944 mag: 2054229944
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Coalesced small shield volcanoes on Syria Planum, Mars, detected by Mars Express – HRSC images - Baptista, A. R.; Mangold, N.; Ansan, V.; Costard, F.; Masson, Ph.; Lognonné, Philippe; Neukum, G.; Team, Hrsc (HAL (Le Centre pour la Communication Scientifique Directe), 2007)
openalex: W3011509819 mag: 3011509819
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Recommendations for Research to Improve Reading Achievement for African American Students - Flowers, Lamont A. (Reading Research Quarterly, 2007)
Reading Research QuarterlyVolume 42, Issue 3 p. 424-428 Recommendations for Research to Improve Reading Achievement for African American Students LAMONT A. FLOWERS, LAMONT A. FLOWERS Clemson University South Carolina, USA Lamont A. Flowers is the Distinguished Professor of Educational Leadership and director of the Charles H. Houston Center for the Study of the Black Experience in Education at the Eugene T. Moore School of Education, Clemson University (G-01D Tillman Hall, Box 345185, Clemson, SC 29634-5185, USA). Contact him by e-mail at [email protected]Search for more papers by this author LAMONT A. FLOWERS, LAMONT A. FLOWERS Clemson University South Carolina, USA Lamont A. Flowers is the Distinguished Professor of Educational Leadership and director of the Charles H. Houston Center for the Study of the Black Experience in Education at the Eugene T. Moore School of Education, Clemson University (G-01D Tillman Hall, Box 345185, Clemson, SC 29634-5185, USA). Contact him by e-mail at [email protected]Search for more papers by this author First published: 09 November 2011 https://doi.org/10.1598/RRQ.42.3.8Citations: 9 AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Citing Literature Volume42, Issue3July/August/September 2007Pages 424-428 RelatedInformation
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South African schools that promote literacy learning with students from low‐income communities - Sailors, Misty; Hoffman, James V.; Matthee, Bertus (Reading Research Quarterly, 2007)
ABSTRACTS This interpretive study explored the qualities of six high‐performing schools that served low‐income South African students. The theoretical framework and methodology derived from research on effective schools conducted, for the most part, in the United States. Data consisted of interviews and classroom observations over the course of two collection phases, focusing on experiences and beliefs held at individual schools. Within a case‐study framework, the authors used a constant‐comparison approach and cross‐case analysis to identify five broad themes associated with these high‐performing schools. These schools were safe, orderly, and positive learning environments, were guided by strong leaders and staffed by excellent teachers who had a shared sense of “competence, pride, and purpose” that included high levels of school and community involvement. Not all was perfect in these schools; they struggled with issues of class size, highly qualified replacement teachers, the future of the graduates of their schools, and writing instruction. In spite of these struggles, these schools demonstrated determination, resiliency, and purpose. Este estudio interpretativo exploró las características de seis escuelas de alto rendimiento que trabajaban con estudiantes sudafricanos de bajos ingresos. El marco teórico y la metodología se tomaron de investigaciones sobre escuelas eficientes, en su mayoría, de los Estados Unidos. Los datos consistieron en entrevistas y observaciones de aula hechas en dos fases de recolección. Se puso el acento en las experiencias y creencias propias de cada escuela en particular. En el marco de los estudios de caso, los autores usaron un enfoque de comparación de constantes y análisis inter‐casos para identificar cinco grandes temas asociados a estas escuelas de alto rendimiento. Las mismas eran seguras, ordenadas y contextos de aprendizaje positivos, estaban dirigidas por líderes fuertes y contaban con docentes excelentes que compartían sentimientos de “capacidad, orgullo y determinación” que resultaban en altos niveles de compromiso con la escuela y la comunidad. No todo era perfecto en estas escuelas; se luchaba por temas como tamaño de las clases, docentes suplentes bien capacitados, el futuro de los graduados y la enseñanza de la escritura. A pesar de estos conflictos las escuelas demostraron determinación, resiliencia y voluntad. Diese ausführliche Studie untersuchte die Eigenschaften von sechs hochbewerteten Schulen, die südafrikanische Schüler aus niedrigen Einkommensverhältnissen helfen. Die theoretische Rahmenstruktur und die Methodologie wurden aus Untersuchungen bereits erfolgreicher Schulen abgeleitet, im wesentlichen aus den Vereinigten Staaten. Im Verlauf von zwei Kollektionsphasen bestanden die Daten aus Interviews und Beobachtungen im Klassenzimmer, ausgerichtet auf die in bestimmten Schulen gewonnenen Erfahrungen und überzeugungen. Innerhalb der Rahmenbedingungen ihrer Untersuchung nutzten die Autoren eine konstante Vergleichsanalyse und eine querverbindende Verhaltensanalyse zur Identifizierung von fünf umfangreichen Themen, die mit jenen Hochleistungsschulen assoziiert sind. In diesen Schulen gab es sichere, geordnete und positive Lernbedingungen, geleitet durch eine straffe Führung und ausgestattet mit exzellenten Lehrern, die ein gleichgesinntes Streben an ‘Kompetenz, Ehrgeiz und Entschlußkraft’ hatten, welche hochgradige Schul‐ und Gemeinschaftsengagements miteinbezogen. Jedoch war nicht unbedingt alles in diesen Schulen perfekt; sie hatten mit den Folgen von Klassengröße, dem Nachschub an hochqualifizierten Lehrern, den Zukunftsausichten ihrer Schulabgänger, und den Schreibunterweisungen zu kämpfen. Trotz dieser Auseinandersetzungen veranschaulichten diese Schulen Entschlossenheit, Schwung und Zweckerfüllung. Cette étude interprétative analyse les caractéristiques de six écoles obtenant de bons résultats avec des élèves sud‐africains de milieu défavorisé. Le cadre théorique et la méthodologie issus des recherches sur les écoles efficaces proviennent le plus souvent des Etats‐Unis. Les données consistent en entretiens et observations en classe au cours de deux phases de collecte, en se centrant sur ce qui est fait dans chaque école et ce en quoi elle croit. Procédant par étude de cas, les auteurs ont procédé constamment par comparaison et analyse croisée, ce qui conduit à identifier cinq thèmes larges associés aux bons résultats observés. Ces écoles étaient sûres, en ordre, ayant un environnement d'apprentissage positif, dirigées par des chefs d'établissement solides avec un personnel d'excellents enseignants ayant en commun un solide sens de « compétence, de fierté, et des objectifs », ainsi qu'un haut niveau d'attente et d'implication de la communauté. Tout n'était pas parfait dans ces écoles; elles devaient se battre sur des questions d'effectif des classes, de remplacement par des professeurs très qualifiés, d'avenir des jeunes diplômés, et d'enseignement de l'écriture. En dépit de ces luttes, ces écoles manifestaient détermination, résilience, et objectifs. В рамках данного исследования изучались школы, успешно работающие в бедных общинах Южной Африки. При этом использовались теоретические обоснования и методология исследования эффективности школ, которые до сих пор применялись, главным образом, в Соединенных Штатах. Собранные данные состоят из интервью и наблюдений на уроках, которые осуществлялись в два этапа и были посвящены опыту каждой отдельной школы и установкам, на которых школы строят свою деятельность. Авторы использовали “метод кейсов”, а внутри него – константно‐сравнительный метод и аналитическое сравнение отдельных кейсов. В итоге были выделены пять достаточно емких параметров, характеризующих эти успешные школы: в них создана безопасная, упорядоченная, позитивная обстановка для учащихся, ими руководят сильные лидеры, а педагогический коллектив состоит из превосходных учителей, которых объединяет чувство “собственной компетентности, гордости за школу и общей цели”, к достижению которой школа активно приобщает все сообщество. Эти школы далеки от совершенства, в них серьезно стоят проблемы переизбытка учеников в классах и отсутствия высоко квалифицированных кадров для замены заболевших учителей, их весьма беспокоит будущее трудоустройство выпускников, в них не очень хорошо учат письму. Несмотря на все эти сложности, эти школы настойчиво и неуклонно двигаются к поставленной цели.
openalex: W2010785121 mag: 2010785121
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Indiscipline among Teachers: Causes and Influence on School Administration in Nigeria. - Oghuvbu, Enamiroro Patrick (2007)
openalex: W183230536 mag: 183230536
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Urban inclusiveness and the peripheral factor: The case of Nairobi, Kenya - Akatch, Samuel O; Ngugi, George (Discovery and Innovation, 2007)
openalex: W2032030042 mag: 2032030042
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Rainfall characteristics as an indicator of drought in Semi-Arid Kitui district of Kenya - Opere, Alfred; Awuor, V . O; Kooke, S . O; Omoto, W . O (Discovery and Innovation, 2007)
openalex: W1995903355 mag: 1995903355
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Social skills development among children with mental retardation and its implications for educational policy and management: A study of five special schools in Ghana - Quist, Hubert O.; Nyarko, S O; Deku, Prosper (IFE Psychologia: An International Journal, 2007)
The purpose of the study was to find out the extent to which special schools in Ghana enhance social skills development among children with mild and moderate mental retardation. Five special schools for the mentally retarded were used for the study. Fifty-eight teachers and one hundred children (100) formed the sample for the study. The hypotheses were tested using Pearson Product Moment Correlation coefficient and the t-test at p < 0.05. The main findings were that, placement of mild to moderate mentally retarded children in the five special schools had low relationship to their social skills development while teachers competency in lesson delivery correlated positively with children's social skills development IFI PsychologIA Vol. 15 (1) 2007: pp. 141-151
openalex: W2059027915 mag: 2059027915
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Music standards for the foundation phase and teacher training in South Africa - Roscher, Annarine (2007)
openalex: W217757161 mag: 217757161
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High antimicrobial resistance among bacterial isolates of blood stream infections (BSI) in a Nigerian University Teaching Hospital - Taiwo, SS; Fadiora, S O; Fayemiwo, Samuel A. (World Journal of Microbiology & Biotechnology, 2007)
openalex: W2047130005 mag: 2047130005
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Music curriculum in Nigerian secondary schools and colleges: What relevance? - Faseun, F (Nigerian Music Review, 2007)
The relevance of music curriculum in Nigerian secondary schools and colleges is the focus of this paper. The study was based on the research carried out recently to see how music teachers react to some identified factors that may enhance relevance of the curriculum to the educational needs and aspirations of Nigerians. The study found out that the current music curriculum is not relevant to the needs of the students and the culture of the society. Some of the solutions to this problem are to make the theory and practice of Nigerian music the basis of music education in Nigerian schools, to localize the task of planning music education programme considering the multicultural and heterogeneous nature of the country, to select what is to be taught based on the possibility and reality of practicality and to include Islamic, Christian, Traditional Religious and Folk music as well as music of general interest in the selected materials to be used for illustration. Nigerian Music Review Vol. 6 2005: pp. 75-88
openalex: W2038931051 mag: 2038931051
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The status of music in contemporary Nigerian school programme - Faseun, F (Nigerian Music Review, 2007)
The study investigated the status of music in Nigeria's Secondary school system. Necessary data were collected, analyzed and discussed to bring out the true picture of how music stands when compared with other secondary school subjects. The findings showed that out of the forty different subjects offered in Nigerian secondary schools, music was least popular and patronized. Relevant suggestions on how to boost the status of the subject such that it competes favorably with other subjects were put forward. Nigerian Music Review Vol. 6 2005: pp. 47-60
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CD roms and multimedia projector as complimentary educational technology in teaching music in colleges of education in Nigeria - Samuel, K. V. (Nigerian Music Review, 2007)
This paper examines the potentials of utilizing Compact Disk Read Only Memory (CD-ROM) and the multimedia projector as complimentary educational technology for teaching music in colleges of education in Nigeria. While recognizing the problem of ineffective methods of teaching in Nigeria's educational system, the study highlights the advantages which both selected technologies would bring to the world of teaching and learning music in Nigerian higher institutions as a whole and teacher education in particular. It went on to provide useful and practical steps on how any music teacher who desires a positive and radical change in his/her approach to teaching could explore these potentials to achieve the desired results. Far-reaching and practicable recommendations, which include promotion and procurement of new technologies, acquisition of skills and their utilization by individuals and various educational institutions as well as the role of government in adequately funding higher education were also made. Nigerian Music Review Vol. 6 2005: pp. 89-94
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Climate Change Impacts On Animal Husbandry In Africa : A Ricardian Analysis - Seo, S. Niggol; Mendelsohn, Robert (2007)
This paper analyzes the impact of climate change on animal husbandry in Africa. It regresses the net revenue from raising animals in small and large farms across Africa on climate, soil, and other control variables to test the climate sensitivity of livestock. The study is based on a survey of over 9,000 farmers across 11 countries conducted by the World Bank and the Global Environment Facility. From this dataset, 5,400 farms were found to rely on livestock. The paper develops models to test whether the climate coefficients of small and large farms are similar. It turns out that small farms tend to be more labor intensive, rely on native stocks, and have few animals. Large farms tend to be more commercial operations, with much larger stocks and more modern approaches. The analysis finds that warming is good for small farms because they can substitute animals that are heat tolerant. Large farms, by contrast, are more dependent on cattle, which are not heat tolerant. The wetter scenarios are likely to be harmful to grazing animals because greater rainfall implies a shift from grasslands to forests, an increase in harmful disease vectors, and a shift from livestock to crops. Overall, because large farms dominate the sector, African livestock net revenues are expected to fall. However, if future climates turn out to be dry, livestock net revenue will increase. At least against the risk of dryness, livestock offer a good substitute for crops.
