Theorising stakeholder participation within the higher education quality assurance system in South Africa - Jita, Loyiso C. (South African journal of higher education, 2007)
The South African Higher Education Quality Committee (HEQC) is currently involved with its second round of national programme reviews in the field of education. Such national reviews are designed to foster quality and equity within the broader Higher Education (HE) system as whole, through peer evaluation and public discourse processes and decision-making. One of the key features of this South African Higher Education Quality Assurance (HEQA) system has been its extended attempt to build into its processes as much stakeholder participation as possible. While admirable in their intent, the processes of stakeholder participation in this HEQA System have been rather limited and poorly conceptualised. To date, there has been no attempt to theorize and / or explain in any greater detail the role of stakeholders (and / or stakeholder participation) in the South African HEQA processes and systems. This article is one attempt to do just that. After examining the history and context of stakeholder participation in the South African Higher Education (HE) generally, the article proposes a possible framework for theorising stakeholder participation in South African HE and especially in the current HEQA system underway in the country. Although such a framework is yet to be tested through the realities of the messy processes of stakeholder involvement and participation using data from the various reviews themselves, its possible implications and advantages to higher education and the quality assurance processes thereof are explored in the article.
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Implications of the South African constitution on quality assurance in higher education - Mammen, Kuttickattu John (South African journal of higher education, 2007)
Abstrad The article addresses the concept of quality assurance (QA) and its relation to quality in higher education which itself is a component of total quality manage ment. It then examines the regulatory policies for higher education followed by the meaning of the concept of democracy in the South African Constitution and its impact and implications on the higher education. The cornerstone of any democracy is an inductive (bottom-up) approach rather than a deductive (top down) approach. The article finally examines, to which of these approaches the QA:s content, processes and procedures are aligned.
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How teachers understand, respond to, and implement values education in Kenyan schools - Okore, Margaret (2007)
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Democracy and higher education in South Africa: A dialogue in tension - Soudien, Crain (South African journal of higher education, 2007)
This article is a critical overview of the symposium on the contribution of the quality assurance process to democracy recently held at the University of Stellenbosch. It argues that recent symposia and colloquia in which South Africans themselves have attempted to stake out their intellectual credentials are extremely important and that the Stellenbosch event must be seen in this light. The article makes an assessment of the self-consciousness of the participants in relation to the major historical and social fractures that characterize South African higher education. In assessing whether this particular meeting should not also have included those who have grievances against the quality assurance process and who have, specifically, been disadvantaged by it, the article suggests that meeting did take a deeply self-conscious line. One saw in it, therefore, the incipient marks of good academic citizenship. Privileged as this group was, it never lost sight of the contradictions which surrounded it.
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Democratisation and quality assurance in South African higher education - Symes, Ashley (South African journal of higher education, 2007)
The article interprets a particular set of debates on whether quality assurance in South African higher education widens democracy or not. The interpretation explores the extent to which higher education quality assurance fulfils three conditions posited for democracy (inclusion, participation and enhancement), drawing in as points of reference goals for quality in higher education as articulated by the Higher Education Quality Committee (fitness of purpose, fitness for purpose, value for money and transformation) and principles for higher education set out in the Constitution and national higher education policy (academic freedom, institutional autonomy and public accountability). Its findings include, firstly, that if quality assurance in higher education is to serve the public good, then an inclusive, as well as a socially accountable, understanding of such concepts as 'fitness of purpose' and 'value for money' must be achieved and implemented. Secondly, quality assurance can be fully compatible with democratisation, as well as with the goals and purposes of autonomous academic institutions, where stakeholder involvement in the co-production of quality proceeds from the bottom up on the basis of inclusive understandings of intellectual freedom and accountability. Thirdly, quality assurance supports the development of critical citizens where it aligns with this traditional role of higher education through an empowering approach of its own. The work of achieving outcomes such as these three is of necessity ongoing and is moreover located within unresolved issues in higher education quality assurance generally.
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An integrated course for English medium of instruction teacher trainees in South Africa - Uys, Mandie; Walt, J.L. Van der; Botha, SU; Berg, R. van den (Journal for Language Teaching, 2007)
Research regarding the specific needs of the L2MI teacher points to the need for developing a training course that not only ensures advanced levels of personal proficiency in the medium of instruction, but also certifies the ability to apply methodological and presentational skills that enhance and promote learning in the L2MI subject content classroom. This article describes the design and implementation of an integrated course for second language medium of instruction (L2MI) teacher trainees. Based upon the profile of effective L2MI and deriving outcomes for language, methodological and presentational skills from this, the course is both practical and functional. The hybrid model that was used for the design of the course is based on a combination of an Outcomes-based and a Backward Design model for course design and consists of six distinctive steps. The integrated course was developed within the BEd teacher-training programme and introduced for one semester. The students and the course instructor reviewed some aspects of the course and the Instructional Plan afterwards.
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Student involvement and empowerment in quality assurance in distance education in South Africa - Venter, Anneke (South African journal of higher education, 2007)
This article attempts to explore why and how student involvement is a necessary, but under-developed and under-utilised strategy for enhancing quality distance education in South Africa. Any critical analysis of education in South Africa needs to consider the historical and current social contexts, and in this case the analysis needs to explain the circumstances and social forces responsible for the timing, method and approach in which quality assurance in higher education, and specifically distance higher education in South Africa developed. The article then focuses on why the distance education sector places such a premium on quality assurance and why quality assurance in distance education rely on learner involvement and empowerment as a way of building the new democracy.
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Factor influencing attitudes of women towards the education of female children. A case study of the Cape Coast municipality of Ghana - Edjah, Koawo; Dare, Alec; Danso, Lucy Marie (Gender and behaviour, 2007)
The purpose of the study was to find out whether attitudes of women towards the education of female children was related to the level of a woman's education, her occupational status and her environment. A total of 300 respondents completed the survey instrument that was designed foe the study. Data were analyzed using Pearson's correlation coefficient, chi-square at alpa level of .05 and a two-tailed t-test of independence. The study revealed that the level of education of women influenced their attitudes towards the education of female children. The type of occupation of women also influenced their attitudes towards the education of female children. On the other hand, there was no significant difference between the attitudes of rural and urban-based women concerning the education of female children. In conclusion the factors that negatively or positively influenced the attitudes of women towards the education of female children were the level of education, and occupational status. However, the environment in which women resided neither positively or negatively influenced their attitude towards the education of female children. It was recommended that for the attitude of women towards the education of girls to be positive, there was the need to encourage poor parents by giving them attractive packages like financial and material incentives. The cost of education should be re-evaluated by the various District Assemblies and unnecessary levies removed to enable mothers afford the cost of schooling
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Annual General meeting and 49th Annual Conference of the Association ofSurgeons of East Africa, Blantyre, Malawi 2nd-4th December 1998/ Ashort history of surgical training in eastern Africa - Loefler (2007)
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Learning Aesthetic Values in African Musical Worlds - Mans, Minette (2007)
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Building Scientific Literacy in HIV/AIDS Education: A case study of Uganda - Mutonyi, Harriet; Nielsen, Wendy; Nashon, Samson Madera (International Journal of Science Education, 2007)
The term scientific literacy is defined differently in different contexts. The term literacy simply refers to the ability for one to read and write, but recent studies in language literacy have extended this definition. New literacy research seeks a redefinition in terms of how skills are used rather than how they are learned. Contemporary perspectives on literacy as a transfer of learned skills into daily life practises capture the understanding of what it means to be scientifically literate. Scientific literacy requires students to be able to use their scientific knowledge independently in the everyday world. Some models for teaching towards scientific literacy have been suggested including inquiry‐based learning embedded in constructivist epistemologies. The inquiry‐based model is posited to be effective at bringing about in‐depth understanding of scientific concepts through engaging students’ preconceptions. In order to establish whether directly engaging students’ preconceptions can lead to in‐depth understanding of the science of HIV/AIDS, a case study was designed to elucidate students’ prior knowledge. From questionnaires and classroom observations, Ugandan Grade 11 students’ persistent preconceptions were explored in follow‐up focus group discussions. The inquiry process was used to engage students with their own perceptions of HIV/AIDS during the focus group discussions. Findings suggest that students need to dialogue with each other as they reflect on their beliefs about HIV/AIDS. Dialogue enabled students to challenge their beliefs while making connections between ‘school’ and ‘home’ knowledge.
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Psychological complications of maxillofacial trauma: preliminary findings from a Nigerian university teaching hospital (British dental journal, 2007)
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Meeting report the fifth libyan diabetes and endocrinology conference: 1st - 3rd may 2007, teachers' union Hall, tripoli, libya. - Aa, Salhin; Im, Hajjaji; Aa, Deeb; Sa, Beshyah (PubMed, 2007)
The Fifth Libyan Diabetes and Endocrinology Conference (LDEC2007) was held over the first three days of May this year. Tripoli's spring weather was at its best and the venue, Teachers’ Union Hall on “Treeg Ashatt”, gave the meeting a very cozy ambience of a family gathering rather than an official academic conference.
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Prevalence and patterns of hearing impairment in Egypt: a national household survey - Abdelhamid, O. S.; Khatib, Oussama; Aly, Ameera Syafiqah; Morad, Mohamad Faizul Azham; Kamel, Samir M. (Eastern Mediterranean Health Journal, 2007)
We conducted a national household survey to estimate the prevalence and causes of hearing impairment in Egypt. From 6 randomly selected governorates (Alexandria, Dakahlia, Luxor, Marsa Matrouh, Minia and North Sinai), 4000 individuals were screened for hearing loss. The prevalence of hearing loss was 16.0% with no significant sex differences. There were significant differences between the age groups and governorates: Marsa Matrouh had the highest prevalence of hearing loss (25.7%) and North Sinai the lowest (13.5%); those > or = 65 years had the highest prevalence (49.3%), but it was also high in those aged 0-4 years (22.4%). Otitis media with effusion (30.8%) was the commonest cause of hearing loss, followed by presbycusis (22.7%).
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How Manipulatives Affect the Mathematics Achievement of Students in Nigerian Schools - Aburime, F. Ehi. (Educational research quarterly, 2007)
Mathematics is a very important subject in Nigeria. Yet, for more than twenty years, mathematics education in Nigeria has been in a sorry state. Mathematics achievement has been very low and frustrating. So far, every effort made to save Nigerian education from the devastating effect of persistent poor mathematics achievement has failed. An experiment to address the problem of poor achievement in mathematics in Nigerian high schools was carried out in Edo State of Nigeria. Eighteen simple improvised geometric manipulatives were made from ordinary cardboard paper. The manipulatives were used in teaching students in experimental group. There was a control group of students which did not study with manipulatives. Scores were collected from mathematics test taken by students in both experimental and control groups. Statistical analysis showed that students in the experimental group (who were taught with manipulatives) were clearly better than students in the control group who were not instructed with manipulatives.
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Dental implant education in Nigeria: a curriculum guide. - Adeyemo, WL; Akeredolu, Patricia Adetokunbo; Ho, Oderinu; Bo, Olorunfemi (2007)
AIM: Anecdotal evidence suggests that the practice of implant dentistry, gold standard for edentulism is presently very low in Nigeria. This article proposes a model for teaching dental implant education and also emphasises the need for inclusion of standardised dental implant education in the dental curriculum in Nigeria. METHODS: A literature search using the MEDLINE was conducted on various models for teaching of dental implant education worldwide. RESULTS: Implant dental education for undergraduate and postgraduate programmes has 3 components namely: didactic educational programme, laboratory hands-on experience, and clinical hands-on experience. In addition, dentists and dental educationists can gain proficiency in basic and advanced implant dentistry through implant dental education organised by recognised universities, private and international implant organisations, manufacturer-sponsored educational programmes as well as training and courses organised by dental associations. CONCLUSIONS: Dental implant education should be given a priority and be included in both the undergraduate and postgraduate dental curriculum in Nigeria. In addition, a standardised implant dentistry programme should be formulated and developed for all dental schools in Nigeria.