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Photo Capsule Ncoza C. Dlova, MBChB, FCDerm, Section Editor Department of Dermatology, Nelson R. Mandela School of Medicine, Durban, South Africa (Skinmed, 2007)
SKINmed: Dermatology for the ClinicianVolume 6, Issue 4 p. 196-196 Photo CapsuleNcoza C. Dlova, MBChB, FCDerm, Section EditorDepartment of Dermatology, Nelson R. Mandela School of Medicine, Durban, South Africa First published: 09 October 2008 https://doi.org/10.1111/j.1540-9740.2007.06685.xRead the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat No abstract is available for this article. Volume6, Issue4July/August 2007Pages 196-196 RelatedInformation
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Training in South Africa (PACEsetterS, 2007)
PACEsetterS: July 2007 - Volume 4 - Issue 3 - p 33 doi: 10.1097/01.JBI.0000393586.47417.29
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Ugandan schools need sponsors (British dental journal, 2007)
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Sexual Risk Behavior Among Kenyan University Students - Adam, Mary B.; Mutungi, Mike (Journal of The Arizona-nevada Academy of Science, 2007)
Previous HIV/AIDS assessments in Kenya have focused on the sexual risk behaviors of the general population and the HIV serostatus of women of childbearing age. No data are available for Kenyan university students. Baseline surveillance data were obtained from a representative sample of 1917 university students at Moi University in Eldoret, Kenya. Both qualitative (focus group discussions) and quantitative (self-administered questionnaire) data were collected. Students were asked about their HIV knowledge, perceptions, and sexual risk behaviors. Seventy-one % of males and 47.6% of females reported having had sex. Only 49% of university students reported any HIV/AIDS education. Of those who reported having ever had sex, 76% reported ever using a condom: only 18% of males and 14% of females reported using a condom every time they had sex in the last month. Eighty-nine% of students reported thinking they were at risk for HIV infection, but only 28% of subjects had been tested for HIV. Qualitative data suggest the issue of HIV testing remains very controversial among students, in large part because of societal stigma. The results of this study emphasize the vulnerability of university students to HIV infection. Most university students have not had access to accurate HIV/AIDS information. Sexual activity on campus is high and many students consider themselves at risk. Conversely, consistent condom use and rates of voluntary counseling and testing are low.
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Awareness of issues related to torture among medical students in Mauritius - Agnihotri, Arun Kumar; Purwar, B.; Jeebun, Nilima; Agnihotri, Smriti (Indian Journal of Medical Ethics, 2007)
Torture in custody is a global problem. Many declarations and conventions by different agencies throughout the world have sought to address this issue. Health professionals are required to detect, treat, and rehabilitate victims of torture. In the last few years, medical personnel have emphasised their stand against the practice of torture. We surveyed 155 second- and third-year medical graduates in Mauritius to assess their knowledge of and attitudes towards torture. A majority of the students have a basic awareness and would like to learn more about torture as a human rights issue. However, more than 37 per cent of students were in favour of beating in custody. Torture could be reduced if the medical profession maintains high standards of practice and ethics. Medical education for the prevention of torture should be included in the undergraduate medical curriculum.
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Robust Satellite Techniques (RST) for Seismically Active Areas Monitoring: the Case of 21st May, 2003 Boumerdes/Thenia (Algeria) Earthquake - Aliano, C.; Corrado, Rosita; Filizzola, Carolina; Pergola, Nicola; Tramutoli, Valerio (2007)
In the last decades, several authors have claimed a space-time correlation between increases of Earth's emitted Thermal Infra-Red (TIR) radiation and earthquake activity interpreting such TIR signals as seismic precursors. The main problems of such studies regard data analysis and interpretation, which are often done without a validation/confutation test. In this context, a robust data analysis technique (RST, i.e. Robust Satellite Techniques) was developed which permits a statistically based definition of an "anomaly" and uses a validation/confutation approach. This technique was already applied to satellite TIR surveys in seismic regions for tens of earthquakes occurred in Europe, Asia and America. In this work, the RST approach has been applied for the first time to the African region to assess its potentialities in different geographical and climatic conditions. Eight years of Meteosat TIR observations have been analyzed in order to characterize the TIR signal behaviour in absence of significant seismic activity. Boumerdes/Thenia (Algeria) earthquake (occurred on 21 th May 2003, M b = 6.8) has been considered as test case for validation purpose, while a relatively unperturbed period (no earthquakes with M b ges4) has been analyzed in the confutation phase. The results show in the area of interest positive space-time persistent TIR anomalies about one month before the main shock (validation). Such anomalies generally overlap the principal tectonic lineaments of the region, sometimes focusing in the vicinity of the earthquake epicentre. No significant (in terms of relative intensity and space-time pemstence) TIR anomalies were detected during less seismically perturbed periods (confutation).
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Are Students in Public High Schools in South Africa Physically Active? - Amosun, Seyi Ladele; Reddy, Priscilla; Kambaran, Nilen S.; Omardien, Riyadh G. (Canadian Journal of Public Health, 2007)
The first Youth Risk Behaviour Survey in South Africa was carried out to establish the prevalence of key health risk behaviours among high school students. Though physical inactivity is a commonly reported contributory factor to chronic diseases of lifestyle in South Africa, there is no reliable national database on the participation of children and adolescents in physical activity.This cross-sectional national prevalence study among students attending government schools in the nine provinces in South Africa utilized a two-stage cluster sample design. Statistical analysis allowed for clustered sampling, and data collected through self-administered questionnaire were weighted to reflect the underlying student population.Data of 10,699 participants were analyzed. More than one third (37.5%) of the students engaged in insufficient physical activity. By population group, a significantly lower proportion of white students (29.4%) than black (37.5%) and coloured students (45.6%) engaged in insufficient physical activity. Among those who abstained from participation, 25.9% were unwilling to participate, with significantly fewer white (26.8%) and black (25.1%) students feeling unsafe in their surroundings compared with coloured students (35.3%). Significantly fewer white students (5.6%) had no access to facilities compared to black students (17.0%). White students and students in higher grades reported lower rates of physical education classes at school.Though the promotion of physical activity and healthy lifestyle is a national priority in South Africa, the survey indicates the need to pay attention to an appreciable proportion of high school students who do not participate sufficiently in physical activity.
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Evaluation of cooking energy cost, efficiency, impact on air pollution and policy in Nigeria - Anozie, Ambrose N.; Bakare, A.R.; Sonibare, Jacob Ademola; Oyebisi, T.O. (Energy, 2007)
This study evaluated the cooking energy costs and efficiencies, the air pollution impacts of cooking energy consumption and the impact of the energy policy in the cooking energy sector in Nigeria. Water boiling and cooking experiments using the common cooking energy sources (fuel wood, kerosene, liquefied petroleum gas (LPG) and electricity) and common food items (water, yam and beans) were carried out. Energy surveys were carried out to determine the cooking energy use patterns in the urban and rural areas. It was found that fuel wood is the least expensive cooking energy source and LPG is the most expensive. Energy use efficiencies for boiling water were estimated at 25%, 46%, 73%, 79%, 66% and 90% for fuel wood, kerosene, gas, electric immersion coil, electric heating coil and electric hot plate, respectively. Energy intensity was found to be a comparative measure of energy efficiency. The impacts of air pollution from household cooking suggested a possibility of significant air pollutants contribution to the ambient environment using any of the energy carriers considered except electricity. The cooking energy use patterns showed that fuel wood is the predominant energy source for cooking in the rural areas while kerosene is the predominant energy source in the urban areas, revealing that the energy policy in the country had made no impact in the cooking energy sector. Recommendations for improving the energy supply situation were given and for removing the barriers that prevent the implementation of the recommendations.
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The International Literature on Skills Training and the Scope for South African Application - Archer, Sean (RePEc: Research Papers in Economics, 2007)
Abstract: This paper aims to introduce selected issues from the international literature on skills training into the South African policy forum. Reform of national strategies in skills production has characterised a number of industrial as well as certain developing economies in recent decades. Their experience is potentially valuable locally. The main lessons are that skills training resembles education in being partly a public good. The acquisition of skills parallels the acquisition of knowledge. Training opportunities do have to be rationed by some mechanism, either through the market or by rules internal to an organisation engaged in training, but the content of the competency learned is a form of knowledge. More competency with economic value that is acquired by one person does not mean less of it is available for acquisition by another. Nor, secondly, can non-payers be wholly excluded from the benefits of training financed by others. For example, there are separate gains for fellow workers, for employers poaching trained workers, and for investors in new technology. So certain economic decision-takers can free-ride on such investments in human capital. As classic examples of market failure they make clear that simple allocation through a market is not at all adequate for a national system of skills training. The second lesson is that problems of information, incentives and market power preclude the emergence of a training equilibrium in which individual workers and employers pursue their interests successfully and therefore efficiently. In practice most training takes place on the job, where it is difficult for an outside agency like the state to influence investment decisions directly. Sensible roles for the state are to supply needed information, to put in place positive and negative incentives where needed, to provide accreditation that is credible in the market, to set up a framework of regulation that fosters informational transparency and constrains skills poaching, and to invest in high quality prior education for trainees flowing into occupational markets. An additional state function is to provide workable policy devices like ‘temporary migration programmes’ that enable active skilled labour recruitment from source countries. International precedents exist that show the way in a number of these expedients.
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A Path Analytic Model of Socio-Cultural Indicators of in-School Adolescents' Response to HIV/AIDS Preventive Practices in Nigeria - Asim, Alice E.; Uwe, Ekanem Anwana; Ekuri, Emmanuel E.; Asuquo, P. N.; Ekpiken-Ekanem, Roibito Samuel (The International Quarterly of Community Health Education, 2007)
This study is a path modeling, which examines the effect and magnitude of four socio-cultural indicators on adolescents' response to HIV/AIDS preventive practices in Nigerian setting. Questionnaire data were generated from 316 fifth year students in 12 secondary schools in Cross River State, Nigeria. Result of data analysis, using path analyses procedures indicated that only three socio-cultural factors were effective in explaining adolescents' response to HIV/AIDS preventive practices. Cultural indicators and sexuality attitudes had the most significant influence on adolescents' response to HIV/AIDS preventive practices. In all, 56.5% of the total effect of the variables was direct, while 43.5% was indirect. The implications of the research findings are addressed.
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An Africanised Study of Astronomical History in the Northern Cape South Africa, for Purposes of Secondary and Higher Education Programmes - Beer, K.; Hoffman, Mitch (2007)
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Can inclusive education in South(ern) Africa survive the HIV and AIDS pandemic? - Beyers, Christa; Hay, Johnnie (International Journal of Inclusive Education, 2007)
Fagan (1986 Fagan, T. K. 1986. School psychology’s dilemma: reappraising solutions and directing attention to the future. American Psychologist, 41: 851–861. [Google Scholar], p. 859) stated many years ago that ‘school psychology has survived the complex interaction between education and psychology, and will continue to do so in future’. Applied and adapted to South(ern) Africa of 2007, one may ask whether inclusive education will survive the complex interaction with the HIV and AIDS pandemic, and whether it will continue to survive in future? This paper focuses primarily on the impact of HIV and AIDS on the inclusive education classroom and suggests that certain dynamics entering the classroom will increase the demands on educators exponentially. It is concluded that successful inclusive education is in jeopardy in South(ern) African classrooms unless drastic measures are taken soon. A lapse to ‘inclusion by default’ is on the cards in the absence of these measures.