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Supervision of instruction in junior secondary schools (JSS) within the Tema municipality, Ghana - Adokuwa-Asigble, Mama (2007)
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How sustained conflict makes moral education impossible: some observations from Palestine - Affouneh, Saida (Journal of Moral Education, 2007)
This article explores the impact of conflict and war on children's moral education, taking the case of Palestine as an example. It begins by giving a brief background to the emergency situation in Palestine and the impact this has on children. The second section reports research findings about the attitudes of Palestinian teachers, parents and young people towards the effects of the current conflict on children's personal development and towards the possibility of moral education while the conflict continues. The final section discusses the deeper problem of what sort of moral education is appropriate in such a context and examines specific values, such as love, hate, revenge, forgiveness, peace, anger and violence.
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Female Participation in Science, Technology and Mathematics (STM) Education in Nigeria and National Development - Aguele, Lawrence I.; Agwagah, Uche N. V. (Journal of Social Sciences, 2007)
Over the past two decades, women limited participation in science, technology and mathematics (STM) courses in tertiary institutions has been a cause for concern in Nigeria. Women today, constitute over half of the world’s population. This paper therefore, discusses the present situation of female participation in STM, some of the factors that tend to hinder females’ participation in STM, vis-à-vis the effects of this limited participation on national development. The paper recommended some of the ways to overcome the barriers to female participation in STM.
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Abolishing School Fees in Malawi: The Impact on Education Access and Equity^1 - Al-Samarrai, Samer; Zaman, Hassan (Education Economics, 2007)
Abstract In 1994, the newly elected Government in Malawi abolished primary school fees. Using household survey data from 1990/91 and 1997/98, this paper assesses the impact this major policy change, combined with increased Government spending on education, has had on access to schooling by the poor. This paper shows that enrolment rates have increased dramatically over the 1990s, at both the primary and secondary levels, and that crucially these gains have been greatest for the poor. In order to sustain and build‐on these gains the paper suggests cutting back on the informal ‘contributions’ that are widely prevalent in primary school and improving the allocation of secondary school funding. Furthermore, the focus of policy reform, particularly at primary level, should shift towards raising the quality of education. Finally the paper argues that careful advance planning and piloting of the reform in selected areas are useful strategies that other countries considering abolishing primary school fees could take to cope with the associated surge in enrolments.
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Factors predisposing out-of-school youths to HIV/AIDS-related risky sexual behaviour in northwest Ethiopia. - Alemu, Hibret; Mariam, Damen Haile; Belay, Kassahun; Davey, Gail (PubMed, 2007)
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THE EGYPTIAN YOUTH LABOR MARKET SCHOOL-TO- WORK TRANSITION 1998-2006 - Amer, Mona M. (RePEc: Research Papers in Economics, 2007)
The main purpose of the study is to analyze the insertion of the youth (15-29 year-olds) into the Egyptian labor market and whether the patterns of school-to-work transition changed over time (1988-2006). The analysis is based on three nationally representative and comparable Egyptian labor market data sets: the 1988 Labor Force Sample Survey, the 1998 Egyptian Labor Market Survey and the 2006 Egypt Labor Market Panel Survey. The paper presents a brief overview of the main characteristics of Egyptian youth. It shows that the share of the youth aged 15-29 grew significantly from 1988 to 2006 and that the Egyptian labor market is currently facing a big challenge: creating sufficient jobs for the largest cohort of new entrants ever. It identifies what young people are doing right after leaving school and gives an indication of youth labor market mobility by comparing their current and first employment statuses after leaving school. The paper then goes on to analyze the main characteristics of the first job obtained (age at first job, duration to obtain the first job after finishing school, type of first job) by gender and educational attainment from 1998 to 2006. In conclusion, the findings show that the youth labor market is clearly segmented with regards to gender. While young males tend to participate more and obtain their first job at younger ages, young females participate less and it seems that their employment situation worsened over time.
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Bridging the Gap: Linking School and the World of Work in Ghana - Anamuah-Mensah, Jophus; Asabere‐Ameyaw, A.; Dennis, Stephen (Journal of career and technical education, 2007)
The study sought to find out the views of pupils, teachers and parents on the usefulness of the educational curriculum (i.e. organization, content and methodology) and co-curricular activities in the preparation of pupils for future employment. Questionnaires and focus group discussions were used in collecting data for the study across the length and breadth of Ghana from rural, semi-urban and urban areas. Parents believed educating their children could lead to their economic empowerment by getting them well-paid jobs in the future. Teachers and parents as well as pupils themselves considered English, mathematics and science as the most useful subjects to prepare pupils for future work. Similarly, parents, pupils and teachers were in agreement on sports, games, quizzes, debates and music and dance as the most preferred activities of pupils. On the other hand, subjects least preferred by pupils were named by teachers, pupils and parents as pre-technical kills, re-vocational skills and Ghanaian Languages, probably because they were considered difficult, uninteresting and lacking job relevance. Respondents – teachers, parents and pupils – felt that the ability to carry out instructions correctly, punctuality, honesty and ability to work effectively as a member of a group are attributes learners will need to be equipped with in preparation for future work. It was also proposed that such attributes as respect of authority, tolerance and regular attendance should be imbued in learners at school in preparation for work. The other attributes proposed include computational skills, problem solving skills, initiative, logical thinking, creativity, adaptability, moral integrity, self-confidence, practical skills and job-centered skills. There was total agreement among pupils, teachers and parents over the relative emphasis schools placed on the preparation for further education with its focus on academic knowledge and the pursuit of success in national examinations than life in the community with its emphasis on citizenship and development of responsible attitude to life in the community. It is recommended that much needs to be done to raise the standard of all forms of career guidance and counseling in schools. For effective linkage of the school curriculum and future workplace ethics and skills and positive attitudes at workplace, it is strongly recommended that all stakeholders of education including industry and employers should be involved in the process of curriculum development.
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The challenge of re-treatment pulmonary tuberculosis at two teaching and referral hospitals in Uganda. - Anyama, Norbert; Sseguya, Simon; Okwera, Alphonse; Elnaggar, W. A. E. L.; Mpagi, Fred; Owino, Erisa (PubMed, 2007)
With an annual tuberculosis (TB) incidence of about 350 cases per 100,000 of the population, Uganda is a high burden country. Moreover, it is evident that some TB patients have been treated for a previous episode of the disease.To highlight the burden of re-treatment pulmonary TB and examine patient factors associated with re-treatment among adults at two teaching and referral hospitals, Mbarara and Mulago.A descriptive cross sectional study with data collection between September 2004 and March 2005; we calculated the prevalence and used logistic regression to explore factors associated with re-treatment.The prevalence of re-treatment pulmonary TB at Mbarara based on medical records was 30.0% (95%CI: 21.2 to 40.0), and 21.3% (95%CI: 12.9 to 31.8) from exit interviews. The corresponding estimates at Mulago hospital were 12.0% (95% CI: 6.4 to 20.0) and 43.9% (33.0 to 55.3). Compared to the 18-26 year age category, the prevalence odds ratio (POR) for a seven-year increase in age was 1.54 (95%CI: 1.04-2.28; p = 0.027), while female patients were 0.39 (95%CI: 0.17-0.90; p = 0.025) times less likely to report re-treatment disease than males, in this facility-based study.Re-treatment pulmonary TB is frequent at the two teaching and referral hospitals. A contribution to re-treatment prevention should entail more rigorous management of new TB cases, particularly at lower levels of care.
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Will dragonblood survive the next period of climate change? Current and future potential distribution of Dracaena cinnabari (Socotra, Yemen) - Attorre, Fabio; Francesconi, Fabio; Taleb, Nadim; Scholte, Paul; Saed, Ahmed; Alfò, Marco; Bruno, F. (Biological Conservation, 2007)
The potential impact of climate change on Dracaena cinnabari, a spectacular relict of the Mio-Pliocene Laurasian subtropical forest in Socotra (Yemen), was analysed. Current distribution, abundance and vertical structure of D. cinnabari populations were assessed with 74 plots in nine remnant areas. A deterministic regression tree analysis model was used to examine environmental variables related to the current species distribution. Using this model, a current potential map and a predicted potential map for the ∼2080 climatic scenario were generated. D. cinnabari has an altitudinal range from 323 to 1483 m a.s.l., with a mean annual temperature of 19.8–28.6 °C and an annual precipitation of 207–569 mm. The current distribution and abundance of D. cinnabari is correlated to three factors: moisture index (i.e. the ratio between the annual precipitation and potential evapotranspiration), mean annual temperature and slope. According to this model, D. cinnabari occupies only 5% of its current potential habitat. This potential habitat is expected to be reduced with 45% by 2080 because of a predicted increased aridity. Only two out of the nine remnant areas should be considered as potential refugia. The boundaries of the strictly protected Skund Nature Sanctuary, where no (road) infrastructure is allowed, should be extended to include both areas. The construction of new roads leading towards these areas, thereby increasing permanent settlements and grazing pressure, should also be discouraged.
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The response of students to malaria and malaria therapy in a university in Southwest Nigeria - Babalola, Oladipo O; Lamikanra, Adebayo (Research in Social and Administrative Pharmacy, 2007)
Malaria is both a social and a behavioral problem that may prompt individuals' demonstration of culturally prescribed behavioral patterns, which in turn, may contribute to their perception and treatment of the disease. The study examines the problems associated with the ways in which students of a Nigerian university perceive malarial infection, seek treatment for the infection, and respond to available treatment options. Data were collected using a questionnaire that was administered to 600 male and female undergraduate students in final year classes in 6 fields of study at Obafemi Awolowo University, Ile Ife: technology, environmental sciences, social sciences, humanities, health sciences, and pharmacy. An interview schedule was used to conduct an in-depth interview with 120 students who were selected using a systematic sampling technique. The research instrument was pilot tested for validity and reliability, and the items of data obtained were analyzed using descriptive and inferential statistics. Results revealed that student respondents suffered an average of 2.33 malaria attacks per annum, with male students suffering a significantly greater number of attacks than the females (χ2 = 17.21, df = 3, P = .05). Additionally, it was observed that 48% of females admitted a preference for injections over other dosage forms compared to 33.3% of their male counterparts. Injections were favored by females because of rapid onset of action and bitter taste accompanying oral dosage forms. It is worth noting, however, that even within this group, self-medication was quite prominent, suggesting that injections are used without the benefit of medical supervision in the sample population. Although no less than 54.6% of the respondents claimed to suffer from chloroquine-induced pruritus, 41% of the respondents used chloroquine preparations as their drug of choice in seeking a cure for their malarial infection, whereas only 4% used it for prevention of the diseases. This study showed that there is no noticeable difference in the perception of malaria between male and female students; however, there is a significant difference between the frequency of attacks in the 2 groups, and this may have considerable influence on the ways male and female subjects treat the infection and their subsequent response to treatment.
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‘History has to Play its Role’: Constructions of Race and Reconciliation in Secondary School Historiography in Zimbabwe, 1980–2002* - Barnes, Teresa (Journal of Southern African Studies, 2007)
This article examines changes in Zimbabwean secondary school history syllabi and textbooks, specifically their treatment of the issue of race; and relates these developments to larger social forces at work after 1980. A nationalist, Africa-centred and Marxist-inspired history syllabus was introduced in 1991; it was revised in 2000 and replaced in 2002 by one that was narrower, less comparative and with less emphasis on the development of critical reading and interpretive skills. In each instance, history was made to ‘play its role’. Drawing on evidence from the syllabi, authors, teachers and schools, this article argues that although the first nationalist syllabi and textbooks were distinct improvements over their Rhodesian-era predecessors, they presented polarising messages along racial lines to a burgeoning school population. In conjunction with the passive ‘live and let live’ style of racial reconciliation in wider society, these educational circumstances contributed to a social avoidance of large-scale racial targeting, while racial identity and citizenship simultaneously came to be seen through the lens of political expediency. Although state-sponsored violence and propaganda certainly spread in the period under review, the article also suggests a possible counter-trend: that the promulgation of ‘patriotic history’ in Zimbabwe might find itself tempered to some extent by the country's educational structures, traditions and conditions.