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African American Students with Disabilities: Beneficiaries of the Legacy?. - Boone, Rosalie S.; King-Berry, Arlene (Journal of Negro Education, 2007)
Impressive advancements have been made in educational opportunities for students with disabilities, whose historic relationship with American public schools has been marked by educational disenfranchisement or mis-education. Critical judicial impetus for these educational opportunities was provided by landmark court cases in which African American and other students of color played vital roles. This litigation culminated in the principles of access, non discrimination, and due process codified in the Individuals with Disabilities Education Act. However, although African American students and other students of color have substantially impacted the education of students with disabilities, they have not benefited proportionately to their contributions nor commensurate with their majority peers. Introduction In this first decade of the 21st century, The Journal of Negro Education celebrates its 75th year of publishing significant research on the status of Black education. The decade is further distinguished by the 50th anniversary of Brown v. Board of Education (1954), and the 30th anniversary of the Individuals with Disabilities Education Act (IDEA, 1974), often referred to as the Bill of Rights for students with disabilities. The U.S. Department of Education, through IDEA and its regulations, defines 14 specific disability categories that can be used to qualify infants, preschoolers, and students who are eligible to receive special education services (U.S. Department of Education, 2005). These categories cover intellectual, language, emotional, sensory, and physical conditions (e.g., mental retardation, emotional disturbance, visual impairment). While we celebrate The Journal's 75th year unreservedly, we reflect on the anniversary of IDEA, with some ambivalence about whether celebration or, as Ferri and Connor (2005) suggested, commemoration, is most honest. To celebrate is to mark an occasion or event, especially a joyous one, with ceremony or festivity; to commemorate is to honor the memory of some person or event (Agnes, 2004, pp. 235, 293). However, decades after their passage, the educational promises of Brown and IDEA for African American students and for students with disabilities, respectively, remain largely unfulfilled, particularly for students who are both African American and have actual or presumed disabilities. According to 2001-2002 graduation and dropout data provided in the 26th Annual Report to Congress on the Implementation of IDEA, the graduation rate for Black students with disabilities was substantially lower (36.5%), than for White students with disabilities (56.8%), and for Asian/Pacific Islander students with disabilities (60.6%, Office of Special Education Programs, OSEP, 2004). The dropout rate for Black students with disabilities (44.5%), although lower than that for American Indian/Alaska Native students (52.2%), was higher than the rate for Asian/Pacific Islander (28.0%) and White peers with disabilities (33.9%). It was similar to the rate for Hispanic students with disabilities (43.5%, OSEP, 2004). The educational status reflected by these data prompts neither a sense of joy nor festivity. However, in this period of educational anniversaries, it has stimulated the desire to acknowledge the legacy and commemorate the contributions of African American students to the attainment of educational rights for students with disabilities. Additionally, we hope the article will evoke serious contemplation about the need to ensure that African American students themselves are reaping the benefits of these hard-earned rights. THE EDUCATION OF STUDENTS WITH DISABILITIES: THE HISTORICAL CONTEXT Appreciation for the educational progress achieved by students with disabilities is best stimulated by awareness of the history of education for individuals with disabilities in America. The dismal educational past of students with disabilities has been chronicled by numerous researchers (Seligmann, 2001; Smith, Polloway, Patton, & Dowdy, 2008). …
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Computer attitudes of primary and secondary students in South Africa - Bovée, Chantal; Voogt, Joke; Meelissen, Martina R.M. (Computers in Human Behavior, 2007)
This study investigated computer attitudes of 240 students from eight primary and secondary schools in South Africa. The student population of six of the eight schools that participated in the study can be characterised as middle or upper class. Two schools were from South African townships. All eight schools used computers for educational purposes, although the availability and use of the computers differed. The research question of the study was whether differences in computer attitude could be found between boys and girls, and to what extent these differences could be explained by student, school, and environment characteristics. In contrast to most studies on gender differences and computer attitudes, no gender differences in computer attitudes were found. However, this study showed differences in computer attitudes between students from the upper/middle class schools and students from the township schools. The latter showed a less positive attitude towards computers, but more interest in computer-related careers compared with the students in the upper/middle class schools. The study found that computer access and experience, which was significantly lower in the township schools, was also related to computer attitude.
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African Renaissance: The need for gender-inclusive developmental states - Bunwaree, Sheila (International Journal of African Renaissance Studies, 2007)
(2007). African Renaissance: The need for gender-inclusive developmental states. International Journal of African Renaissance Studies - Multi-, Inter- and Transdisciplinarity: Vol. 2, No. 1, pp. 73-87.
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Youth voices about sex and AIDS: implications for life skills education through the ‘Learning Together’ project in KwaZulu‐Natal, South Africa - Buthelezi, Thabisile; Mitchell, Claudia; Moletsane, Relebohile; Lange, Naydene de; Taylor, Myra; Stuart, Jean (International Journal of Inclusive Education, 2007)
This paper focuses on youth voices about sex and AIDS and reveals significant discrepancies between the ‘ideal adult worldview’ and the ‘practical youth worldview’ on sexual matters. In discussing the ‘youth worldview’, it draws on Piaget’s theories of childhood development and Perry’s theory of student development, both theories which postulate that children cannot learn material if they have not reached a particular level of development. It concludes that life skills implementation is the key issue to HIV prevention among young people. It is argued that such a programme should take the rights‐based approach in order to get a firm grip of actual sexual practices among youth. It is further argued that this is only possible where there is maximum youth engagement—and this can be achieved through role modelling and the use of visual and arts‐based participatory methodologies.
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Islam, national identity and public secondary education: perspectives from the Somali diaspora in Toronto, Canada - Collet, Bruce A. (Race Ethnicity and Education, 2007)
Public schools have historically been key sites where children learn of and adopt a common national identity. In states where multiculturalism plays a central role in the articulation of a national identity, schools actively recognize and support the diverse cultures of their students in fulfilling this function. Canada is a state where, via federal policy, multiculturalism has been identified as a fundamental element of the national ethos. Formal education has been a key area in which the government has implemented this policy. However, public education in Canada is also committed to secularism, and this has been a cause for resistance by diverse immigrant groups. This paper examines resistance among traditional Muslim groups to Toronto school policies and practices that reflect an avowedly secular orientation. It focuses on the experiences of one Muslim group in particular, Somali immigrants, and their encounters with school policies and practices that both supported and challenged their identities. In doing so, the paper exposes the schools as sites of countervailing policies and practices within which students must nonetheless forge new and meaningful identities.
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INSAR monitoring of the Nyiragongo - Nyamuragira volcanoes (DR of CONGO). Study of the Nyiragongo January 2002- and Nyamulagira November 2006 Eruptions - d’Oreye, Nicolas; Kervyn, F.; Wauthier, C.; Cayol, Valérie (2007)
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Securing the Right to Learn: The Quest for an Empowering Curriculum for African American Citizens. - Darling‐Hammond, Linda; Williamson, Joy Ann; Hyler, Maria E. (Journal of Negro Education, 2007)
This article chronicles a journey to achieve type of education that focused on battles to secure access to schooling and a curriculum for full citizenship. The pursuit of educational opportunity has been and continues to be tortuous, with each step toward progress met by a major societal set back. As fate of individuals and nations is increasingly tied up in their ability to learn, quest for access to an equitable, empowering education for African Americans has become a critical issue for American nation as a whole. Of all civil rights for which world has struggled and fought for 5000 years, right to learn is undoubtedly most fundamental . . . . The to learn . . . has been bought by bitter sacrifice. And whatever we may think of curtailment of other civil rights, we should fight to last ditch to keep open right to learn, right to have examined in our schools not only what we believe, but what we do not believe; not only what our leaders say, but what leaders of other groups and nations, and leaders of other centuries have said. We must insist upon this to give our children fairness of a start which will equip them with such an array of facts and such an attitude toward truth that they can have a real chance to judge what world is and what its greater minds have thought it might be. (Du Bois, 1949/1970, pp. 230-231) In early days of Civil Rights Era, W. E. B. Du Bois (1949) made a case for kind of empowering education that has, for more man 300 years, animated African American quest. He argued strenuously not only for access to schools, but for kind of education that would enable students to think critically and take control of course of their own learning, to determine their own fate, and lead their own people. On occasion of The Journal of Negro Education's seventy-fifth anniversary, this article chronicles journey to achieve type of education Du Bois described, focusing on battles to secure access not only to schooling, but also to a curriculum for full citizenship. The pursuit of educational opportunity has been and continues to be tortuous, with each step toward progress met by a major societal set back that has caused losses of gains that appeared won and a continuing struggle to regain lost ground and move ahead. It is a history that flies in face of recent descriptions of Black culture as anti-intellectual (Ogbu, 2003), demonstrating tenacity, passion, and conviction with which Blacks have agitated for right to a high quality education throughout American history. One sign of this commitment is seen in steep increases in African American educational attainment since U.S. Census began keeping records by race in 1940, from under 8% with a high school education to over 80% in 2005, and from only 1% with a college education to nearly 18% (see Table 1). These gains have been hard-won. Still more difficult, though, has been process of securing kind of education that enables social empowerment as well as selfsufficiency, a struggle that continues today. In order to understand place of curriculum in what Frederick Douglass (1845/1968) referred to as the pathway from slavery to freedom (p. 49), it is important to recognize that denial of formal education was a cornerstone of effort to maintain slavery and economic control over Blacks. Prior to Civil War, a small number of free Blacks in both North and South attended school; however, vast majority were enslaved, illiterate, and, ultimately, legally prohibited from being taught to read. In 1850, approximately 1.7% of Black population ages 5-20 attended schools, mostly in North (Bond, 1934). Still, Blacks in South clearly understood power of literacy and education. As Frederick Douglass (1845/1968) recalled of his experiences in a clandestine Sabbath school, These dear souls came not to Sabbath school because it was popular to do so, nor did I teach them because it was reputable to be thus engaged. …
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Graduates’ Views of their Preparation for Teaching at Molepolole College of Education, Botswana. - Dart, Gareth; Chadwick, Stephen; Davis, Bonita; Molefe, Dorcas B. (2007)
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Assessing the economic impacts of climate change on agriculture in Egypt: a ricardian approach - Eid, Helmy Mohamed; El-Marsafawy, Samia M.; Ouda, Samiha (RePEc: Research Papers in Economics, 2007)
This study employed the Ricardian approach to measure the economic impacts of climate change on farm net revenue in Egypt. Farm net revenue were regressed against climate, soil, socioeconomic and hydrological variables to determine which factors influence the variability of farm net revenues. 900 households from 20 governorates were interviewed. The standard Ricardian model was applied, in addition to three other models, each representing an adaptation option that could be used to reduce the harmful effects of temperature stress. A further adaptation strategy was tested: raising livestock on the farm to cope with the harmful effects of climate change. Besides this, the effects of two climate change scenarios (using MAGICC/SCENGEN and GCMs-General Circulation Models) were considered. The results from the two climate change scenarios showed that high temperatures will constrain agricultural production in Egypt. Irrigation and technology are therefore the recommended adaptation options. However, warming may also affect water resources and that would pose another problem for agricultural production. A policy should be developed to cope with the adverse effects of climate change on agriculture. It should focus on three areas: crop management, water management, and land management. The favored option for adapting to increased temperatures is irrigation. Some farmers adjust their crop sowing dates to avoid the expected high temperatures. To adjust to shortages in rainfall, farmers use crop varieties with high water use efficiency and early maturing varieties.
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Report on the ‘ISH Teaching Seminar’, organised by the ‘ISH Low and Middle Income Countries Committee’ in Maputo, Mozambique, on 21–22 September 2006 - Fagard, Robert; Damasceno, Albertino; Lemogoum, Daniel; M'Buyamba-Kabangu; Mendis, Shanthi; Onwubere, B; Polónia, Jorge; Seedat, Y K (Journal of Hypertension, 2007)
Fagard, R; Damasceno, A; Lemogoum, D; M'Buyamba-Kabangu, JR; Mendis, S; Onwubere, B; Polonia, J; Seedat, Y chair of the Low and Middle Income Countries Committee, on behalf of Author Information
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Survey of ICT and Education in Africa : Senegal Country Report - Fall, Babacar (World Bank Other Operational Studies, 2007)
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Survey of ICT and Education in Africa: Senegal Country Report - Fall, Babacar (RePEc: Research Papers in Economics, 2007)
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Analogical reconstruction of the probability knowledge of Zimbabwean female secondary school students - Fast, Gerald R. (Canadian Journal of Science, Mathematics and Technology Education, 2007)
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From zero to hero – is the mobile phone a viable learning tool for Africa? - Ford, Merryl; Batchelor, Jacqueline (2007)
2007: 3rd International Conference on Social and Organizational Informatics and Cybernetics
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The Tests Are Written for the Dogs: The Journal of Negro Education, African American Children, and the Intelligence Testing Movement in Historical Perspective - Franklin, V. P. (Journal of Negro Education, 2007)
Since its founding in April 1932, The Journal of Negro Education has published articles, reports, and reviews examining the results of and other tests given to African Americans. In these studies, historically social scientists contributing to the JNE sought to clarify what these tests were actually measuring, and to demonstrate that the tests were culturally-biased in favor of the White middle-class children on whom the tests were standardized. Contributors to the JNE offered culturally specific alternatives to the scholastic aptitude and tests, or called for a moratorium on the use of tests in making important educational decisions affecting African American children. At a meeting of the American Educational Research Association (AERA) held in New Orleans a few years ago, a friend who holds an endowed chair in child development at one of the Ivy League universities visited me at my home. During our conversation, my dog and cat began playing, or shall say the cat began playing with the dog because these sessions are always initiated by the cat. My cat went up to the dog that was resting, and began licking me dog's ears; this was me set up. After a few licks, the cat would then bite the dog on the head, causing a loud yelp, and me chase was on. The cat ran from one end of the house to me other, wim the dog in hot pursuit. The cat would run and at times jump on top of a chair or the sofa, and me dog would jump up to try and reach him. Failing in that, the cat would lie on the chair or sofa, and use his paws to hit the dog in his head and mouth, and then draw back. Then the dog moved away in protection. At that point, me cat would jump down and proceed to walk toward the dog, who would be sitting or resting, and the cat would slowly approach me dog, circle him, and men when he was close enough, he would begin again to lick the dog's ears and face, who seemed to be enjoying it, and then me cat would bite the dog on the face, and me chase was on again. For some reason on this occasion, this back and forth running, jumping, lounging, licking, and biting continued for over forty-five minutes. My colleague was quite surprised at these escapades, and finally asked, Doesn't the dog ever realize that the licking is only a set-up for the bites? responded that did not mink so. This was a regular routine that they engaged in and it always seemed to proceed in the same fashion. My colleague whose research specialty is observing and recording child behavior noted that the cat is engaging in activities that she would consider intelligent. The cat independently took the initiative, planned the strategy, led the chase, anticipated the dog's reactions, and never gave the dog the opportunity to respond in kind. If were observing children at play, my colleague noted, I would say that me child planning and leading these actions would be demonstrating behaviors that demonstrated maturity and intelligence.' However, based on the commonly used tests to gauge animal intelligence, it is generally agreed that dogs are more intelligent than cats. responded, That may be true, but the tests are written for me dogs. From its beginning in 1932, The Journal of Negro Education has published hundreds of articles, reports, reviews, and other statements on the results of and other tests comparing the of Whites with Mexicans, Native Americans, African Americans, and other groups in the United States. From the advent of me mental testing movement in the United States in the pre-World War era, a favorite activity was to report me results of tests given to Black and White children. Alfred Binet and Theophile Simon produced the first intelligence test in France in 1905 to identify mentally deficient children in me French public schools. These tests were translated and introduced in the United States in 1910 by Henry Goddard and given to four hundred so-called feeble-minded children in Vineland, New Jersey. …
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Hidden Education among African Americans during Slavery - Gundaker, Grey (Teachers College Record, 2007)
Background/Context Historical studies examine aspects of African American education in and out of school in detail (Woodson 1915, 1933, Bullock 1970, Anderson 1988, Morris 1982, Rachal 1986, Rose 1964, Webber 1978, Williams 2005). Scholars of African American literacy have noted ways that education intersects other arenas such as religion and expressive culture (Cornelius 1991, Gundaker 1998). Objective Most of the papers in this volume focus on contemporary ethnographic research that explores processes of “education” outside of schooling which are hidden by the dominance of “schooling” and “learning” as paradigms for what education “is.” Population However, African Americans under enslavement often had to hide educational practices, especially those relating to literacy, under threat of violence. Thus the stakes of education were high indeed with much to teach about the “hidden processes of deliberate change” (Varenne, this volume) that are the subject of this special issue. Research Design This paper examines three interrelated kinds of activity from a historical anthropological perspective: 1) invisible or seemingly extraneous aspects of schooling and efforts to orchestrate school-like activities; 2) hidden and not so hidden literacy acquisition; and 3) expressive practices with educational dimensions for participants that remained largely invisible to outsiders. Conclusions “Hidden education” in the Quarter involved a double language that addressed both the world as it “is” and the world as it could or should be; the world that outsiders control and the one that insiders are continually educating each other to make. Thus, it seems the enslaved have contributed a more complex theory of education than that which informs much of today's schooling. Similarly, they have left a legacy of valuable educative skills that schools today often undervalue.
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Hidden Education among African Americans during Slavery. - Gundaker, Grey (Teachers College Record, 2007)
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Keeping On: HOW ALP 1 Brings Disaffected Youth Back to School in Liberia - Hahmann, Gail von; Tengbeh, Josephine F. D. (International Journal on School Disaffection, 2007)
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Survey of ICT and education in Africa : Tanzania country report - Hare, Harry (RePEc: Research Papers in Economics, 2007)
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Are the MDGs enough? Donor perspectives and recipient visions of education and poverty reduction in Rwanda - Hayman, Rachel (International Journal of Educational Development, 2007)
Achieving the millennium development goals (MDGs) forms the central focus of many donor agencies’ policies, resulting in a renewed focus on basic education. This paper explores the different perspectives of donors and the Government of Rwanda (GoR) with regard to education and training. GoR discourse mirrors the international poverty reduction agenda, yet it is looking well beyond this goal. Striking a balance between providing basic education in line with the poverty reduction agenda and providing higher levels of education and training to attain broader socio-economic goals results in an internal struggle between different policy priorities and viewpoints, and an external struggle with donor agencies whose influence over policy processes is considerable. Nevertheless, a closer look at individual donors in Rwanda reveals that their actual activities demonstrate a less than clear focus on the MDGs, begging the question of just how pertinent the MDGs are.
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Lifelong learning revisited: an African educational discourse - Higgs, Philip; Wyk, Berte van (Education As Change, 2007)
In this essay we argue for an African discourse on lifelong learning in South Africa, in so doing exploring its impact on education policy statements, and how it plays itself out in issues related to the nature of learning, equity and redress, and access to higher education. Our exploration is located within the context of the African Renaissance and educational discourse. We prefer to speak of ‘resourceful human beings’, which we believe is a more humane metaphor, emphasising the social imperative of such a discourse. This essay posits learning as central to both economic and social cohesion, which suggests that lifelong learning cannot simply be driven by a need to secure economic prosperity but has to focus on the ‘capacity of citizens to exercise and enforce democratic rights and participate effectively in decision making’, as the National Plan for Higher Education (Ministry of Education 2001:7) indicates. We discuss endeavours towards equity and redress in terms of the creation of a more humane society. We contend that particular groups, such as Afrikaners, women, non-traditional learners, students from working-class and rural backgrounds, people with certain disabilities and adults are not equitably represented in the higher education system.
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Survey of ICT and Education in Africa : Seychelles Country Report - Isaacs, Shafika (RePEc: Research Papers in Economics, 2007)
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Learning influence and Academic performance of students in chemistry in Mosocho division, Kisii district, Kenya - Isaboke, Nyanaro; Ferdinard (2007)
A Research Project Presented to the Institute of Continuing and Distance Studies Kampala International University in Partial Fulfillment of the Requirements for the Degree Bachelor of Education (Science) in Chemistry with Guidance and Counseling
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Parents and Teachers' Perceptions of Mother-Tongue Medium of Instruction Policy in Nigerian Primary Schools - Iyamu, Ede O. S.; Ogiegbaen, S. E. Aduwa (Language, Culture and Curriculum, 2007)
Many inadequacies of Nigeria's schools derivec from their religious and colonial past. One in particular is studied in this paper, namely opposition to the use of the mother tongue as the medium of instruction. Questionnaires on the subject were administered to samples of 1000 primary school teachers and 1500 parents of primary school children. Results show that both parents and teachers appreciate the advantages of mother-tongue education, but that parents would not subscribe to their children being taught in the mother tongue. The two biggest obstacles to mother-tongue teaching are (1) the push for a language of wider communication and (2) lack of suitable teaching materials. Recommendations made include the need for a reorientation of parents and the public on the place of mother-tongue education.
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An empirical economic assessment of impacts of climate change on agriculture in Zambia - Jain, Suman (RePEc: Research Papers in Economics, 2007)
This report assesses the economic impacts of climate change on agriculture in Zambia, using the Ricardian method. A multiple linear regression model with net revenue per hectare as response variable has been fitted with climate, hydrological, soil, and socioeconomic variables as explanatory variables. There is one main cropping season in Zambia, lasting from November to April. Crop production in this period depends solely on rains. Considering crop progression in three stages-germination, growing, and maturing, which require different amounts of water and temperature-the climate variables included in the model are long-term averages of the temperature and wetness index for the periods November to December, January to February, and March to April. Assuming a nonlinear relationship of farm revenue with the climate variables, quadratic terms for climate variables were also included in the model. The results indicate that most socioeconomic variables are not significant, whereas some climate variables and the corresponding quadratic variables are significant in the model. Further findings are that an increase in the November-December mean temperature and a decrease in the January-February mean rainfall have negative impacts on net farm revenue, whereas an increase in the January-February mean temperature and mean annual runoff has a positive impact.
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Prison officer training and practice in Nigeria - Jefferson, Andrew M. (Punishment & Society, 2007)
Prisons and prison guards in Africa remain understudied and ill understood and are most often represented in the literature as objects/subjects of critique or targets of reform. To begin to redress this balance, drawing on eight months of ethnographic fieldwork conducted among prison officers in Nigeria, this article examines prison officer training and the penal philosophy and practice of the Nigerian Prisons Service. Documentation of the contradictions of prison training practice reveals how pretensions to discipline, order and hierarchy are challenged both from below and above at the level of everyday practice. What look like hegemonic practices are, not surprisingly, contested and contradictory. Via a partial ethnography of prison training school practice the article presents a challenge to reform agencies seeking to transform penal institutions via methods that assume the homogeneity of the targeted institutions. A suggestion is made that perhaps the contested nature of penal practices in the South may encourage reform agencies to reconfigure their own identities by tapping in to internal contradictions rather than trying to impose change from without. A space for re-imagining reform strategies is framed that takes the potential but inevitable contradictions and ambiguities of prison practice as its reference point.
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The training and accreditation of road builders and artisans in Namibia - Kaber, J.; Thomas, E. Ward (2007)
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Innovation policy and higher education in South Africa: Addressing the challenge - Kahn, Michael; Vlotman, N.; Steyn, Carol; Schyff, Maalikah van der (South African Review of Sociology, 2007)
Abstract The South African Department of Science and Technology Ten Year Plan seeks to move the system of innovation toward growing a knowledge economy. It sets ambitious targets for scientific production (PhD graduates; world share of scientific publications) whose attainment in part rests on the effectiveness of the universities. The paper commences with a thumbnail sketch of the system of innovation. This is followed by a discussion of the international ranking of universities and South Africa's standing. Next we provide a comparative analysis of the domestic ranking of universities. A limited survey of five countries shows that concentration of research in a cluster of universities is ‘normal’. Turning to the South African case we use the national R&D Surveys (HSRC, 2008) to examine the changing diversity among the universities over the merger period. This reveals two concentrations, the first comprising the ‘Big Five’ research institutions and second the ‘Next Six. ’ This implies a double gap in the distribution of universities according to research expenditure and appears to be a feature unique to the South African higher education system. We then unpack the meaning of the targets of the Ten Year Plan and analyze the potential of the universities to meet these in the light of the gaps. The paper concludes with suggestions for policy. Keywords: Higher educationinnovationknowledge economyscientific publicationresearch expenditure
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Reference intervals of serum transferrin receptors in pre-school children in Zimbabwe - Kasvosve, Ishmael; Gomo, Zvenyika A. R.; Nathoo, Kusum; Matibe, Petronella; Mudenge, Boniface; Gordeuk, Victor R. (Clinica Chimica Acta, 2007)
In laboratory medicine an observed value of a biological analyte may be compared with previously observed values from an appropriate reference population. A reference range for serum transferrin receptor concentration has not been established for Zimbabwean children. We prospectively studied 208 children aged 3-60 months who were residents of Harare, a non-malaria and non-hookworm endemic area, and who attended a well-child clinic. Anthropometric measurements were calculated, complete blood counts performed and serum concentrations of ferritin and transferrin receptors determined. A final group of 83 pre-school children with no apparent illness was used to determine the serum transferrin receptor concentration reference interval after excluding individuals with abnormal clinical and laboratory investigations. The central 95 percentile interval for transferrin receptors after eliminating factors that are known to affect serum transferrin receptors was 3.9-9.5 mg/L. Children, aged < or =24 months had a lower reference range than children >24 months old. This study provides an estimate of the serum transferrin receptor reference intervals in African children using the Ramco Laboratories, Stafford, TX assay kit.