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Teaching Technical English at the Algerian Institute of Petrolium: An Experience. - Belkhenchir, Khadoudja (2007)
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Socio- Economic factors and mathematics academic performance of students at kenya certificate of secondary education of St. Paul’s Igonga Secondary School in Kisii Central District, Kenya. - Benjamin, Nyareki Ongoro (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 of Bachelor of Education Science
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Learning about War and Peace in the Great Lakes Region of Africa - Bird, Lyndsay (Research in Comparative and International Education, 2007)
Two-thirds of the world's conflicts are in Africa. In particular, the Great Lakes region (Rwanda, Burundi, Democratic Republic of Congo, Uganda and Tanzania) continues to see conflicts that are complex, extreme and seemingly intractable. By exploring the narrative experiences of those most affected by the conflicts in the region – specifically refugees from Burundi, the Democratic Republic of Congo and Rwanda living in camps in north-western Tanzania – this article examines to what extent educative processes (holistic formal and informal learning processes) affect people's experience and engagement in violent conflict. The article draws on the author's research that identified different information circuits by which people learned about conflict. In opposition to the common perception that formal schooling effects change, the findings indicated that the primary mechanisms were oral/aural, such as gossip, traditional storytelling and radio. Individual and collective identities were constructed through this process and the research identified how identities could be shifted through different formal and informal educative processes – often through indoctrination or coercion. This article concludes with an indication of alternative strategies for conflict prevention and peacebuilding (particularly within a refugee or similar context). Efforts at peacebuilding continue to falter in the region and this illustrates the need to construct a more inclusive peacemaking process, taking into account the insights and values of those most affected.
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Teaching In West Africa: Dig Beneath the Surface - Briam, Carol (Business and Professional Communication Quarterly, 2007)
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Learning through a familiar language versus learning through a foreign language—A look into some secondary school classrooms in Tanzania - Brock‐Utne, Birgit (International Journal of Educational Development, 2007)
This article builds on 30 h of observations made in classrooms in secondary schools in Tanzania in the fall of 2004. The article presents an empirical study using an experimental group that was taught in Kiswahili and a control group taught the same topics in English. The author takes the reader straight into some of the classrooms and gives excerpts from four lessons. In the classrooms the teacher teaches a topic on one occasion in English and then the same topic is taught in Kiswahili. In one of the examples given here it is the same teacher who teaches the same topic in the two languages to two different classes. The observational data are examined using a theoretical framework known as qualification analysis. The data are analysed with respect to the qualification categories that are promoted or inhibited through the class-room interaction taking place. The data show that if the aim is the stupidification of the Tanzanian labour force, the use of English, a foreign language to the students and a language poorly mastered by the teachers, seems to be an excellent strategy. If the aim is to create a labour force with critical abilities and creative qualifications, the language of instruction policy is unlikely to have such an outcome.
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Knowledge of and perceptions about sexually transmitted diseases and pregnancy: a qualitative study among adolescent students in Uganda. - Chacko, Sunita; Kipp, Walter; Laing, Lory; Kabagambe, G. (PubMed, 2007)
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Education and Political Socialisation of a National-Colonial Political Elite in French West Africa, 1936–47 - Chafer, Tony (The Journal of Imperial and Commonwealth History, 2007)
Abstract Much has been written about the first generation of political leaders of French West Africa, their leadership skills, personal resources and networks. Their attachment to, and close links with, France played a crucial role in determining the pattern of decolonisation in the colony. Through a study of their political socialisation, this article seeks to throw light on the experiences and influences that fashioned their thinking about politics and created a common stock of ideas, norms and values. Focusing in particular on their education at the William Ponty School and two key moments that shaped their political thinking—the Popular Front period (1936–38) and the immediate post-war period (1944–47)—it will be argued that an appreciation of their process of political socialisation enhances our understanding of their political choices. A final section reflects on the legacy of this process in the postcolonial period. Acknowledgements The author wishes to thank Emmanuel Godin and Sue Wright for their helpful comments on an earlier draft of this article. Notes 1. Cruise O'Brien, ‘The Limits of Political Choice in French West Africa: 1956–1960’. 2. Crowder, ‘Independence as a Goal in French West African Politics: 1944–60’, 40. 3. Ibid. 4. Ajayi and Crowder, eds, History of West Africa, vol. 2, 772. See also Crowder, ‘Independence as a Goal’, 40–41. 5. For a study of these early nationalists, see Wilder, The French Imperial Nation-State, 179–85; see also Spiegler, ‘Aspects of Nationalist Thought’; Dewitte, Les Mouvements Nègres en France. 6. See Chafer, ‘Students and Nationalism’ for an analysis of the role of the student movement in the decolonisation of French West Africa. In The End of Empire in French West Africa I argue that the activities of this radical nationalist movement played a significant role in determining the pace, if not the fact, of decolonisation in the colony. 7. Wesley Johnson, ‘The Triumph of Nationalism in French West Africa’, 313, emphasis in original. 8. Genova, Colonial Ambivalence, 256. 9. Benoist, L'Afrique Occidentale Française, 69. 10. See, for example, Cruise O'Brien, Saints and Politicians; Dia, Mémoires; Baulin, La Politique intérieure and La Politique africaine; Guèye, Sur les sentiers du temple; Siriex, Félix Houphouët-Boigny; Zan, Ouezzin Coulibaly; Vaillant, French and African. 11. Schachter-Morgenthau, Le Multipartisme en Afrique de l'ouest francophone, 13–14, 21–24, acknowledges the importance of the William Ponty School, as does Le Vine, in his Political Leadership in Africa, when he mentions the ‘seminal role of the Ecole Normale William Ponty in schooling what was virtually an entire generation of African leaders’, p. 5, but he does not investigate how their education at Ponty impacted on their thinking about politics. 12. See for example Crawford, Argument and Change in World Politics. 13. Mangan, Making Imperial Mentalities, 1–2. 14. Price, A Concise History of France, 197–98. 15. In this context Jean-Hervé Jézéquel usefully warns us that Ponty graduates formed ‘an educated elite that was on the contrary extremely heterogeneous and constantly subject to a whole range of centrifugal forces’. ‘Les enseignants comme élite politique’, 519–20. 16. Hunt, in her Politics, Culture and Class in the French Revolution, 10, defines ‘political culture’ as ‘The values, expectations, and implicit rules that expressed and shaped collective intentions and actions’. 17. Rosanvallon, Le Modèle politique français. 18. Ibid., 11. 19. Sabatier, ‘Educating a Colonial Elite’, 209. 20. Benoist, La Balkanisation, 77. 21. ‘Une pépinière d'hommes politiques: L'Ecole William-Ponty’, 23. 22. All of these five were elected to the French National Assembly after the war: Félix Houphouët-Boigny and Hamani Diori in 1946, Hubert Maga in 1951 and Modibo Keita and Mamadou Dia in 1956. One of the other territories, Haute-Volta, was led by a Ponty graduate, Ouezzin Coulibaly, who was a close collaborator of Houphouët-Boigny and a leading figure in the Rassemblement Démocratique Africain. He was elected to Paris in 1946 and again in 1956 and served as the vice-president of its Government Council until 1958. But for his premature death he would almost certainly have become the first president of independent Haute-Volta (present-day Burkina Faso). Of the remaining two original territories of French West Africa, Guinée chose immediate independence in 1958 under Sékou Touré's leadership. As he was not a Ponty student, his political choices and career do not concern us here. Moktar ould Daddah, the first president of independent Mauritania, was also not a Ponty student, although he studied in France from 1948 to 1956, where he graduated in law. 23. Schachter-Morgenthau, Le Multipartisme en Afrique de l'ouest francophone, 21. 24. Bouche, ‘L'Enseignement dans les territoires français’; Chafer, ‘France's “mission civilisatrice” in Africa’, 148–58. 25. Chafer, ‘Decolonisation and the Politics of Education’, 375. 26. Schachter-Morgenthau, Le Multipartisme en Afrique de l'ouest francophone, 13. 27. Government spokesmen regularly claimed that French colonial education was assimilationist, insofar as it aimed at creating ‘a true Frenchman in language, in his soul, in his calling’. Speech by H. Gautier, private secretary to the Minister of Education, reproduced in L'adaptation de l'enseignement aux colonies, 293. However, for a systematic refutation of the notion that French education in West Africa before the end of the Second World War was assimilationist, see Bouche, ‘Autrefois, notre pays s'appelait la Gaule’, 110–22. 28. Sabatier, ‘“Elite” Education in French West Africa', 260–61. 29. Sabatier, ‘Educating a Colonial Elite’, 126. 30. Davesne, ‘Rapport sur l'AOF de l'adaptation de l'enseignement’, 93. 31. Bouche, ‘L’école rurale en Afrique Occidentale Française'. 32. Chafer, The End of Empire in French West Africa, 94–98. 33. Mumford, Africans Learn to be French. 34. Sabatier, ‘Educating a Colonial Elite’, 110, 127–28. 35. Sabatier, ‘“Elite” Education in French West Africa’, 265. 36. Dia, Mémoires, 20. 37. Ibid., 22. 38. Bouche, ‘Autrefois, notre pays s'appelait la Gaule’, 117. 39. Dia, Mémoires, 29. 40. Sabatier, ‘Educating a Colonial Elite’, 83. Sabatier points out that this identification of Pontins with the conquerors of French West Africa was actually accurate insofar as African soldiers provided most of the manpower to ‘pacify’ French West Africa. 41. Bernard Dadié, Carnets de prison, 262, cited in Coulibaly, ‘Elites “évoluées” et populations “indigènes” en Côte d'Ivoire’, 326. The capitalisation is in the original. It should be noted that the great uncle with whom he identifies was killed by the Akoué because he was suspected of collaborating with the French. 42. Sabatier, ‘Educating a Colonial Elite’, 82–83. 43. ‘Circulaire sur la réorganisation de l'enseignement’, Journal Officiel de l'AOF, supplement, 10 May 1924, 339. 44. The notion of the African instituteur as a ‘model’ is a recurrent theme in the responses to the 1944 survey (see n. 49 below). For a description of how French teachers were viewed in Third Republic France, see Wright, France in Modern Times, 247. 45. Conklin, A Mission to Civilize, 83. 46. Sabatier, ‘Educating a Colonial Elite’, 109. 47. Conklin, A Mission to Civilize, 81–86. By 1939 the majority of European teachers in French West Africa were no longer teaching and instead had taken on a largely supervisory function vis-à-vis their African colleagues; see Sabatier, ‘Educating a Colonial Elite’, 283; ‘Annual report on school year 1938–39’, AAOF (Archives de l'Afrique Occidentale Française) [Dakar] 2G39/92, 6. 48. Sabatier, ‘“Elite” Education in French West Africa’, 252. Moreover, of the five future political leaders mentioned above, Diori, Maga, Keita and Dia all graduated from Ponty's teaching section. Houphouët-Boigny in contrast trained as a medical assistant. 49. The first survey was organised by the then Director of Ponty, Charles Béart, who received responses from fifty-one ex-Ponty instituteurs. The second was a much larger survey, to which 517 instituteurs and 378 pupils (from Ponty and the Frédéric Assomption School in Bamako) replied. The returns from both surveys are available in the Archives: AAOF 075/31 for the 1938 survey and 0345/31 for responses to 1944 survey. The tables collating the results of the latter are not however available in the Archives and were kindly provided to me by Roger Dumargue from his personal archives. I have reproduced these in Chafer, ‘Decolonisation and the Politics of Education’, 413–24, in order to make them more widely available. 50. Sabatier, ‘“Elite” Education in French West Africa’, 265–66. 51. See also Cutter, ‘The Genesis of a Nationalist Elite’, 118–19, for a discussion of the treatment by the colonial administration of members of the French-educated elite which suggests that their elite status was in practice often perceived ambivalently by French officials. 52. Coulibaly, ‘Elites “évoluées” et populations “indigènes” en Côte d'Ivoire’, 347. 53. See, for example, Governor-General Brévié's comments about bringing into being a new ‘Franco-African culture’ in his opening address to the Government Council of French West Africa on 24 December 1932, reported in the Bulletin de l'Enseignement de l'AOF, 80, July–December 1932, 171. As Gary Wilder has pointed out, this vision of a new Franco-African culture was shared by African intellectuals in the négritude movement at this time; see Wilder, The French Imperial Nation-State, esp. 5–9, 43–117, 232–55. 54. Bernard-Duquenet, Le Sénégal et le Front Populaire, 65–66; Person, ‘Le Front populaire au Sénégal’, 88. 