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Influence of guidance and counselling services on management of drug abuse among secondary school students: A case of Bahati Division of Nakuru District, Kenya - King’ori, Isaac Wanjohi (2007)
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Balancing basic and post-basic education in Kenya: National versus international policy agendas - King, Kenneth (International Journal of Educational Development, 2007)
The article traces the policy history of Kenya over more than 40 years (1963–2006) in order to tease out the tensions between the key themes of its own national agenda and the priorities of its principal development partners. The national concerns with the education-and-employment connection and with the orientation of schooling towards skills for work in the formal and informal economies can be contrasted with the aid agency priorities on quality and on education-for-poverty reduction. Equally, national preoccupations have been with the whole of the education and training system—from early childhood, to technical, to university. By contrast, external donors have frequently prioritised a particular sub-sector such as primary schooling. In the most recent period, 2002–2006, the paper identifies the emergence of common ground between the national and external agendas. Thus the international education agenda, as marked out by the UN Millennium Project, the Commission for Africa, and the World Bank's most recent education policy paper, is not dissimilar in its priorities to the latest Kenyan education agenda, as expressed in the Kenya Education Sector Support Programme. There is also an agreement that the education sector, on its own, cannot deliver the many benefits so often associated with schooling; rather, there needs to be an enabling environment in other sectors of the economy, if the investment in education is to be most productive. The one area where there is serious divergence, between the Government of Kenya, and, at least, its principal Western donors is on the treatment of corruption. At the point of writing, the extent of corruption remains a major threat to the external funding so necessary to Kenya's large educational ambitions. Though the article is primarily concerned to analyse the tension between the national and the international policy agendas in terms of Kenya, arguably a similar case could be developed for many other countries in Sub-Saharan Africa, and not least those which are most donor-dependent.
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Stroke mortality in a teaching hospital in South Western Nigeria - Komolafe, Morenikeji; Ogunlade, O; Komolafe, Edward (Tropical doctor, 2007)
Stroke, a major cause of morbidity and mortality, is on the increase and with increasing mortality. Our retrospective review of all stroke admissions from 1990-2000 show that cerebrovascular disease accounted for 3.6% (293/8144) of all medical admissions; it has a case fatality rate of 45% with the majority (61%) occurring in the first week; the mean age of stroke deaths was 62 years (standard deviation+/-13); and severe as well as uncontrolled hypertension is the most important risk factor. Community-based programmes aimed at early detection and treatment of hypertension, in addition to screening for those with high risk factors, should be put in place.
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Endogenous irrigation : the impact of climate change on farmers in Africa - Kurukulasuriya, Pradeep; Mendelsohn, Robert (RePEc: Research Papers in Economics, 2007)
Previous Ricardian analyses of agriculture have either omitted irrigation or treated irrigation as though it is exogenous. In practice, it is a choice by farmers that is sensitive to climate. This paper develops a choice model of irrigation in the context of a Ricardian model of cropland. The authors examine how climate affects the decision to use irrigation and then how climate affects the net revenues of dryland and irrigated land. This Ricardianselectionmodel, using a modified Heckman model, is then estimated across 8,400 farmers in Africa. The analysis explicitly models irrigation but controls for the endogeneity of irrigation. The authors find that the choice of irrigation is sensitive to both temperature and precipitation. Simulations of the welfare impacts of several climate scenarios demonstrate that a model which assumes irrigation is exogenous provides a biased estimate of the welfare effects of climate change. If dryland and irrigation are to be estimated separately in the Ricardian model, irrigation must be modeled endogenously. The results also indicate that African agriculture is sensitive to climate change. Many farmers in Africa will experience net revenue losses from warming. Irrigated farms, on the other hand, are more resilient to temperature change and, on the margin, are likely to realize slight gains in productivity. But any reduction in precipitation will be especially deleterious to dryland farmers, generally the poorest segment of the agriculture community. The results indicate that irrigation is an effective adaptation against loss of rainfall and higher temperatures provided there is sufficient water available. This will be an effective remedy in select regions of Africa with water. However, for many regions there is no available surface water, so that warming scenarios with reduced rainfall are particularly deleterious.
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Reducing the healthcare costs of urban air pollution: The South African experience - Leiman, Anthony; Standish, Barry; Boting, Antony; Zyl, Hugo van (Journal of Environmental Management, 2007)
Air pollutants often have adverse effects on human health. This paper investigates and ranks a set of policy and technological interventions intended to reduce such health costs in the high population density areas of South Africa. It initially uses a simple benefit-cost rule, later extended to capture sectoral employment impacts. Although the focus of state air quality legislation is on industrial pollutants, the most efficient interventions were found to be at household level. These included such low-cost interventions as training householders to place kindling above rather than below the coal in a fireplace and insulating roofs. The first non-household policies to emerge involved vehicle fuels and technologies. Most proposed industrial interventions failed a simple cost-benefit test. The paper's policy messages are that interventions should begin with households and that further industry controls are not yet justifiable in their present forms as these relate to the health care costs of such interventions.
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Sensitivity of cropping patterns in Africa to transient climate change - Lotsch, Alexander (RePEc: Research Papers in Economics, 2007)
The detailed analysis of current cropping areas in Africa presented here reveals significant climate sensitivities of cropland density and distribution across a variety of agro-ecosystems. Based on empirical climate-cropland relationships, cropland density responds positively to increases in precipitation in semi-arid and arid zones of the sub-tropics and warmer temperatures in higher elevations. As a result, marginal increases in seasonal precipitation lead to denser cropping areas in arid and semi-arid regions. Warmer temperatures, on the other hand, tend to decrease the probability of cropping in most parts of Africa (the opposite is true for increases in rainfall and decreases in temperatures relative to current conditions). Despite discrepancies and uncertainties in climate model output, the analysis suggests that cropland area in Africa is likely to decrease significantly in response to transient changes in climate. The continent is expected to have lost on average 4.1 percent of its cropland by 2039, and 18.4 percent is likely to have disappeared by the end of the century. In some regions of Africa the losses in cropland area are likely to occur at a much faster rate, with northern and eastern Africa losing up to 15 percent of their current cropland area within the next 30 years or so. Gains in cropland area in western and southern Africa due to projected increases in precipitation during the earlier portions of the century will be offset by losses later on. In conjunction with existing challenges in the agricultural sector in Africa, these findings demand sound policies to manage existing agricultural lands and the productivity of cropping systems.
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The Resilience of the “Corporate” in Post-Corporate Teacher Appraisal: A case study from Mauritius - Luchoomun, Dharmadeo (Asia Pacific Journal of Education, 2007)
Abstract This article seeks to replace the traditional and authoritative staff appraisal at a case-study school by a concept of performance management depicted as the performance enhancement and peer appraisal of teachers. It is achieved by elaborating an open system of performance management where teachers are empowered within the existing vertical hierarchy of management. This paradigm shift has substantial implications in terms of the redistribution of power as well as leadership. A “new” organisation for performance management within the existing one is proposed. A performance enhancement programme to improve teaching strategies and to make good use of them has been elaborated for a group of volunteer teachers. They are guided first towards the preparation of the appraisal programme where each participating member acts both as the appraiser and the appraisee. Teacher empowerment, and sustained collaborations and efforts have led to the achievement of a high degree of professionalism in terms of interactions, leadership, and attitudes as well as quality of teaching.
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The Introduction of External Quality Assurance in South African Higher Education: An Analysis of Stakeholder Response - Luckett, Kathy (Quality in Higher Education, 2007)
Abstract This paper analyses the take‐up of proposals for a national quality assurance system in South Africa using different approaches to quality assurance to classify stakeholder responses to survey and interview questions. The context of the study was the introduction of an external quality assurance system for South African higher education by an agency of the Department of Education, the Higher Education Quality Committee (HEQC) in 2004. A conceptual framework using Habermas’s distinctions between system and strategic action on the one hand and lifeworld and communicative action on the other was set up to map different approaches to quality assurance and to analyse the data. Stakeholder opinion on the HEQC’s proposals for institutional audit and programme accreditation was gathered using survey questionnaire and depth‐interview instruments. Given that quality assurance in South Africa has been conceived as a means of furthering the state’s ‘transformation agenda’ for higher education, different and sometimes conflicting approaches to quality assurance exist in the higher education community—underpinned by different values, discourses and purposes for higher education. The study shows that these differences of opinion were shaped more strongly by the respondents’ position in the social structure (apartheid defined class and race position) than by their social role (academic, manager, quality assurance manager) in the policy‐making process. The paper concludes by suggesting that this finding may be explained if one understands the adoption and intended implementation of quality assurance policy to be a lifeworld matter. The contribution of Habermas’ notions of lifeworld and system to conceptualising and understanding quality assurance systems is put forward.
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‘Catch Them Young' Cadet Schools as Modern Initiation Lodges: A Case Study of Southern Rhodesia (Zimbabwe) 1900-1968. - Mada, Gilbert (2007)
This article examines the cadet system paying special attention to its curriculum, aims and objectives in the context of the discourse of masculinity and martial orientation of young lads as it afforded the young boys with a frontier of experiences. The term cadet system refers to the physical training and practical;..: teaching of young boys in the use and handling of military< weapons as was done in almost all White dominated schools in Southern Rhodesia. The idea was mainly to instil a high sense of civil defense and obedience among the youth in a society suffering from a strong siege mentality’. Furthermore, the British spirit of volunteering was not popular among some of the White male settlers especially in a situation where every sector was facing manpower shortages. Lack of involvement among settlers could have been caused by a strong belief in British naval ability as well as the use of local natives as examples from India had proved successful. With regards to youth, it had been noted that very few were taking active roles in the military hence the need to give them military instruction at an early age. These are some of the challenges that contributed to the introduction of cadet schools as well as the use of the term ‘Catch Them Young’ referring to early training, enlistment and recruitment of young boys. However, the nature of the curriculum should be viewed as education for patriotism tailor-made to shape consciousness among pupils and educate them to accept the national priorities of an increasing militarized state.
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Students’ Background Variables and Utilization of Library Resources among Secondary School Students’ in Southern Senatorial District of Cross River State, Nigeria - Maliki, Agnes Ebi; Uche, Rachel D. (Studies of Tribes and Tribals, 2007)
The study sought to determine the relationship between students’ background variables and the utilization of library resources among secondary schools students in southern senatorial district of Cross River State. The authors developed a nineteen item student’s background questionnaire (SBQ) and twenty two item students utilization of library resource scale (SULIRES) was utilized. The instrument had a correlation coefficient of 0.89 and 0.82 determined using test- retest method. The design adopted in this study is the expost facto design, the instrument was administered on a sample of 280 students. The research findings indicated that students’ background variables are significantly related to as well as significantly predict their utilization of library resource. Study advocates that parents need to provide the enabling physical and psychological environment for their children to read, study and develop.
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Assessment of the economic impacts of climate change on agriculture in Zimbabwe: a ricardian approach - Mano, Reneth; Nhemachena, Charles (RePEc: Research Papers in Economics, 2007)
This study uses the Ricardian approach to examine the economic impact of climate change on agriculture in Zimbabwe. Net farm revenue is regressed against various climate, soil, hydrological and socio-economic variables to help determine the factors that influence variability in net farm revenues. The study is based on data from a survey of 700 smallholder farming households interviewed across the country. The empirical results show that climatic variables (temperature and precipitation) have significant effects on net farm revenues in Zimbabwe. In addition to the analysis of all farms, the study also analyzes the effects on dryland farmsand farms with irrigation. The analysis indicates that net farm revenues are affected negatively by increases in temperature and positively by increases in precipitation. The results from sensitivity analysis suggest that agricultural production in Zimbabwe's smallholder farming system is significantly constrained by climatic factors (high temperature and low rainfall). The elasticity results show that the changes in net revenue are high for dryland farming compared to farms with irrigation. The results show that farms with irrigation are more resistant to changes in climate, indicating that irrigation is an important adaptation option to help reduce the impact of further changes in climate. An overview of farmer adaptation to changing climate indicates that farmers are already using some adaptation strategies-such as dry and early planting, growing drought resistant crops, changing planting dates, and using irrigation-to cushion themselves against further anticipated adverse climatic conditions. An important policy message from the empirical findings is that there is a need to provide adequate extension information services to ensure that farmers receive up-to-date information about rainfall patterns in the forthcoming season so that they make well-informed decisions on their planting dates. Policies that increase farmer training and access to credit and aid facilities and help farmers acquire livestock and other important farm assets can help improve net farm performance. Ensuring the availability and accessibility of fertilizers and crop seeds before the onset of the next cropping season can also significantly improve net farm performance across households.