55. Cutter, ‘The Genesis of a Nationalist Elite’, 120–8. 56. Paris-Dakar, 28 Sept. 1936, 3, 5. 57. Chafer and Sackur, eds, French Colonial Empire and the Popular Front, 16–17. 58. The Radical former colonial minister Albert Sarraut had expressed this view in his Grandeur et servitude coloniales, 106. Cf. also Girardet, L'Idée coloniale en France, 193–95. As Martin Thomas rightly points out, the notion of colonisation altruiste is somewhat misleading, since ‘Popular Front reformers never challenged a racially ordered colonial system, believing that the white man's burden derived from the innate superiority of republican cultural values’. The French Empire between the Wars, 277. 59. Cutter, ‘The Genesis of a Nationalist Elite’, 121. 60. Person, ‘Le Front populaire au Sénégal’, 100. This was also confirmed in a personal communication to the author by Amadou Ndene Ndaw, Dakar, 31 March 1990. 61. Ginio, French Colonialism Unmasked, 115, 173–79. 62. Thomas, The French Empire between the Wars, 277. 63. Speech quoted in full in Gbagbo, Réflexions sur la conférence de Brazzaville, 66–69. 64. The Constitution of the Fourth Republic stated that: ‘France forms with its overseas peoples a Union founded on equality of rights and duties, without distinction of race or religion’. 65. Chafer, The End of Empire in French West Africa, 93–94, 99. 66. Ginio, French Colonialism Unmasked, 178. 67. Cf. Person, ‘Le Front populaire au Sénégal’, 82, 86–87; speech by Senghor on 10 Sept. 1937 to the Dakar Chamber of Commerce, reproduced in Liberté 1, 19–20; Wilder, The French Imperial Nation-State, 201–55. 68. Suret-Canale, Les Groupes d'Etudes Communistes, 24. 69. Ibid., 24–25. 70. Dozon, Frères et sujets, 330. J. Suret-Canale also refers to Communist activists who created a Communist study group at Ponty in the 1930s, describes the friendships that developed between Communists and French-educated Africans in French West Africa and publishes photos of those involved in his Les Groupes d'Etudes Communistes, 39, 44, 183–84. 71. Since the Popular Front period the Communist Party had repositioned itself as a French national party that ‘assiduously cultivated patriotism, casting the workers as the heirs of 1789 and the true guardians of the republic’. Evans and Godin, France 1815–2003, 101. 72. Suret-Canale, Les Groupes d'Etudes Communistes, 54–68. 73. Newspapers such as Le Réveil and its supplement Dakar-Jeunes in Senegal and L'Observateur du Soudan adopted a broadly left republican stance. Widely read by French-educated Africans, they were harshly critical of the colonial regime. Such ideas also circulated through the activities of the Comités d'Etudes Franco-Africaines (CEFA), which sprung up in many urban centres of French West Africa after the war; see Chafer, The End of Empire in French West Africa, 70–72. See also below. 74. Dalloz, Textes sur la décolonisation, 35–36. 75. Suret-Canale, Les Groupes d'Etudes Communistes, 69. 76. Undated circular sent out to all CEFA sections, AAOF 17G526/144. 77. Letter from CEFA, Dakar, to Senghor, 25 Feb. 1944, AAOF 17G127/17. 78. Réveil was originally produced by the France combattante group. It was edited by Charles-Guy Etcheverry, a Socialist local councillor who joined the Rassemblement Démocratique Africain in 1948 and effectively made the newspaper the mouthpiece of the Rassemblement Démocratique Africain. As for the Confédération Générale du Travail (CGT), it was important in terms of promoting radical anti-imperialist ideas in French West Africa and simultaneously cementing a network of enduring links between French and African trade unionists. There is insufficient space to discuss this dimension here. However it has been thoroughly covered in Delanoue, ‘La CGT et les syndicats de l'Afrique noire de colonisation française’ and Dewitte, ‘La CGT et les syndicats d'Afrique occidentale française’. 79. In this context, it should be noted that the term ‘liberal’ in the Rassemblement Démocratique Africain manifesto quoted above should not be interpreted in an Anglo-Saxon sense as referring either to free markets or pluralist politics; ‘liberal’ here is used in the French sense to refer to the liberty that is the product of social and economic development and modernisation. 80. Dozon, Frères et sujets, 335. 81. For a fuller discussion of the influence of French political culture on Francophone Africa, see LeVine, Politics in Francophone Africa, esp. 96– 103.
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A Policy Framework for Epidemiological Studies in Air Pollution: The Multi-Point Plan in South Africa - Chetty, Siva (Epidemiology, 2007)
ISEE-415 Objective: The multipoint plan (MPP) was proposed in 2000 to provide an improved and integrated decision making framework for air pollution management at local government level, and to facilitate the reduction of exposure of pollutants to compliance levels. This mechanism provided a unique opportunity to conduct an epidemiologic program investigating ambient pollution and health outcomes. Material and Methods: The MPP framework included 2 distinct oversight structures (intergovernmental co-coordinating committee and multistakeholder forum), a new air quality regulatory framework, setting of standards for pollutants like sulfur dioxide (SO2), multistakeholder engagement, and capacity building of government personnel. Assessment tools included development of an advanced air quality management system and an epidemiologic health study. The oversight structures set the overall aims of the epidemiologic study, and also provided ongoing reviews of study design and implementation, providing a unique approach to the conduct of research and subsequent policy implementation. Results: The MPP has been successfully implemented, including the new air quality management system and the epidemiologic study. Over a 5-year period, SO2 emissions have been reduced by 45% and WHO annual average guidelines have been attained. Source apportionment analyses provided evidence of emissions from the local oil refineries and the paper mill. VOC emissions from major sources like tank farms and filling depots have been reduced. The epidemiologic study demonstrated an association between respiratory health outcomes and industrial pollution. The regulatory platform has created a unique permitting and auditing system. Conclusions: An integrated institutional strategy, comprising political commitment, scientific quantification using epidemiology and exposure measurements; capacity building, and a transparent multistakeholder engagement process, together has created a unique set of conditions for major reductions in air pollutants. The unique methodical approach and experience from the MPP is being used to implement the revised air quality management programme throughout South Africa.
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Objects of Instruction: Treasures of the School of Oriental and African Studies - Contadini, Anna (2007)
openalex: W1838750379 mag: 1838750379
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School choice as ‘motherwork’: valuing African‐American women’s educational advocacy and resistance - Cooper, Camille Wilson (International Journal of Qualitative Studies in Education, 2007)
This study draws on in‐depth interview data to discuss the school choices and educational advocacy roles of 14 African‐American mothers. The narratives of the study’s participants, who have low‐income or working‐class status, show how race, class and gender factors influence their school choice‐making and their value of education. The author asserts that the mothers’ school choice‐making constitutes an important act of cultural resistance and empowerment called motherwork. Analysis of the study’s findings challenges conventional notions of parent involvement and counters prevalent stereotypes that portray African‐American mothers as uncaring. Attention is given to the inequities that the mothers face in the educational marketplace and how they seek agency. Educators are urged to consider how the mothers perceive themselves and construct their educational involvement roles in order to engage parents in empowering and meaningful ways.
openalex: W2029814645 mag: 2029814645
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Measuring the Economic Impact of Climate Change on Ethiopian Agriculture: Ricardian Approach - Deressa, Temesgen (Social Science Research Network, 2007)
This study uses the Ricardian approach to analyze the impact of climate change on Ethiopian agriculture and to describe farmer adaptations to varying environmental factors. The study analyzes data from 11 of the country's 18 agro-ecological zones, representing more than 74 percent of the country, and survey of 1,000 farmers from 50 districts. Regressing of net revenue on climate, household, and soil variables show that these variables have a significant impact on the farmers' net revenue per hectare. The study carries out a marginal impact analysis of increasing temperature and changing precipitation across the four seasons. In addition, it examines the impact of uniform climate scenarios on farmers' net revenue per hectare. Additionally, it analyzes the net revenue impact of predicted climate scenarios from three models for the years 2050 and 2100. In general, the results indicate that increasing temperature and decreasing precipitation are both damaging to Ethiopian agriculture. Although the analysis did not incorporate the carbon fertilization effect, the role of technology, or the change in prices for the future, significant information for policy-making can be extracted.
openalex: W1948089415 mag: 1948089415
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Changes and Continuities: Implementation of Gender Equality in a South African High School - Diko, Nolutho (Africa Today, 2007)
The 1996 constitution of the Republic of South Africa establishes a range of rights including the right to gender equity. Careful observation shows that gender equity in South African education is far from being achieved. There is no education policy directed at ending gender inequity and there seems to be little focus on implementing the recommendations of the countrys Gender Equity Task Team Report for eliminating sexism and the sexual harassment of female students and teachers. This research note contends that gender equity in South African education remains elusive. Fewer women than men hold top administrative positions in education many female administrators fill positions still considered feminine and women in positions still considered masculine are being pushed out. Patriarchal attitudes in education thrive. Therefore this paper records and analyzes the experiences of women in educational leadership and the messages sent to students. To expose the conflict between the policy intent and reality it reanalyzes data collected on school-governing bodies to determine whether education offers women an opportunity to experience lives unrestricted by gender oppression. (authors)
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The use of Service-Learning in drought response by universities in Ethiopia - Downes, Elizabeth; Murray, Joyce P.; Brownsberger, Shelly L. (Nursing Outlook, 2007)
Service-Learning has become a well-established educational strategy. This practice-based teaching-learning method allows students to develop relevant competencies while addressing the needs of a community. The recurrence of drought in Ethiopia necessitates a health workforce with requisite competencies in drought response. This article describes a successful Service-Learning experience and its outcomes that affected over 10 million Ethiopians. The 2006 World Health Report calls for an appropriately prepared health workforce. Universities in Ethiopia are rising to this challenge with the integration of strategies that support the education of interdisciplinary Health Teams for community deployment. Teams of Public Health Nurses, Health Officers, Environmental Health Sanitarians, and Medical Laboratory Technicians are prepared to address the health needs of the communities served. The introduction of Service-Learning as a teaching-learning strategy into the university health science curriculum in Ethiopia has demonstrated important outcomes. The drought response Service-Learning program is a successful model worthy of consideration for other universities. Service-Learning has become a well-established educational strategy. This practice-based teaching-learning method allows students to develop relevant competencies while addressing the needs of a community. The recurrence of drought in Ethiopia necessitates a health workforce with requisite competencies in drought response. This article describes a successful Service-Learning experience and its outcomes that affected over 10 million Ethiopians. The 2006 World Health Report calls for an appropriately prepared health workforce. Universities in Ethiopia are rising to this challenge with the integration of strategies that support the education of interdisciplinary Health Teams for community deployment. Teams of Public Health Nurses, Health Officers, Environmental Health Sanitarians, and Medical Laboratory Technicians are prepared to address the health needs of the communities served. The introduction of Service-Learning as a teaching-learning strategy into the university health science curriculum in Ethiopia has demonstrated important outcomes. The drought response Service-Learning program is a successful model worthy of consideration for other universities. Elizabeth A. Downes is a Clinical Assistant Professor at Nell Hodgson Woodruff School of Nursing, Emory University, Atlanta, GA. Joyce P. Murray is a Professor at Nell Hodgson Woodruff School of Nursing, Emory University, and a Director at Ethiopia Public Health Training Initiative, The Carter Center, Atlanta, GA. Shelly L. Brownsberger is an Assistant Director at Ethiopia Public Health Training Initiative, The Carter Center, Atlanta, GA.