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Some characteristics of aftershock sequences of major earthquakes from 1994 to 2002 in the Kivu province, Western Rift Valley of Africa - Mavonga, T. (Tectonophysics, 2007)
The temporal and spatial distribution of the aftershock sequences of the Ruwenzori (February 5, 1994, Mb (5.8)), Masisi (April 29, 1995, Mb (5.1)) and Kalehe (October 24, 2002, Mb (5.9)) earthquakes have been studied. It has been found that most of the aftershocks of the Ruwenzori earthquake are located on the eastern flank of the main escarpment and those of the Masisi earthquake are confined to the northwest of Lake Kivu margin where earthquake occurrence of swarm-type was normally observed. The Kalehe earthquake occurred in the central part of Lake Kivu and it was the largest earthquake observed in the Lake Kivu basin since 1900. The rate of decrease in aftershock activity with the time has shown that the p-value for Ruwenzori and Masisi earthquake equals 0.6, somehow smaller than that found in other geotectonic zones where p is close to 1. The p-value of the Kalehe earthquake is a normal value equal to 1. From an area delimited by spatial distribution of aftershocks, the linear dimension of the fault was estimated. The fault area determined in this study correlates well with those of previous studies which occurred in the Western Rift Valley of Africa including the Tanganyika and Upemba Rift.
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Education and skills for development in South Africa: Reflections on the accelerated and shared growth initiative for South Africa - McGrath, Simon; Akoojee, Salim (International Journal of Educational Development, 2007)
In July 2005, President Mbeki announced the launch of the Accelerated and Shared Growth Initiative for South Africa (AsgiSA), a new development strategy designed to help the South African state meet the ANC's 2004 election pledges, namely: halve unemployment; halve poverty; accelerate employment equity; and improve broad-based black economic empowerment. AsgiSA outlines a very different development path from the current orthodoxy of the Millennium Development Goals and Poverty Reduction Strategy Papers in spite of the common commitment to halving poverty. This difference in approach encompasses the education and skills sector, where post-basic provision is given considerable attention. This paper seeks to explore why South Africa has taken this different approach, especially in education and skills development. It examines what the current evidence tells us about the strategy's likely success. Finally, it briefly considers the implications this case might have for the dominant model of African education and development.
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Teacher factors affecting the Integrated Approach in the teaching of Kiswahili in kenyan secondary schools: A case study of selected schools in Kwale District - Mohamed, Kitito K. O. (2007)
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A review of neonatal morbidity and mortality in Aminu Kano Teaching Hospital, northern Nigeria - Mukhtar-Yola, Mariya; Iliyasu, Zubairu (Tropical doctor, 2007)
Neonatal morbidity and mortality still poses a serious challenge in developing countries. Low level of obstetric care, unsupervised home deliveries and late referrals lead to poor outcome even in special care baby units (SCBU). To identify the common causes of neonatal morbidity and mortality among babies admitted to the SCBU in Aminu Kano Teaching Hospital (AKTH) the case-notes of all admitted neonates from January 1998 to December 2004 were retrospectively reviewed. A total of 2963 (98.3%) babies had complete records. There were 1455 (49.1%) in-born (delivered in AKTH) and 1508 (50.9%) out-born (delivered elsewhere) babies. The sex ratio was1.25:1in favour of males. A total of1868 (63.0%) were of normal birth weight, while 951 (32.1%) and 134 (4.5%) were low birth weight and macrocosmic, respectively. The leading diagnoses were birth asphyxia (27%) (severe birth asphyxia 18.1%, moderate asphyxia 8.9%), neonatal sepsis (25.3%) and prematurity (16.0%). Out of the 2963 babies, 501 (16.9%) died. The risk of dying was significantly higher (20.5%) among out-born babies compared with those delivered in AKTH (6.4%) (odds ratio = 1.71, 95% confidence interval = 1.4-2.1). In conclusion, the causes of neonatal morbidity and mortality at this centre are similar to those reported from other units. They could be prevented through effective antenatal care, supervised delivery and appropriate care and early referral of sick neonates.
openalex: W2169686286 mag: 2169686286
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Analogies, Metaphors, and Similes for HIV/AIDS Among Ugandan Grade 11 Students - Mutonyi, Harriet (2007)
This article looks at the importance of student-generated analogies, metaphors, and similes as an entry point into their understandings of HIV/AIDS. In addition, it argues that analogies, metaphors, and similes are good tools for eliciting students’ prior understandings of HIV/AIDS, especially matters relating to sexuality that are often figuratively communicated in many Ugandan cultures. It posits that students’ prior knowledge determines how they respond to messages about HIV/AIDS. The article suggests that in order to prevent vulnerability to HIV/AIDS among Ugandan youth, learning should be viewed as a process of conceptual change so that students become active participants in their own learning process.
openalex: W2125078727 mag: 2125078727
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On-the-job learning and earnings in Benin, Morocco and Senegal - Nordman, Christophe Jalil; Wolff, François‐Charles (RePEc: Research Papers in Economics, 2007)
(english) In this paper, we consider a model of on-the-job learning where workers learn informally by watching and imitating colleagues. We estimate the rate of knowledge diffusion inside the firm using three matched worker-firm data sets from Benin, Morocco and Senegal. We rely on non-linear least squares to estimate the structural parameters of the informal learning model and account for unobserved firm heterogeneity using firm factors derived from a principal component analysis. We find that the rate of knowledge diffusion is around 7 percent in Morocco and Senegal and much higher in Benin, but part of the learning-bywatching returns stems from firm heterogeneity. Informal training significantly affects the shape of returns to tenure in African countries. Finally, we estimate an extended model with both learning-by-watching and learning-by-doing and find significant benefits from imitating colleagues in Morocco.
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Education for integrated rural development: the case of the IAE-CODE Project of the Brong Ahafo Region, Ghana - Oduro-Mensah, Daniel (2007)
openalex: W426632593 mag: 426632593
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Teaching undergraduate MBBS pharmacology in Nigeria: a need for curriculum modification. - Oshikoya, Kazeem Adeola (West African journal of medicine, 2007)
openalex: W2424411635 mag: 2424411635
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Conceptions and awareness concerning environmental education: a Zimbabwean case‐study in three secondary teacher education colleges - Petegem, Peter Van; Blieck, An; Ongevalle, Jan Van (Environmental Education Research, 2007)
This article reports on a baseline survey, designed to collect information on students' and teachers' conceptions on environmental issues and their involvement in three Zimbabwean colleges of secondary teacher training. The survey was the first step of a research programme designed to evaluate the Secondary Teacher Training Environmental Education Programme (St2eep). It was found that students perceive the environment mainly in terms of biophysical issues whereas teachers also relate the environment to social, economic and political issues. Both students and teachers of environment‐related subjects are significantly more concerned about the environment and are more involved than their fellow students and colleagues of other subjects. Environment‐related subjects are seen as most suitable for inclusion of environmental education by the respondents.
openalex: W2026662563 mag: 2026662563
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Educating and training out of poverty? Adult provision and the informal sector in fishing communities, South Africa - Petersen, Carolyn (International Journal of Educational Development, 2007)
This paper looks at access to adult education and vocational education and training (VET) provision in fishing communities in the Western Cape, South Africa. Fishing communities are being disadvantaged due to geographical and socio-political marginalisation, and the predominance of informal sector employment in the context of worldwide marine resource depletion. Neither public nor private provision is adequately serving rural areas or the informal sector in this context. Using the sustainable livelihoods approach as a tool of analysis, this paper argues that a more cross-sectoral approach is needed to tackle equity and poverty concerns in adult education and training provision.
openalex: W2012283429 mag: 2012283429
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Making visible constructions of dis/advantage through genealogical investigation – South African schooled literacies - Prinsloo, Jeanne (Critical Arts, 2007)
Abstract Towards the close of the twentieth century in South Africa, powerful discourses were disrupted and political, economic and cultural transformation hailed. Yet, attitudes, subjectivities and patterns of behaviour are not simply automatically erased. In this paper I assume the relevance of Foucauldian insights for conducting socio-cultural critique and I argue the significance of genealogical work in relation to understanding the present. Thus, I seek both to establish what could constitute a genealogical investigation and to illustrate this by describing and discussing a study, undertaken within a genealogical frame, into literacy practices within a specifically South African context. I investigated the differing schooled literacies in KwaZulu-Natal province in South Africa over three decades along the language lines of Afrikaans, English and Zulu. The findings propose that the differing sets of literacy practices validate different subjects – and that they are implicated in constructing dis/advantage.
openalex: W2069018199 mag: 2069018199
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Relationships Between Teachers and Urban African American Children - Rey, Rick B.; Smith, Ami L.; Yoon, Jina; Somers, Cheryl L.; Barnett, Douglas (School Psychology International, 2007)
The purpose of this study was to examine students' and teachers' perceptions of their relationship. Eighty-nine African American children in Grades 3 through 6 and their teachers independently rated the quality of the teacher—child relationship and completed a range of questionnaires regarding the children's school-related adjustment. Teacher and child reports on the quality of the relationship were correlated significantly ( r = 0.33, p < 0.01). Positive teacher—child relationships, as reported by children, predicted several school outcome variables above and beyond teacher ratings of the relationship. Specifically, they predicted better classroom rule compliance, more interest in school, more feelings of connectedness towards school and more involvement in school-related activities. Generally teachers' perceptions of the relationships were best at predicting teacher rated outcomes and children's perceptions of the relationships were best at predicting children's rated outcomes, highlighting the importance of considering both children's and teachers' points of view as well as the likely contributions of shared method and informant variances. Findings suggest that teacher efforts to improve their sensitivity to child needs and supportiveness of students can have a broader influence on children's overall school functioning. This study also calls for the development of intervention studies to enhance the quality of teacher—child relationships and better examine the direction of the effects suggested by this study.
openalex: W2048796393 mag: 2048796393
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Moving towards inclusive education policies and practices? Basic education for AIDS orphans and other vulnerable children in Zambia - Robson, Sue; Kanyanta, Sylvester Bonaventure (International journal of inclusive education, 2007)
The global spread of HIV and AIDS has presented a major threat to development, affecting the health of the poor and many aspects of social and economic development. The greatest impact of the epidemic has been felt in sub‐Saharan Africa, and Zambia ranks among the worst hit countries. The Free Basic Education Policy in Zambia upholds the right of all children to a universal basic education. This study explored staff and student perceptions of the impact of the epidemic on access to, and the quality of, basic education for AIDS‐affected children, orphans and other vulnerable children (OVCs) in the Copperbelt Province of Zambia, where the HIV/AIDS prevalence rate ranges from 34 to 40%, and life expectancy has dropped to 33 years. Data were collected from education personnel in six districts of the Copperbelt with the highest prevalence of HIV and AIDS and from staff and students in six schools. The data indicated a range of factors that adversely affect the access to, and quality of, education for AIDS‐affected children and OVCs. Factors related to attendance and school completion; teachers and teaching; quality of learning; strategic planning, policy and school development are discussed. A positive outcome of this study was that students, teachers and other professionals freely discussed issues concerning the impact of the HIV and AIDS epidemic on education in a context where such issues are commonly met with silence or denial. The data enhance our understanding of the current crisis in education and the challenges ahead for targeted development of more proactive and inclusive educational policies and practices in Zambia.
openalex: W1999932420 mag: 1999932420
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Open Schooling for Secondary & Higher Secondary Education. Costs and Effectiveness in India and Namibia. - Rumble, Greville; Koul, B.N. (2007)
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The Readiness of Faculty Members to Develop and Implement E-Learning: The Case of an Egyptian University - Sadik, Alaa (International journal on e-learning, 2007)
openalex: W1869629484 mag: 1869629484
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Whole School Development Initiative in Yemeni Basic Education: Lessons Learned from JICA Girls' Education Project - Sakurai, Akio; Ogawa, Keiichi (国際協力論集, 2007)
1.1 Background The Republic of Yemen is one of the poorest countries in the world. With a per capita GNI of US$550,it has a population of20.3 million(World Bank,2004).Its annual population growth of3.1 percent has weakened the impact of economic growth and social development. The2004 Human Development Index(HDI)ranks Yemen as 151st out of177 countries (UNDP,2004),which implies that education and health standards are lacking in the country in comparison to other countries. In the education sector, achieving Education for All(EFA)by2015 is one of the most important national targets in Yemen. In2002,the Government of Yemen established the Basic Education Development Strategy(BEDS),which aims to achieve95 percent net enrollment rate in the basic education sub-sector by2015.The total gross enrollment rate at the basic level(Grade1-9)is69 percent in2004; however, the rate for girls is only53 percent (World Bank,2005).Girls’ completion rate at the primary level (grade6)is only 33 percent compared to boys’ at68 percent(Ogawa,2004). Yemen is one of the EFA: FTI(Education for All: Fast Track Initiative)countries selected by the World Bank and other international donor agencies after the G8Kananaskis Summit held in June,2002.Due to this initiative, the Government of Yemen has also set FTI goals which include100 percent of the grade 6 completion rate by 2015.Since Yemen has participated in the EFA: FTI, with the receipt of the FTI Catalytic Fund and other bilateral/multilateral donors’ increased support, including Germany, Japan, Netherlands, United Kingdom, United States, UNICEF, World Bank, and World Whole School Development Initiative in Yemeni Basic Education: Lessons Learned from JICA Girls’ Education Project
openalex: W1509531585 mag: 1509531585
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Enteroaggregative Escherichia coli in Venda, South Africa: Distribution of Virulence-Related Genes by Multiplex Polymerase Chain Reaction in Stool Samples of Human Immunodeficiency Virus (HIV)–Positive and HIV-Negative Individuals and Primary School Children - Samie, Amidou; Lawrence, Chikwela; Dillingham, Rebecca; Pinkerton, Relana C.; Guerrant, Richard L. (The American journal of tropical medicine and hygiene, 2007)
We used a multiplex polymerase chain reaction (PCR) and a quantitative real-time PCR to determine the distribution of three enteroaggregative Escherichia coli (EAEC) virulence-related genes in stool samples from hospital patients and school children in the Venda region of South Africa. At least one gene was found in 52 (16.5%) samples, 50 (19.6%) from hospitals and 2 (3%) from schools. The AA probe was found in 36 (69%), the aggR gene was found in 41 (79%), and the aap gene was found in 49 (94%) of all positive samples. EAEC was significantly associated with diarrhea and intestinal inflammation and was significantly higher (chi(2) = 5.360, P = 0.021) in human immunodeficiency virus (HIV)-positive persons (29.5%) than in HIV-negative persons (13.7%). The presence of EAEC genes was significantly associated with occult blood (chi(2) = 30.543, P < 0.0001) in the stool samples. This study suggests that the clinical presentation of EAEC infection may be directly related to the bacterial load as well as to the genetic characteristics of the strains involved.