openalex: W2078096601 mag: 2078096601
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Gender, sexuality and schooling: Everyday life in junior secondary schools in Botswana and Ghana - Dunne, Michael (International Journal of Educational Development, 2007)
In this paper, the focus is upon daily school practices in Junior Secondary Schools in Ghana and Botswana. The data from 12 ethnographic case studies have been used to explore how the institution of schooling is gendered. The analysis focuses predominantly on the informal practices of the hidden curriculum through a theoretical perspective that highlights these institutional processes as significant to the production of gender/sexual identities. Remarkable similarities in the pervasive and inequitable gender/sexual practices within schools across country contexts are discussed in three key areas: school management and duties, gender space and gender violence. These discussions of everyday school life illustrate the ways in which both normative institutional practices and human agency produce and regulate gender/sexual identities. This micro-level analysis provides important substantive and methodological insights into what goes on inside schools and into the contexts and experiences of schooling that are significant to policy discourses of gender, education and development.
openalex: W2033603305 mag: 2033603305
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Reducing Teachers Instructional Difficulties in Identified Content Area of Agricultural Science Syllabus of Senior Secondary School for Better Understanding in Nigeria - Egun, A. C. (Journal of Social Sciences (Print), 2007)
The study examined some areas of the Senior Secondary School Certificate syllabus which teachers find difficult to teach and students find difficult to understand. One hundred teachers and one hundred and fifty students constituted the sample of the study while all the teachers and students in the North Senatorial District of Delta State served as the population. A 28 item questionnaire served as instrument for collecting data while mean and t-test were employed in the analysis of data. Findings include that there is no significant difference between the areas teachers find difficult to teach and areas students find difficult to understand, that sex of the teachers have no significant effect in teaching the identified content areas of the syllabus and that level of qualification affects the ability to teach the identified areas. Recommendations amongst others include the employment of qualified teachers in the basic sciences of Biology, Chemistry and Geography; the reduction of teaching load of Agricultural Science teachers and sponsorship of Agricultural Science teachers to seminars, workshops and in-service training.
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Misoprostol use for cervical ripening and induction of labour in a Nigerian teaching hospital. - Ekele, Bissallah; Nnadi, Daniel; Gana, Mohammad Alhaji; Shehu, Constance E; Ahmed, Y; Nwobodo, EI (PubMed, 2007)
Induction of labor is always a challenge to many an obstetrician more so when the cervix is unfavorable.To determine the efficacy and safety ofmisoprostol in cervical ripening and labour induction.Aprospective study spanning 2 years and involving 151 patients admitted for cervical ripening and induction of labor at Usmanu Danfodiyo University Teaching Hospital, Sokoto, Nigeria. 50 microgram (mcg) ofmisoprostol was inserted vaginally every 4 hours until cervix became favorable or onset of labor.Main indications for induction of labour were prolonged pregnancy and hypertensive diseases of pregnancy. An average of 2 insertions of 50 mcg tablet was used to achieve cervical ripening in 107 patients (71%) and 80% (120) had spontaneous labor within 10 hours of insertion. The mean insertion-labor interval was 7.86 hours (SD +/- 2.5). The average duration of labour was 9.36 hours (SD +/- 2.9). Vaginal delivery was achieved in 96% of the patients. Uterine hyperstimulation occurred in 9 patients but there was no case of uterine rupture.Misoprostol was effective and safe in cervical ripening and induction of labor with a vaginal delivery rate of 96%. It should be an essential drug in obstetric practice especially in low resource settings.
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South African Teachers' Voices on Support in Inclusive Education - Eloff, Irma; Kgwete, Lazarus (Childhood Education, 2007)
(2007). South African Teachers' Voices on Support in Inclusive Education. Childhood Education: Vol. 83, International Focus Issue 2007, pp. 351-355.
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Emotional intelligence and goal setting — an investigation into interventions to increase motivation to work among visually impaired students in Nigeria - Eniola, Mike S.; Adebiyi, Kunle (British Journal of Visual Impairment, 2007)
This study examines emotional intelligence and goal setting in enhancing motivation to work among visually impaired students. The study employed a pre- and post-test experimental group design (N = 32) in which participants completed the Work Value Inventory. The study was carried out over a period of six weeks. The results obtained indicated that there was significant difference in the level of motivation of those who had experienced emotional intelligence and goal setting interventions ( F = 7.98; df = 1,28; p < 0.05). Potential further research is discussed.
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Long‐term drought severity variations in Morocco - Esper, Jan; Frank, David; Büntgen, Ulf; Verstege, Anne; Luterbacher, Jürg; Xoplaki, Elena (Geophysical research letters, 2007)
Cedrus atlantica ring width data are used to reconstruct long‐term changes in the Palmer Drought Severity Index (PDSI) over the past 953 years in Morocco, NW Africa. The reconstruction captures the dry conditions since the 1980s well and places this extreme period within a millennium‐long context. PDSI values were above average for most of the 1450–1980 period, which let recent drought appear exceptional. However, our results also indicate that this pluvial episode of the past millennium was preceded by generally drier conditions back to 1049. Comparison of PDSI estimates with large‐scale pressure field reconstructions revealed steady synoptic patterns for drought conditions over the past 350 years. The long‐term changes from initially dry to pluvial to recent dry conditions are similar to PDSI trends reported from N America, and we suggest that they are related to long‐term temperature changes, potentially teleconnected with ENSO variability and forced by solar irradiance changes.
openalex: W2016182351 mag: 2016182351
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Climate change and its impact on soil and vegetation carbon storage in Kenya, Jordan, India and Brazil - Falloon, Pete; Jones, Chris D.; Cerri, Carlos Eduardo Pellegrino; Al‐Adamat, Rida; Kamoni, P.; Bhattacharyya, T.; Easter, Mark; Paustian, Keith; Killian, K.; Coleman, Kevin; Milne, E. (Agriculture, Ecosystems & Environment, 2007)
The terrestrial biosphere is an important global carbon (C) sink, with the potential to drive large positive climate feedbacks. Thus a better understanding of interactions between land use change, climate change and the terrestrial biosphere is crucial in planning future land management options. Climate change has the potential to alter terrestrial C storage since changes in temperature, precipitation and carbon dioxide (CO2) concentrations could affect net primary production (NPP), C inputs to soil, and soil C decomposition rates. Climate change could also act as a driver for land use change, thus further altering terrestrial C fluxes. The net balance of these different effects varies considerably between regions and hence the case studies presented in this paper (the GEFSOC project countries Kenya, Jordan, Brazil, and India) provide a unique opportunity to study climate impacts on terrestrial C storage. This paper first presents predicted changes in climate for the four case study countries from a coupled climate-C cycle Global Circulation Model (HadCM3LC), followed by predicted changes in vegetation type, NPP and soil C storage. These very coarse assessments provide an initial estimate of large-scale effects. A more detailed study of climate impacts on soil C storage in the Brazilian Amazon is provided as an example application of the GEFSOC system. Interestingly in the four cases studied here precipitation seems to control the sign of the soil C changes under climate change with wetter conditions resulting in higher soil C stocks and drier conditions in lower soil C stocks, presumably because increased NPP in wetter conditions here will override any increase in respiration. In contrast, globally, it seems to be temperature that controls changes in C stocks under climate change. Even if there is a slight increase in precipitation globally, a decrease in C stocks is predicted—in other words, the regional response to precipitation differs from the global response. The reason for this may be that whilst temperature increases under climate change were predicted everywhere, the nature of precipitation changes varies greatly between regions.
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Out-of-Home Food Intake Is Often Omitted from Mothers’ Recalls of School Children’s Intake in Rural Kenya , - Gewa, Constance; Murphy, Suzanne P.; Neumann, Charlotte G. (The Journal of Nutrition, 2007)
Children often consume foods from outside the home (OH foods), which can decrease the accuracy of dietary recalls collected from the parents. The objectives of this study were to describe the types and composition of OH foods consumed by rural school-aged Kenyan children, to assess their contribution to the daily intake of the child, and to evaluate the ability of the mother to estimate intake of OH foods. To capture any seasonal differences, the study was conducted twice, once during a food shortage season and again during the subsequent harvest season. School children were asked to recall the types and amounts of OH foods consumed on the previous day. Mothers were asked to report on the types and amounts of all foods consumed by their children during the day of interest. OH foods contributed 13 and 19% of daily energy intake in the food shortage and harvest seasons, respectively, but mothers missed 77 and 41% of the OH energy intake. OH foods were most likely to be fruits (guavas, mangoes, and wild fruit) and starchy foods (bread and fried wheat dough). Nutrients most likely to be under-reported on the mothers' recalls were vitamin C (59 and 26% was missed in the food shortage and harvest seasons, respectively) and vitamin A (approximately 22% was missed in both seasons). To ensure that all food intake is recalled, it is important that school children be included in dietary assessment interviews about their own intakes.
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EXTRAVERSION AND THE GOAL OF EDUCATION IN THE AFRICAN CONTEXT - Gutema, Bekele (African Study Monographs, 2007)
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How to Certify Learning in a Country Split into Two by a Civil War: Governmental and Non-Governmental Initiatives in Côte d'Ivoire, 2002–06 - Hamer, Magali Chelpi-den (Research in comparative and international education, 2007)
Following political turmoil and rising socio-economic difficulties, Côte d'Ivoire has been split into two since September 2002. The rebellion controls the northern part of the country and the main towns of Bouaké, Korhogo and Man, while the government controls the southern part with Abidjan, Yamoussoukro, Daloa and all the ports in the coastal area. At the beginning of the war, civil servants who were in place in the north of the country were called back to Abidjan to be redeployed in government-controlled areas. These included many teachers and education officials, but not all, as some of them chose to stay in the war-affected areas to continue their initial work. This article focuses specifically on governmental and local non-governmental initiatives related to education which were put in place at the onset of the crisis. What type(s) of education have been offered to the children in war-affected areas and to the displaced children in government-controlled areas? What have been the difficulties of organizing national examinations in war-affected areas? How have educational attainments been certified on both sides? The study covers the period 2002–06, and is based on document analysis, grey literature collected on site and interviews with key informants.
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Independent Child Migration and Education in Ghana - Hashim, Iman (Development and Change, 2007)
ABSTRACT Drawing on interviews with young migrants who have moved from rural, farming households in northeastern Ghana to rural and urban households in central and southern Ghana, this article explores the inter‐connections between children's migration and children's access to formal and non‐formal education. In contrast to the positive light in which education is usually presented, the findings of the research suggest a more ambiguous and complex picture, and illuminate both positive and negative aspects of the linkages between education and children's independent migration.
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[Global air monitoring study: a multi-country comparison of levels of indoor air pollution in different workplaces results from Tunisia]. - Higbee, Cheryl; Travers, Mark J.; Hyland, Andrew; Cummings, K. Michael; Dresler, Carolyn (2007)
BACKGROUND In 1986, a report of the U.S. Surgeon General concluded that second hand smoke is a cause of disease in healthy non smokers. Subsequent many nations including Tunisia implement smoke-free worksite regulations. The aim of our study is to test air quality in indoor ambient air venues in Tunisia. METHODS A TSI SidePak AM510 Personal Aerosol Monitor was used to sample, record the levels of respirable suspended particles (RSP) in the air and to assess the real-time concentration of particles less than 2.5 microm in micrograms per cubic meter, or PM2.5. Thirty three venues were sampled in Tunis. The venues were selected to get a broad range of size, location and type of venue. Venues included restaurants and cafes, bars, bus stations, hospitals, offices, and universities. RESULTS The mean level of indoor air pollution was 296 microg/m3 ranged from 11 microg/m3 to 1,499 microg/m3. The level of indoor air pollution was 85% lower in venues that were smoke-free compared to venues where smoking was observed (p<0.001). Averaged across each type of venue, the lowest levels of indoor air pollution were found in hospitals, offices and universities (52 microg/m3) and the highest level was found in a bar (1,499 micro/m3). CONCLUSION Hospitality venues allowing indoor air smoking in Tunisia are significantly more polluted than both indoor smoke-free sites and outdoor air in Tunisia. This study demonstrates that workers and patrons are exposed to harmful levels of a known carcinogen and toxin. Policies that prohibit smoking in public worksites dramatically reduce second hand smoke exposure and improve worker and patron health.
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Noble gas compositions of the lithospheric mantle below the Chyulu Hills volcanic field, Kenya - Hopp, J.; Trieloff, M.; Altherr, Rainer (Earth and Planetary Science Letters, 2007)
We performed a noble gas isotope study on mantle xenoliths from the Quaternary volcanic field of Chyulu Hills, S Kenya, c. 100 km east of the Kenya rift graben. 4He/3He ratios were in the range of 100 000–120 000 and indistinguishable from other subcontinental lithospheric mantle compositions worldwide and similar to most results of the East African rift system. 21Ne/22Ne ratios corrected for atmospheric contributions displayed less nucleogenic values compared to mid ocean ridge basalts. This requires addition of Ne from a more primitive mantle source, that could be assigned to the postulated Kenyan mantle ‘plume’ or alternatively might be attributed to the ‘high 3He/4He’ Afar hotspot c. 2000 km distant. Whereas He and Ne isotopes reflect a rather homogeneous source composition, we observe a variable air corrected Ar isotopic composition. This might mirror additional contributions of atmospheric fluids strongly enriched in Ar. Nevertheless, in the least contaminated xenolith we were able to calculate a maximum 40Ar/36Ar ratio of 34,800 ± 500 assuming a mantle 20Ne/22Ne = 12.5. This is regarded as best approximation of the real 40Ar/36Ar ratio of the investigated mantle source. The same sample showed the highest observed 129Xe/130Xe and 136Xe/130Xe ratios of 7.01 ± 0.12 and 2.37 ± 0.05, respectively. The correlation of 129Xe/130Xe–136Xe/130Xe ratios is in broad agreement with mantle Xe in OIB and MORB sources. Within uncertainties a minor contribution of crustally derived xenon is possible, though not compelling.
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Quality Assurance in the Teaching and Examination of Vocational and Technical Education in Nigeria - Idialu, Ethel E. (College student journal, 2007)
The vital role of Vocational and Technical Education in the production of skilled and competent manpower for economic, industrial and social development cannot be achieved if an efficient and effective teaching and examination is not maintained. Therefore, this paper examines the objectives of Vocational and Technical Education in Nigeria, factors militating against quality teaching and examination of Vocational and Technical Education, quality assurance in the teaching and Examination of Vocational and Technical Education. Recommendations were also made to improve the quality of teaching and examination of vocational and technical education. INTRODUCTION Vocational education can be described as the aspect of education, which is concerned, with the preparation of skilled manpower. It is a form of Education, training or retraining which is directed towards developing the learner to become productive in a paid employment or in self-employment. It is therefore the bedrock in which a country's socio–economic, technological and cultural advancement must be built. Sandstone (1973) reported that Vocational Education enhances opportunities for all types of learning. This type of education has the economic role of providing qualified manpower demanded by changing the individual and in enabling him to use complex technology. The emphasis therefore, is not only on the provision of skilled manpower for a static economy but also continuing to do so for a dynamic one, especially with changing societal needs for technological advancement. To achieve the national objectives, and the objectives of vocational and technical education in Nigeria there is the need to ensure good quality in the teaching and evaluation of students is crucial to helping students in high academic standards, improving of quality and examination of vocational and technical education has become very necessary because most people who pass through training in this type of education are unable to perform adequately as they ought to, unemployment has become so rampart, and poverty has engulf most of them. In order to ensure high quality in the teaching and examination, and improved learning in vocational and technical education. It is essential that the children, have opportunities to learn from teachers whom they meet, and continue to demonstrate throughout their career, rigorous professional standards. The attainment of high standard of teaching and examination is an on-going process that deals with pre-service education, initial credentialing, monitoring, professional development and re-certification. The overall goal of quality teaching and examination in vocational education is to improve opportunities for high quality learning which evaluated through performance. Vocational and technical education has the following functions: The functions as stated in the new National policy on education (1981) include the following: 1. To provide manpower in applied science, technology and commerce particularly at sub-professional levels. 2. To provide the Technical knowledge and vocational skills necessary for Agriculture, Industrial, Commercial, and economic development. 3. To provide people who can apply scientific knowledge to the improvement and solution of environmental problems for the convenience of man. 4. To give an introduction to professional studies in engineering and other technologies. 5. To give training and impart the necessary skills leading to the production of craftsmen, technicians, and other skilled personnel who will be enterprising and self-reliant, and to enable young men and women to have an intelligent understanding of the increasing complexity of technology. Vocational and technical education cannot function properly unless there is high quality in the teaching and examination of student in vocational and technical education. With the introduction of the new national policy on education, namely the 6-3-3-4 system, teachers, students and even the public at large have become aware of the need to develop necessary usable skills required to operate our various industries. …
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Some characteristics of paediatric admissions at the University of Nigeria teaching hospital Enugu-Nigeria. - Ikefuna, AN; Emodi, IJ (2007)
Background: In spite of its limitations, documentation of health facility utilization is an aspect of planning for patient care. Information obtained from such studies is usually useful in evaluating existing facilities, documenting trends in patients needs and improving facilities for patients care. Objectives: To assess the characteristics of children who utilize the services of the University Teaching Hospital(UNTH) Enugu for admission and treatment. Design: A prospective study of the characteristics of children admitted consecutively over an eight month period into the Paediatric medical wards of UNTH was determined with the use of a structured questionnaire. Results: Of the three hundred and thirty seven children admitted into the wards, aged 5 weeks to 18 years, two hundred and five(61%), 78(23%) and 54(16%) belonged to the lower, middle and upper social classes respectively. There was a male preponderance (1.3:1) and 60.5% of the children were less than 5 years of age. The children emergency room (CHER) was the route of admission of 214(63.5%) of the children and was statistically significant for all social classes (p=0.006). The difference in duration of symptoms before presentation in hospital between upper (1and II) and lower social ( IV and V)classes was statistically significant (p=0.005). Conclusion: The services of this hospital are used mainly by the lower socio economic class of the society. There is a delay in presentation of patients even to emergency room. The delay in presentation of children to hospital for treatment could be due to lack of education or knowledge, economic hardships, and absence of health insurance. Keywords : Paediatric Admission, Teaching Hospital Nigerian Journal of Clinical Practice Vol. 10 (3) 2007 pp. 216-219
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Expectations and Perceptions of Undergraduate Research Mentoring: Comparing First Generation, Low Income White/Caucasian and African American Students - Ishiyama, John (College student journal, 2007)
This study examines how student scholars from first generation college and low income (FGLI) backgrounds and/or African American students perceive a research mentoring relationship. There has been much literature on the positive benefits participating in mentored undergraduate research for student development (Bauer and Bennett, 2002; Nagda, Gregerman, Jonides, von Hippel, and Lerner 1998; Boenninger and Hakim, 1999). Nonetheless, these studies did not focus on the particular features the student-mentor relationship. Further most studies mentoring minority and or first generation students have focused largely on issues retention and graduation (see Nnadozie, Ishiyama and Chon, 2001; Gregerman, 1999) rather than on student perceptions the benefits mentored undergraduate research. The literature that examines the dynamics the mentoring relationship mostly focuses either on ascertaining best practices by examining what mentors believe work, excluding the student perspective (see Monte, 2001; Schultz, 2001). Others that have examined student perceptions the mentoring relationship have done so generally without examining differences between continuing generation, first generation and minority student perceptions mentoring (Center Inquiry in the Liberal Arts, Wabash College, 2004; Lopatto, 2003), concentrating more on noting differences between faculty and student perceptions benefits. Using data compiled from oral interviews thirty-three participants in the Ronald E. McNair Post Baccalaureate Achievement Program at Truman State University, this study has two purposes. First, in contrast to most the literature that examines the mentoring relationship in collaborative undergraduate research, this study explicitly examines the perceptions mentoring and research held by first generation college students and African American students at a primarily white/Caucasian institution. Second, the lessons learned from this inquiry may serve to better guide research programs in the process mentor-student pairing that specifically target first generation college and other students from groups underrepresented in higher education. Literature on Student Perceptions Mentoring in Undergraduate Research As a basic framework for this project, I borrow from the work David Lopatto (2003). Lopatto was primarily motivated by the desire to learn what features both students and faculty believe are essential to the undergraduate research experience and to determine if there are shared perspectives. The study involved 41 faculty participants and 249 students who had participated in a collaborative undergraduate research experience at four primarily liberal arts undergraduate institutions. In examining the responses provide by both faculty and students, Lopatto differentiated between two sorts responses, that related to what he called structure items, and that were consideration items (Muchinsky, 1990; Baba and Ace, 1989). Structure items refer to features of the undergraduate research that contribute to the structure the research problem or processes. These items may include issues regarding facilities and equipment, assignment tasks, scheduling, assistance with literature searchers, aiding in integrating the student into the profession, and a range other academically oriented activities. On the other hand consideration items refer to those features mentor behavior that contribute to the emotional and social needs the student (Lopatto, 2003 p. 14) This includes consideration by the mentor by being available for consultations, acting helpful and concerned and open to the students' views. These items also included being receptive to the personal concerns the student and developing a continual personal relationship. Lopatto investigated student responses (n=249), most whom were in the natural sciences, the physical sciences, and a few in psychology. …
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DETERMINANTS OF SCHOOL ENROLMENT AND EDUCATION ATTAINMENT: EMPIRICAL EVIDENCE FROM KENYA - Kabubo-Mariara, Jane; Mwabu, Domisiano K. (South African Journal of economics, 2007)
Abstract This paper investigates the determinants of demand for schooling in Kenya. Probit and ordered probit methods are used to model enrolment and attainment respectively. The results show that child characteristics, parental education and other household characteristics, quality and cost of schooling are important determinants of demand for education services in Kenya. The results further show that girls would be more affected by policy changes than boys. The findings call for targeting in efforts to boost and sustain demand for schooling in Kenya. The study recommends immediate policy interventions focusing on improving quality of education and poverty alleviation.
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The Internationalisation of Higher Education in South Africa: Progress and Challenges - Kishun, Roshen (Journal of studies in international education, 2007)
South Africa needs to reexamine responses to some basic questions if it is to develop a robust push that would enable the higher education sector to maximise the benefits of internationalisation in the context of the “knowledge society” and to serve local needs while being an integral part of the global community. In responding to these questions, this article posits the view that the history and future of the internationalisation of higher education in South Africa would make a useful contribution to ongoing debates on this important topic. The article probes the internationalisation of higher education in South Africa against the backdrop of the internationalisation globally. It also investigates future scenarios and topics ranging from the “Africanization versus internationalization” debate and policies on internationalisation to student mobility, trade in educational services, and how internationalisation is being used to ease skill shortages in developed countries.
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Dogs' Languages or People's Languages? The Return of Bantu Languages to Primary Schools in Mozambique - Kitoko-Nsiku, Edouard (Current Issues in Language Planning, 2007)
Following Mozambique's independence from Portugal in 1975, and a prolonged civil war which ended in 1992, the ruling party FRELIMO has striven since 1993 to implement a bilingual educational system in the country. This paper addresses the reasons underlying the leaders' choice of this system and considers the problems involved in language planning in a multilingual post-colonial country. The challenges faced by the government, teachers, parents and students during the implementation of this new educational system in primary schools include revitalisation of Bantu languages and the need to address issues of cultural identity among speakers of languages previously thought of as only fit for dogs.