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The Views of Educational Practitioners in Ghana on ICT Use and Instructional Design Practice for Promoting Quality Education - Sarfo, Frederick Kwaku (2007)
Many ICT boosters are of the view that ICT on its own can promote quality teaching and learning. In line with this metaphor, the need to provide computers in the classrooms often takes precedence over training teachers to acquire skills in instructional design. However, it is evident in the instructional technology literature that good design of the learning task by the teacher is the fundamental requirement for quality teaching. This study was intended to explore the views of 90 educational practitioners (students, teachers and policy makers) in Ghana on the use of ICT and good design of instruction by the teacher for quality teaching and learning. Five point likert-type scales were used for the data collection. The results of the study indicate that in Ghana students are not very certain as to whether ICT or teachers can facilitate the implementation of the first five principles of instruction for quality teaching and learning. Moreover, a great number of teachers and policy makers are of the view that teachers can facilitate the implementation of the first five principles of instruction better than an ICT. However, it was recommended by the students, teachers and policy makers that both teachers and students should be trained to use ICT to facilitate teaching and learning.
openalex: W2163263935 mag: 2163263935
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Climate change adaptation in Africa: a microeconomic analysis of livestock choice - Seo, S. Niggol; Mendelsohn, Robert (RePEc: Research Papers in Economics, 2007)
This paper uses quantitative methods to examine the way African farmers have adapted livestock management to the range of climates found across the African continent. The authors use logit analysis to estimate whether farmers adopt livestock. They then use three econometric models to examine which species farmers choose: a primary choice multinomial logit, an optimal portfolio multinomial logit, and a demand system multivariate probit. Comparing the results of the three methods of estimating species selection reveals that the three approaches yield similar results. Using data from over 9,000 African livestock farmers in 10 countries, the analysis finds that farmers are more likely to choose to have livestock as temperatures increase and as precipitation decreases. Across all methods of estimating choice, livestock farmers in warmer locations are less likely to choose beef cattle and chickens and more likely to choose goats and sheep. As precipitation increases, cattle and sheep decrease but goats and chickens increase. The authors simulate the way farmers'choices might change with a set of uniform climate changes and a set of climate model scenarios. The uniform scenarios predict that warming and drying would increase livestock ownership but that increases in precipitation would decrease it. The climate scenarios predict a decrease in the probability of beef cattle and an increase in the probability of sheep and goats, and they predict that more heat-tolerant animals will dominate the future African landscape.
openalex: W3123833773 mag: 3123833773
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The impact of climate change on livestock management in Africa : a structural Ricardian analysis - Seo, S. Niggol; Mendelsohn, Robert (RePEc: Research Papers in Economics, 2007)
This paper develops the structural Ricardian method, a new approach to modeling agricultural performance using cross-sectional evidence, and uses the method to study animal husbandry in Africa. The model is intended to estimate the structure beneath Ricardian results in order to understand how farmers change their behavior in response to climate. A survey of over 5,000 livestock farmers in 10 countries reveals that the selection of species, the net income per animal, and the number of animals are all highly dependent on climate. As climate warms, net income across all animals will fall, especially across beef cattle. The fall in net income causes African farmers to reduce the number of animals on their farms. The fall in relative revenues also causes them to shift away from beef cattle and toward sheep and goats. All farmers will lose income but the most vulnerable farms are large African farms that currently specialize in beef cattle. Small livestock and large livestock farms respond to climates differently. Small farms are diversified, relying on dairy cattle, goats, sheep, and chickens. Large farms specialize in dairy and beef cattle. Estimating a separate multinomial logit selection model for small and large farms reveals that the two types of farm choose species differently and specifically have different climate response functions. The regressions of the number of animals also reveal that large farms are more responsive to climate. The results indicate that warming will be harmful to commercial livestock owners, especially cattle owners. Owners of commercial livestock farms have few alternatives either in crops or other animal species. In contrast, small livestock farms are better able to adapt to warming or precipitation increases by switching to heat tolerant animals or crops. Livestock operations will be a safety valve for small farmers if warming or drought causes their crops to fail.
openalex: W3123417404 mag: 3123417404
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Toward More Inclusive Informal Global Governance: A View from South Africa - Sidiropoulos, Elizabeth (Global Governance, 2007)
Africa may support a proposal to establish an L-20 because the concept recognizes the value of informal clubs in moving forward processes of global governance. However, the devil is in the details: Who would take the initiative to set up an L-20? How would membership criteria be determined? What would be the rules of engagement, and how would they be developed? These questions would be crucial in ensuring that an L-20 was based not only on shared responsibility, but also shared ownership. Africa and Global Governance Since Africa's reentry into the international community in 1994, the country has been a very willing and active participant in global affairs, with a particular commitment to the development of a rules-based multilateral framework. As such, Africa has been a strong advocate for reform of the UN system and the Bretton Woods institutions, and the creation of a more equitable political and economic global order. Democratic Africa's policy on global governance has highlighted four key objectives. A first aim has been to build effective multilateralism as a vehicle for achieving more equitable global governance. While power in the international system is distributed unevenly, multilateralism provides for it to be exercised within a rules-based framework rather than arbitrarily. Africa has perceived the actions of the United States since 9/11 as undermining progress in this regard, entrenching the exercise of arbitrary power by the strong against the weak. Second, Africa has aimed to develop African solidarity on issues of global governance. Other African states are acutely aware of Africa's economic dominance on the continent, and the country is wary of being characterized as big brother. This caution often acts as a rein on the positions that Africa takes in multilateral forums. The most telling instance occurred in 2005 regarding Africa's position on reform of the UN Security Council. The government initially favored a compromise proposed by the G4 (Japan, Germany, Brazil, and India) on non-veto-carrying permanent seats of the Council. However, the proposal was not accepted by the African Union, and Africa then fell into line with this regional consensus. Third, Africa has sought to build coalitions among countries of the in global governance. Such coalitions aim to redress global imbalances through common approaches in multilateral arenas and also to diversify trade and investment relations away from the traditional North-South axis. Building Southern coalitions is important for Africa on two fronts. In the global sphere, these collective actions allow developing countries to more effectively pursue issues of global governance reform with developed countries. In the African sphere, these coalitions are important vehicles to take up questions of improving governance and accountability within states on the continent. One notable initiative in this regard is the India-Brazil-South Africa Forum (IBSA), established in 2003. This formation aims to translate the political and economic weight of these three states into leverage over reform of the global governance architecture, specifically with respect to the United Nations. IBSA thus focuses not only on functional areas of economic cooperation, but also on creating alliances and networks to maximize impact on the current geopolitical balance of power. An axis of the developing South has also been quite strong in the World Trade Organization (WTO), where the emergence of the G-20 Plus (1) has redefined power dynamics, highlighting that any progress in the WTO will require the effective participation of a number of key developing countries. In a similar vein, at the Hong Kong Ministerial Conference of the WTO in 2005, a group of countries formed the so-called NAMA 11 (Non-Agricultural Market Access), comprising Argentina, Brazil, Egypt, India, Indonesia, Namibia, the Philippines, Africa, Tunisia, and Venezuela. …
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Improvements in Academic Achievement among African American Students over Time: National Data and an Urban Case Study. - Stringfield, Sam (Journal of Negro Education, 2007)
An underlying assumption made in this article by Stringfield is that tests and test scores themselves are neither good nor bad. Rather, test data can either be productively or harmfully used by individuals and groups with varying social agendas. While there exist scattered examples of misuses of test score data, in this article the author focuses on three examples of test score uses that have largely resulted in have been a net public good. The examples used have been selected from the most recent 40-year period. In a volume often regarded as a landmark, Jencks and Phillips (1998) concluded that eliminating the Black-White academic achievement gap in school is by far the most viable route toward addressing issues ranging from the need for affirmative action policies in colleges and jobs, to the gap in wages, and perhaps even addressing community housing segregation. While one could disagree with individual parts of those assertions, one must assume that the stakes in our collective efforts to achieve educational equity for all Americans are extremely high. In an era when what gets measured thatters, the measurement of academic progress for African Americans is necessarily a matter of high relevance for us all. The history of education of persons of African descent in the United States has been so well documented as to be too broad for one article or over half a century of this celebrated journal. One subset of that history, analyses of the relationship between standardized testing and the education of African Americans, together with debates about the multiple meanings of the stuthes that comprise that history, would fill a library. I could not-and do not propose to-review that large history in this article. Rather, I refer interested readers to the proud history of The Journal of Negro Education, from which they can derive an excellent sense of that history, much of it written as the history itself unfolded. (Reading this history as it unfolded has the additional advantage of not having been tithed up by those of us looking back over most of a century. For an excellent review of the mis-measurement history, see Davis, 1997). This article is concerned with one slice of that history: the role of achievement tests in the education of African American and other students placed at risk for underachievement. The importance of scores on tests hardly needs debating. At the student level, test scores are used as part of determinations of which students receive which resources in school, and which students are admitted to gifted and talented programs in elementary school, honors programs and magnet locations in high schools, prestigious colleges and universities, and advanced graduate programs. In the world of work, test scores are used as part of determinations of who will be allowed to become anything from a specialist in the military to a fast track executive. At a macro level, aggregated test scores are used to argue for and against a range of state and national policy-and funding-options. Under the No Child Left Behind Act of 2001 (NCLB, 2002) legislation, test scores are used in states to make public determinations as to the quality of all publicly funded schools. An underlying assumption of this article is that tests and test scores themselves are neither good nor bad. Rather, test data can either be productively or harmfully used by individuals and groups with varying social agendas. While there exist scattered examples of misuses of test score data (see Davis, 1997; Herrnstein & Murray, 1994), in this article I will focus on three examples of test score uses that have largely resulted in I believe to have been a net public good. The examples used have been selected from the most recent 40-year period. These include the Coleman Report (Coleman et al., 1966) and a reanalysis by Borman and Dowling (2003), the National Assessment of Educational Progress (NAEP) and a reanalysis of a decade's NAEP data by scholars at the Rand Corporation (Grissmer & Flanagan, 2001), and an illustrative case study of the use of test scores to assist in documenting the substantial potential for improving the educations of inner-city African American and other students placed at risk in the 21st century. …
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The impacts of climate change on regional water resources and agriculture in Africa - Strzepek, Kenneth; McCluskey, Alyssa (RePEc: Research Papers in Economics, 2007)
This paper summarizes the methods and findings of the hydrological assessment component of the project studying likely impacts of climate change on water resources and agriculture in Africa. The first phase of the study used a version of a conceptual rainfall-runoff model called WatBal (Water Balance) applied to gridded data to simulate changes in soil moisture and runoff across the whole continent of Africa rather than to any particular catchment or water resource system. The model inputs were the climate variables of the 1961-90 climatology and physiological parameters (such as soil properties and land use) derived from global datasets for each of the 0.5 degree latitude/longitude cells across the continent. The primary model output comprised a time series (monthly time step) of simulated runoff for all the grid cells for each of the districts in the countries of interest. The second phase of the study extended the hydrology analyses to update the above hydroclimatic series to the year 2000 using updated input data. To ascertain the possible impacts of climate change within the districts being investigated this study used synthetic or GCM-based climate change scenarios as input to the WatBal model. The WatBal model was used to determine the impact of these different scenarios on runoff and actual evaporation and hence flow in the districts under study. The generated hydroclimatic series and scenario analyses were used as inputs into various Ricardian regressions in other analyses measuring likely impacts of climate change on the agricultural economies of Africa.
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Neonatal gastrointestinal surgical emergencies: a 5- year review in a teaching hospital Addis Ababa, Ethiopia. - Tefera, Endale; Teka, Telahun; Derbew, Milliard (Ethiopian Medical Journal, 2007)
Objective A five year retrospective review of medical records of newborns admitted for gastrointestinal surgical emergencies was done. This study was intended to see the pattern of presentation, mode of intervention and surgical outcome of these cases and for provision of feed-back to the surgeon-pediatrician team who are involved in the care of such newborns. Methods The study included cases admitted to the Neonatal Unit of the Department of Pediatrics and Child Health, Tikur Anbessa Specialized Hospital, Addis Ababa, during the period of January 1, 1997 to December 31, 2001. Results A total of 60 cases admitted during the above-mentioned period were reviewed. Thirty-six (60%) were males, 23 (38%) were females, while one newborn had ambiguous genitalia. Imperforate anus has accounted for 27 (45%) of the 60 cases; jejunoileal atresia and esophageal atresia with or without tracheoesophageal each accounted for 12 (20%) cases; while 9 (15%) had other lesions. Of the 60 cases surgical intervention was performed on 43 (72%) newborns. Of the 12 newborns with esophageal atresia with or with out tracheoesophageal fistula. only one newborn was discharged alive; 7 out of 12 newborns with jejunoileal atresia died, 4 cases discharged improved while the outcome for 1 newborn was not known. Of the newborns with imperforate anus, 8 (47%) of the 17 with the high type and 1 (10%) of the 10 with low-type died Conclusion Early diagnosis, availability of diagnostic service and prompt surgical intervention with optimal pre- and post-operative care are necessary to increase survival of newborns with such problems.
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An Assessment of Secondary School Teachers Uses of ICT's: Implications for Further Development of ICT's Use in Nigerian Secondary Schools. - Tella, Adeyinka; Tella, Adeyinka; Toyobo, Oluwole Majekodunmi; Adika, Lawrence Olagoke; Adeyinka, Adewuyi Ayodele (2007)
The use of ICTs in Nigeria and African countries generally is increasing and dramatically growing. However, while there is a great deal of knowledge about how ICTs are being used in developed countries, there is not much information on how ICTs are being used by teachers in developing countries. This study examined Nigeria secondary school teachers' uses of ICTs and its implications for further development of ICTs use in Nigerian secondary schools. The study through census drawn on 700 teachers from twenty five purposefully selected private secondary schools in Ibadan, Oyo state, Nigeria. This comprised 430 males and 270 females. Their age ranged from 25 - 45 years with a mean age of 35 years. A modified instrument tagged Teachers ICT use survey adapted from ICT survey indicator for teachers and staff by UNESCO (2004) and ICT Teachers Survey by New Zealand Ministry of Education MINEDU (1999) were used for the collection of data. The results showed that teachers generally have access to ICTs in their various schools except e-mail and Internet because their schools are not connected. Technical support are lacking in the schools and teachers lack of expertise in using ICT was indicated as being the prominent factors hindering teachers readiness and confidence of using ICTs during lesson. Furthermore, the results show that teachers perceived ICT as being easier and very useful in teaching and learning. For continuous uses of ICTs by teachers, it was recommended among others that teacher training and professional development oriented policies should support ICT-related teaching models that encourage both students and teachers to play an active role in teaching/learning activities. And that emphasis must be placed on the pedagogy behind the use of ICTs for teaching/learning.
openalex: W77037611 mag: 77037611
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An Assessment of Secondary School Teachers Uses of ICT's: Implications for Further Development of ICT's Use in Nigerian Secondary Schools. - Tella, Adeyinka; Tella, Adeyinka; Toyobo, Oluwole Majekodunmi; Adika, Lawrence Olagoke; Adeyinka, Adewuyi Ayodele (Turkish Online Journal of Educational Technology, 2007)
The use of ICTs in Nigeria and African countries generally is increasing and dramatically growing. However, while there is a great deal of knowledge about how ICTs are being used in developed countries, there is not much information on how ICTs are being used by teachers in developing countries. This study examined Nigeria secondary school teachers' uses of ICTs and its implications for further development of ICTs use in Nigerian secondary schools. The study through census drawn on 700 teachers from twenty five purposefully selected private secondary schools in Ibadan, Oyo state, Nigeria. This comprised 430 males and 270 females. Their age ranged from 25 - 45 years with a mean age of 35 years. A modified instrument tagged Teachers ICT use survey adapted from ICT survey indicator for teachers and staff by UNESCO (2004) and ICT Teachers Survey by New Zealand Ministry of Education MINEDU (1999) were used for the collection of data. The results showed that teachers generally have access to ICTs in their various schools except e-mail and Internet because their schools are not connected. Technical support are lacking in the schools and teachers lack of expertise in using ICT was indicated as being the prominent factors hindering teachers readiness and confidence of using ICTs during lesson. Furthermore, the results show that teachers perceived ICT as being easier and very useful in teaching and learning. For continuous uses of ICTs by teachers, it was recommended among others that teacher training and professional development oriented policies should support ICT-related teaching models that encourage both students and teachers to play an active role in teaching/learning activities. And that emphasis must be placed on the pedagogy behind the use of ICTs for teaching/learning.
openalex: W3021788230 mag: 3021788230
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The Education of African American Girls and Women: Past to Present. - Thomas, Veronica G.; Jackson, Janine A. (Journal of Negro Education, 2007)
This article examines the education of African American girls and women. It begins with a look at scholarship on African American girls and women published in Journal of Negro Education from its inception in 1932 to the present. Subsequently, a historical overview of the long, hard-fought struggles of educating this population for empowerment and uplift of the race is provided, including a discussion of late 19th and early 20th century schools for African American girls and women and prominent African American women educators of this period. This is followed by an examination of contemporary successes and challenges including a look at the educational outcomes and experiences of African American girls and women in elementary, secondary, and postsecondary institutions. Finally, the article concludes with recommendations for better understanding and enhancing the education of African American girls and women. INTRODUCTION plethora of scholarly ideas, critiques, and debates of importance to understanding African American education over the past 75 years is undoubtedly due, in large part, to the continuous publication of Journal of Negro Education (JNE) since 1932. In fact, the JNE was one of the few scholarly outlets that provided, albeit limited, critical discussion and empirical synthesis of data related to the education of African American girls and women. An analysis of the education of this population, particularly during the early educational landscape, provides invaluable insights to the rich cultural heritage of African American people in general, and more specifically, the enormous role that African American girls and women played in the long, hard-fought battles for racial uplift and sexual equality in a society that was, and continues to be, inherently racist and sexist. JNE's articles related to African American women and education have covered a range of topics. Early in its tenure, Journal published an article by Lucy Diggs Slowe (1933) on Higher Education of Negro that discussed issues facing African American women in higher education because of changes in industrial, domestic, political, and social life of [then] modern times and how African American women must prepared for making their contributions to the problems of the world (p. 353). Two other published articles focused specifically on African American girls and women during JNE's first five years of publication. These included: (a) Hudson's (1932) article on Reading Achievements, Interest, and Habits of Negro Women, and (b) Oldham's (1935) article on The Socio-Economie Status and Personality of Negro Adolescent Girls. It should be noted that in the early years, Journal published numerous articles related to African American teachers. Given that most of the teaching workforce during that time (as is the case today) was female, there were many other early articles about teachers and teaching of relevance to African American women. These articles, however, were not included in the listing in this article because they did not specifically focus on women and had little to no discussion of issues uniquely related to the lives of African American women. Twenty-five years after JNE's inception, Jeanne L. Noble (1957) published an article in Volume 26 that provided a historic and philosophical review of Black women in higher education. She eloquently noted that a backward look at the education of women and Blacks is like viewing two streams winding down a mountain path. At some points they seem to merge, and at other times they are miles apart. And yet, they are headed in the same direction-toward the great body of water. tempestuous journey of all groups, while heading toward the great body of knowledge-college education-has echoed in the education of Negro women. (Noble, 1957, p. 16) Some years later, Journal saluted its appointment of Faustine C. Jones as its first female editor and devoted the 1982 Summer Yearbook issue to The Impact of Black Women in Education. …
openalex: W1576749134 mag: 1576749134
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The Sustainable Harvesting of Edible Insects in South Africa, with Reference toI ndigenous Knowledge, African Science, Western Science and Education - Toms, R. B. (The Australian journal of Indigenous education, 2007)
Abstract In our ongoing research on edible insects in the Limpopo Province of South Africa, we have found evidence of the unsustainable harvesting of edible insects and the food plants of certain insects. The decline in the edible insect industry, together with the need for food security provides a strong incentive to investigate possible causes of problems using different knowledge systems. Any solution to these problems needs to take Indigenous Knowledge Systems (IKS) into account if it hopes to be successful and sustainable. We have found that different communities have different explanations for the same phenomena. Some of these explanations correspond with the explanations for the same phenomena in Western science. Where areas of overlap between IKS and Western science exist, these can be used in education in such a way that recommendations for sustainable harvesting can be developed with reference to African science. In this process, the area of overlap between the systems may grow as information from one system is incorporated in another. In this contribution the overlapping roles of IKS, African science and Western science are explored in the teaching of the sustainable harvesting of Indigenous resources for food security and conservation. This creates opportunities to teach relevant science in such a way that the concerned communities can benefit through better food security and the conservation of culturally important plants and animals.
openalex: W1554389996 mag: 1554389996
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Managing Drought Impacts: Case Study of Mali, Africa - Traore, Zan N’Tio; Fontane, Darrell G. (Journal of Water Resources Planning and Management, 2007)
Developed countries such as the United States have proposed planning frameworks for managing the impacts of drought. This paper describes a process that is a modification to these frameworks for application to developing countries in Africa. A case study for the Niger River in Mali, Africa, is used to illustrate the process. A spreadsheet based multicriterion decision analysis model is presented. The model is used to analyze the sensitivity of management alternative rankings to the type of planning, that is, strategic, tactical, and emergency. It is also used to analyze the sensitivity of the alternative rankings to various stages of a drought and to priorities of different decision makers. The results show the importance of using an approach that integrates the tactical and emergency management with the strategic objectives of drought impacts management.
openalex: W2132297391 mag: 2132297391
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Using Technology To Teach Developmental African-American Algebra Students - Walker, Sandra; Senger, Elizabeth S. (The Journal of Computers in Mathematics and Science Teaching, 2007)
openalex: W1552760381 mag: 1552760381
Keywords: openalex:import

Personality and Academic Performance of Three Cohorts of Veterinary Students in South Africa - Walt, H.S. van der; Pickworth, Glynis Ellen (Journal of veterinary medical education, 2007)
To aid in selecting students for admission to undergraduate veterinary training, admissions procedures often take into account students' previous academic performance as well as the results of an interview. The study reported here investigated the relationship between personality and academic success. Students from three entry cohorts to the second year of study of a six-year BVSc program at the University of Pretoria completed the 16 Personality Factor Questionnaire. A meta-analytic approach was used to estimate the relationship between academic performance in two major final-year subjects and academic performance on entry, an interview score, and the personality factors. The study confirmed the value of previous academic performance and the interview in selecting students for the veterinary degree program. The findings also indicate that the inclusion of a measure of intellectual ability could be of value. The value of various personality characteristics in predicting good study habits and examination performance is highlighted by the study results: students were more successful if they were conscientious, emotionally stable, socially adept, self-disciplined, practical rather than imaginative, and relaxed rather than anxious. It appears worthwhile to consider including an appropriate personality questionnaire in the selection process to improve the accuracy of predictions of students' success. A sound personality make-up will not only increase the likelihood of academic success but should also be beneficial in the successful management of a veterinary practice and in enjoying veterinary science as a career.
openalex: W2029557519 mag: 2029557519
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Education and poverty reduction in Tanzania - Wedgwood, Ruth (International Journal of Educational Development, 2007)
This paper reviews research on the returns to education in Tanzania, both financial and non-financial, and considers whether these returns translate into poverty reduction. It looks at reasons why achievement of high primary enrolment rates in the past did not lead to the realisation of the associated developmental outcomes, considering factors both within and beyond the education system. Achieving mass access at the expense of quality appears to have had a negative impact on equality. The poverty reduction potential of current programmes to develop the primary and secondary education systems are discussed in the light of past experience.
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