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Challenges in Promoting the Right of A Girl Child to Basic Education in Soroti District of Eastern Uganda. - Kutui, Esther Mwalye (2007)
A Thesis Submitted in partial Fulfillment of the Requirement for the Degree of Master of Arts in Human Rights and Development of Kampala International University.
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Negotiating "Education for Many": Enrolment, Dropout and Persistence in the Community Schools of Kolondieba, Mali. CREATE Pathways to Access. Research Monograph No. 14. - Laugharn, Peter (2007)
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University teaching and social cohesion in the age of AIDS: A South African case study - Lesko, Nancy (PROSPECTS, 2007)
In the context of ongoing social divisions, lack of coherent leadership by government, and even divisiveness over medical advances and public health mandates, how might universities respond? What university actions can support social cohesion in a society splintered by class, race, gender, colonial legacies, the history of apartheid, and HIV/AIDS? More specifically, what approaches to university teaching of HIV/AIDS might foster social cohesion? During 2006, I interviewed 22 instructors at the University of KwaZulu-Natal (UKZN) at three campuses. The interviewees were faculty members in education, sociology, history, psychology, theology, gender studies, and theater. I observed numerous classes that focused on HIV/AIDS and interviewed approximately 40 undergraduate, honours (4th year), and graduate students. I found that the curriculum and teaching went beyond the technical, individualistic, rational, self-interested assumptions and approaches (such as how to distribute information and condoms) typical of much safe-sex education. The courses explicitly critiqued assumptions, beliefs, and stereotypes that contribute to social divisions and stigma. The teaching efforts consciously included cultural understandings, specifically Zulu cultural understandings of health, community responses, and individuals within communal relationships. The approaches explicitly connected HIV/AIDS with social divisions and inequities of power. The teaching promoted an awareness that public health initiatives (and church or counseling responses) are fraught and controversial. Thus, the teaching tried to place its own ideas within history and society, offering a post-colonial/critical understanding of knowledge, theories, and social “solutions.” In foregrounding social divisions in relation to AIDS, these programmes promoted a critical-edged social cohesion.
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The relationship between language learning strategies, proficiency, age and self-efficacy beliefs: A study of language learners in Botswana - Magogwe, Joel M.; Oliver, Ron (System (Linköping), 2007)
This research seeks to extend our current knowledge by exploring the relationship between preferred language strategies, age, proficiency, and self-efficacy beliefs. Responding to the call for more replication of strategy research and for research in different cultural contexts, this research was undertaken in Botswana between 2002 and 2005. The adapted versions of the Oxford [Oxford, R., 1990. Language learning strategies: what every teacher should know. Newbury House, New York] Strategies Inventory for Language Learning (strategies) and the Morgan-Jinks Student Efficacy Scale [Jinks, J.L., Morgan, V.L., 1999. Children’s perceived academic self-efficacy: an inventory. Retrieved 13/9/2004, from http://www.coe.ilstu.edu/scienceed/jinks/efficacypub97.htm] (self-efficacy) instruments were used to gather this data. The results indicate that Botswana students do use a number of language learning strategies, but that they show distinct preferences for particular types of strategies. The findings also reveal a dynamic relationship between use of language learning strategies and proficiency, level of schooling (representing age differences) and self-efficacy beliefs. These results may be used in the future to inform pedagogy and as such the outcomes from this research are important for a country where the learning of English is an important educational requirement.
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The Internet as a Tool for Interactive Learning, Teaching and Research: Nigerian Experience - Manir, A. K. (DOAJ (DOAJ: Directory of Open Access Journals), 2007)
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HIV/AIDS Workplace Policy at the Ministry of Education Headquarters in Malawi - Matimba, Daniel B J; Cook, Caryn E (Teaching public administration, 2007)
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The Montreal Neurological Institute: training of the first African-American neurosurgeons. - McClelland, rd Shearwood (PubMed, 2007)
Since its inception in 1934 by the legendary Dr. Wilder Penfield, the Montreal Neurological Institute (MNI) has provided world-renowned instruction in neurosurgery and related neurosciences, training many of the most prominent figures in the history of neurosurgery. Less well known is the role of the MNI in training the first African-American board-certified neurosurgeons.A comprehensive review of pertinent modern and historical records spanning the past century was performed.From 1947-1965, the MNI trained the first African-American board-certified neurosurgeon, and three of the first four. The first, Dr. Clarence Greene, Sr., trained at MNI from 1947-1949. The next, Dr. Jesse Barber, Jr., trained at MNI from 1958-1961. Like Greene, Barber received his MD from the Howard University College of Medicine, was on the general surgery faculty at Howard before training at MNI under Penfield and returned to Howard following his training. The third, Dr. Lloyd Dayes, matriculated at MNI in 1960 after receiving his MD from the Loma Linda University School of Medicine and trained from 1961-1965 under Dr. Theodore Rasmussen, after which he returned to Loma Linda. Greene, Barber and Dayes were certified by the American Board of Neurological Surgery in 1953, 1963 and 1967, respectively, as the first, third and fourth African-American neurosurgeons.The willingness of the world-renowned MNI to train the first African-American neurosurgeons during a time of intense racial segregation in the United States played a major role in enabling subsequent African Americans to enter and enhance the field of neurosurgery.
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Petrogenesis of a basanite–tephrite–phonolite volcanic suite in the Bobaomby (Cap d’Ambre) peninsula, northern Madagascar - Melluso, Leone; Morra, Vincenzo; Riziky, Hiviel; Veloson, J.; Lustrino, Michele; Gatto, L. Del; Modeste, V. (Journal of African Earth Sciences, 2007)
The Late Cenozoic Bobaomby volcanic field is located in the northernmost Madagascar, in the area north of the Massif d’Ambre. It comprises widely scattered outcrops of lava flows, dykes, scoria cones, tuff rings and plugs, emplaced in the Meso-Cenozoic sedimentary rocks of the Diego Basin. The Bobaomby rocks range in composition from Mg-rich, sodic basanite to phonolite (MgO from 13 to 0.15 wt.%), with a marked compositional gap between mafic and relatively evolved compositions (phonotephrites and tephritic phonolites). The volcanic rocks form a clear differentiation trend, that can be modelled by fractional crystallization of olivine, clinopyroxene, opaque oxides and kaersutitic amphibole (i.e. the observed phenocryst phases). The phonolites have alkali feldspar and nepheline phenocrysts (±sodalite and mafic phases), plot very close to or at the phonolite minimum in the Petrogeny’s Residua system and are the result of about 90% fractional crystallization, starting from basanite. The most mafic basanites, often carrying xenoliths of mantle-derived spinel lherzolites, show typical enrichment in the most strongly incompatible elements, have a peak at Nb in the mantle-normalized diagrams, and have a trough at K, a feature of within-plate basalts with HIMU-like geochemical affinity. Their composition can be modelled after ca. 4% partial melting of an enriched mantle source, possibly located in the lowermost lithospheric mantle. This source (that may be amphibole-bearing) is very similar in composition with the source of the Nosy Be basanites, located some 170 km southwest of the study area.
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Inclusive Education in Zimbabwe: Policy, Curriculum, Practice, Family, and Teacher Education Issues - Mhaka-Mutepfa, Magen; Mpofu, Elias; Chataika, Tsitsi (Childhood Education, 2007)
(2007). Inclusive Education in Zimbabwe: Policy, Curriculum, Practice, Family, and Teacher Education Issues. Childhood Education: Vol. 83, International Focus Issue 2007, pp. 342-346.
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Legionella - a South African perspective : education and training - Milne, Ryan (Water&Sanitation Africa, 2007)
Legionnaires' disease, not commonly known in South Africa, but considered very serious has been responsible for numerous fatalities worldwide.
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The Economic Impact of Climate Change on Agriculture in Cameroon - Molua, Ernest L. (Social Science Research Network, 2007)
This study examines the impact of climate change on crop farming in Cameroon. The country's economy is predominantly agrarian and agriculture and the exploitation of natural resources remain the driving force for the country's economic development. Fluctuations in national income are due not merely to the decline in world demand for Cameroon's traditional agricultural exports or to mistakes in economic policy making, but also to the vagaries of the weather. Based on a farm-level survey of more than 800 farms, the study employs a Ricardian cross-sectional approach to measure the relationship between climate and the net revenue from crops. Net revenue is regressed on climate, water flow, soil, and economic variables. Further, uniform scenarios assume that only one aspect of climate changes and the change is uniform across the whole country. The analysis finds that net revenues fall as precipitation decreases or temperatures increase across all the surveyed farms. The study reaffirms that agriculture in Cameroon is often limited by seasonality and the availability of moisture. Although other physical factors, such as soil and relief, have an important influence on agriculture, climate remains the dominant influence on the variety of crops cultivated and the types of agriculture practiced.
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The economic impact of climate change on agriculture in Cameroon - Molua, Ernest L.; Lambi, Cornelius Mbifung (RePEc: Research Papers in Economics, 2007)
This study examines the impact of climate change on crop farming in Cameroon. The country's economy is predominantly agrarian and agriculture and the exploitation of natural resources remain the driving force for the country's economic development. Fluctuations in national income are due not merely to the decline in world demand for Cameroon's traditional agricultural exports or to mistakes in economic policy making, but also to the vagaries of the weather. Based on a farm-level survey of more than 800 farms, the study employs a Ricardian cross-sectional approach to measure the relationship between climate and the net revenue from crops. Net revenue is regressed on climate, water flow, soil, and economic variables. Further, uniform scenarios assume that only one aspect of climate changes and the change is uniform across the whole country. The analysis finds that net revenues fall as precipitation decreases or temperatures increase across all the surveyed farms. The study reaffirms that agriculture in Cameroon is often limited by seasonality and the availability of moisture. Although other physical factors, such as soil and relief, have an important influence on agriculture, climate remains the dominant influence on the variety of crops cultivated and the types of agriculture practiced.
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School‐based teacher development in Sub‐Saharan Africa: building a new research agenda - Moon, Bob (The Curriculum Journal, 2007)
This article explores and analyses the context of school‐based teacher development in Sub‐Saharan Africa. The argument is made that many aspects of the teacher problem in these regions mirror those in the rest of the world, but the size and scale of the need makes the challenge of providing schools and teachers to achieve ‘Education for All’ (EFA) one of the world's biggest educational problems. As such, a response from the global community, parallel to similar initiatives in health, is required. The context of the problem is set out, particularly the inevitability of creating new school‐based modes of teacher development. The analysis draws extensively on the work of the Teacher Education in Sub‐Saharan Africa (TESSA) research programme. The article then goes on to suggest: (1) the revolution in communication technologies provides an opportunity radically to reassess the forms and modes of teacher development, particularly in rural areas; and (2) there is a need for research and development activity to provide the foundation upon which such potential can be realized. In this context a new ‘architecture for teacher development’ needs putting in place, a process that should be a mainstream concern for the world's education research community.
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Ambient Pollution and Respiratory Outcomes Among South African Schoolchildren - Naidoo, Rajen N.; Robins, Thomas; Batterman, Stuart; Jack, Christopher (Epidemiology, 2007)
ISEE-468 Objective: To determine the prevalence of respiratory symptoms and asthma among children at selected schools in an area with intensive industrial activity compared with suitable populations with lower pollution. Covariates contributing to increased risk of adverse outcomes following exposure were investigated. We hypothesized that children living in the south were at greater risk for asthma. Material and Methods: The study was conducted in 7 communities in 2 regions (the highly industrialized south compared with the north) of a metropolitan city in South Africa. In each community, 1 primary school was selected according to specific criteria. All students from within 1 or 2 randomly selected grade 4 classrooms were invited to participate in the study. Standardized interviews of child participants and caregivers were conducted, together with spirometry, nonspecific bronchial hyperresponsiveness (BHR) testing, and skin prick testing (SPT). At each of the schools particulate matter, sulfur dioxide, oxides of nitrogen, and carbon monoxide were monitored for a year. Results: The mean age of the 340 students was 10.6 years (57% women). The prevalence of reported symptoms consistent with persistent asthma was 32%. Symptoms of wheezing (25%), wheezing with dyspnoea (10.4%), and hospitalization (3.8%) were reported. Adjusted predicted prevalence of symptom-defined persistent asthma was higher among schools in the south as compared with schools in the north (12.2% vs. 9.6%). A similar geographic difference was seen for marked BHR (8.0% vs. 2.8%). Living in south Durban presented a significantly higher risk for the presence of persistent asthma (OR = 1.8) and BHR (OR = 2.6). The SPT were positive for house dust mite (30%) and cockroach (13.5%). Conclusions: Prevalences of symptom-defined asthma and BHR are at the higher end of ranges described in the published literature. The substantial differences in the prevalence of these outcomes between populations of schoolchildren from industrially exposed and nonexposed communities are strongly suggestive of pollution having an adverse impact on their respiratory health.
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A Dynamic Analysis of Education and Economic Growth in Nigeria - Ndiyo, Ndem (Journal of Developing Areas, 2007)
The paper focuses on Nigeria, which has over the years invested substantially to improve the educational attainment of the labor force and to raise productivity but yet still faces declining real output and slow economic growth. The study observes that this puzzle is attributable to labor market distortions, redundancy of the workforce, benefit captured syndrome, industrial dispute and job discontinuities as well as leakages in the Nigerian society such as brain drain, among others. The paper further suggests the improvement of the education system, appropriate pricing of teachers labor and prevention of industrial disputes in order to upgrade and internalize the contributions of educational capital to economic growth in Nigeria.
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The Design and Implementation of an Education Program for African American Inmates. - Nelson, Nancy J. (Journal of correctional education, 2007)
This article describes an education program initiated by African American prisoners in the Airway Heights Correction Center in Airway Heights, Washington. The purpose of the program was to help the inmates to make productive use of their time while incarcerated and to help lessen the high return rate of African American to the prison. Although hesitant to permit a race specific program the correctional center awarded the African American Literature Program as volunteer group of the year. Background Between 1985 and 2000, spending for prisons rose to 20 billion dollars compared to 10.7 billion dollars for higher education. This is according to the study titled Cell Blocks or Classrooms?: The Funding of Higher Education and Corrections and Its Impact on African American men conducted by the Justice Policy Institute and reported in Black Issues For Higher Education (2002) and in several newspapers including the New York Times and the Spokesman Review in Spokane, Washington. According to the study, there were an estimated 791,600 African American in jail or prison in the United States while only 603,032 were enrolled in colleges or universities. Data from the 2000 census states in Washington State African Americans comprise 3.2 percent of the state's population. As of June 2002, African Americans made up 21.5 percent of those incarcerated. As the entire population of women in Washington jails and prisons is 7.5 percent, the large percentage was of incarcerated African American males. The top three offenses committed by the inmates are drug crimes (20.8 %), sex crimes (18.9%), and assault (17.6%). These are followed by property crimes (15%), murder (12.2%), and robbery (10 %). The largest percentage, although only slightly higher than the others, serve sentences of ten years or longer.
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MAKING SENSE OF MULTIPLE CONVERSATIONS: RESEARCH, TEACHING, AND ACTIVISM IN AND WITH COMMUNITIES IN SOUTH AFRICAN CITIES - Oldfield, Sophie (South African Geographical Journal, 2007)
ABSTRACT In the South African context, our research is produced in multiple conversations that include conventional academic disciplinary communities, but extends beyond the university, engaging with a range of social and political institutions and actors. As a result, the relationship between research, theory and politics frames our research in explicit and implicit ways. I draw here on my own practice as a researcher, teacher, and activist to examine the ways in which my engagement with community organizations articulates into conventional university activities of research and teaching; but, as importantly, the ways in which it is shaped by community-based agenda that not only inform the research but sustain the relationships critical to my research. I conclude that the overlapping nature of research, teaching and activism is more than a political and contextual imperative, potentially it is a theoretical strength that adds depth, reflexivity, and, in the relationships built, the construction of robust urban knowledge.
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Impact of Information and Communication Technology in the management of private secondary schools in Nairobi, Kenya - Oyier, Charles Richard (2007)
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School improvement in a small island developing state : the Seychelles - Purvis, Marie-Thérèse (2007)
This thesis presents an evaluative case study of school improvement initiatives in the Seychelles, in a context specific to small island developing states (SIDS). It examines the complexities of borrowing a school improvement model from a larger and more open system (the UK) and the possibilities for adapting it to the local needs. It also considers the significance of the small island and centralised contexts into which the school improvement model was imported. In so doing, the research attempts to determine the factors that may help schools in the SIDS context to develop the internal capacity to improve and to establish the basis for a possible model for school improvement in SIDS. The research is significant because it provides originality as the only study of school improvement in Seychelles secondary schools. It also contributes further insights into the development of the Seychelles School Improvement Programme (SIP); it complements the existing knowledge base on the SIP and adds to the scant literature on school improvement in small states and in centralised systems. The study attempts to capture the multi-faceted nature of the SIP and the multiple forms of people's understanding of it, by examining the most salient aspects of the Programme from the perspectives of different stakeholder groups, through the case study approach. A 40% sample of the country's state secondary schools were studied, using documentary analysis, semi-structured interviews and observation of meetings as the means of data collection. While the SIP has had far reaching implications for school development in the Seychelles system and school improvement strategies such as development planning and school-based professional development have become institutionalised, schools are yet to take ownership of them. It is hoped that the findings of this study may contribute to educators' reflections on effective teaching and learning as well as inform policy and practice.
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Why aren't there more African-American physicians? A qualitative study and exploratory inquiry of African-American students' perspectives on careers in medicine. - Rao, Vijaya L.; Flores, Glenn (PubMed, 2007)
African Americans comprise 13% of Americans but only 4% of U.S. physicians. The reasons for this disparity are unclear. The purpose of this study was to identify African-American high-school student perspectives on barriers to African Americans pursuing careers in medicine.Focus group interviews (consisting of 15 questions) were conducted of African-American high-school juniors attending a Milwaukee public high school in which 89% of students are African Americans. The two focus groups were conducted in 2006, transcribed and analyzed using grounded theory.The 12 students interviewed in two focus groups had a mean age of 17 years; 41% of students' parents were high-school graduates. Major barriers to becoming a physician cited by students included financial constraints, lack of knowledge about medicine, little/no encouragement at home or in school, negative peer views on excelling academically, lack of African-American role models in the community and on TV, racism in medicine, and easier and more appealing alternatives for making money. Students stated that increasing the number of African-American physicians would enhance patient-physician communication and relationships, and more African Americans would become physicians if there were greater exposure to medicine in schools, more guidance at a younger age and more role models.Financial constraints, insufficient exposure to medicine as a career, little encouragement at home and in schools, lack of role models, and negative peer pressure may contribute to racial disparities in the physician workforce for African Americans. Exposure at a young age to role models and to medicine as a profession might increase the number of African American physicians.
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Marijuana use patterns among African-American middle-school students: A longitudinal latent class regression analysis - Reboussin, Beth A.; Hubbard, Scott; Ialongo, Nicholas S. (Drug and Alcohol Dependence, 2007)
The aim of this paper was to describe patterns of marijuana involvement during the middle-school years from the first chance to try marijuana down through the early stages of experiencing health and social problems from marijuana use in a sample of African-American adolescents. A total of 488 urban-dwelling African-American middle-school students were interviewed in sixth, seventh and eighth grades as part of a longitudinal field study. Longitudinal latent class models were used to identify subgroups (classes) of adolescents with similar patterns of marijuana involvement. Three classes were identified; little or no involvement (prevalence 85%, 71%, 55% in sixth, seventh and eighth grade, respectively), marijuana exposure opportunity (12%, 19% and 26%), and marijuana use and problems (2%, 9% and 19%). High levels of aggressive/disruptive behavior exhibited as early as first grade and moderate to high levels of deviant peer affiliation were associated with an increased risk of marijuana exposure opportunities in middle-school. Moderate to high levels of aggressive/disruptive behavior and deviant peer affiliation, moderate to low levels of parent monitoring and high levels of perceived neighborhood disadvantage were associated with an increased risk of marijuana use and problems. Significant interactions with grade provided evidence that the influences of parent monitoring and neighborhood disadvantage decrease through the middle-school years. Although not statistically significant, the magnitude of the effects of deviant peer affiliation on marijuana use and problems increased two-fold from sixth to eighth grade. These findings highlight the importance of marijuana exposure opportunities in the pathway to marijuana use and problems and the potential to intervene on behaviors exhibited as early as first grade. It also underscores the importance of developing interventions that are sensitive to the strong influence of parents at entry into middle-school and the shift to peer influences by the end of middle-school.
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Higher Education Trends in Eritrea - Rena, Ravinder (RePEc: Research Papers in Economics, 2007)
Higher education has been viewed as a potential instrument of national economic development. Human resource development in Eritrea is important for making the nation self-reliant thus the efforts are exerted to achieve this objective. However, Eritrea has been facing so many challenges in its way to develop its own human resources. The objective of this paper is to delve the current changes in higher education in the country. An attempt is made to highlight what may be termed as tentative issues and lessons emerging from Eritrean higher education. By way of a summing up, some random thoughts are set out to provoke analysis and debate on the subject.
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Association of Ambient Air Pollutant Exposures With Changes in Pulmonary Function Among South African School Children - Robins, Thomas G.; Naidoo, R; Batterman, Stuart; Mentz, Graciela; Gounden, Y (Epidemiology, 2007)
ISEE-770 Objective: To investigate associations between exposures to common ambient air pollutants and fluctuations in pulmonary function in children living in both industrialized and nonindustrialized areas of a large metropolitan city in South Africa. Materials and Methods: The study was conducted among 7 communities in Durban, South Africa. Generalized estimating equations (GEE) were used to examine associations between daily mean levels of ambient air pollutants (NO2, NO, SO2, and PM10) and measures of pulmonary function [intraday variability and daily nadir values for FEV1 and peak expiratory flow (PEF)] across 4 seasons among 423 primary schoolchildren in models adjusted for age, gender, race/ethnicity, school, caregiver smoking, caregiver education, household income, and season. Asthma severity was considered as an effect modifier. Possible lag effects (1–5 days), as well as 5-day averages, were modeled. Results: Mean daily NO2 concentrations varied from a low of 11 ppb in nonindustrial areas to 19–24 ppb in the city centre and industrial areas. Average SO2 concentrations varied from 1–3 ppb in nonindustrial to 12–20 ppb in industrial areas. Mean daily filter-based PM10 concentrations ranged from 41 to 57 μg m−3. Statistically significant lagged decrements in pulmonary function associated with higher ambient concentrations were present for a substantial proportion of the regression models evaluated for each of the 4 pollutants, with associations stronger and much more frequent among those children with persistent asthma, as compared to those with mild intermittent or no asthma. Conclusions: Exposures to moderate levels of common ambient air pollutants were associated with short-term decrements in pulmonary function among schoolchildren in Durban, South Africa, especially among those schoolchildren with persistent asthma. Our findings are strongly suggestive of industrial and vehicular pollution having a negative impact on the respiratory health of these schoolchildren.
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Orphaned and vulnerable children in Zambia: the impact of the HIV/AIDS epidemic on basic education for children at risk - Robson, Sue; Sylvester, Kanyanta Bonaventure (Educational Research, 2007)
Background There is an emerging corpus of work on the impact of the HIV/AIDS epidemic on education in sub-Saharan Africa. This mainly employs demographic models to make projections of student enrolments and teacher requirements. However, there is a paucity of research in basic schools to examine the experiences of AIDS-affected teachers and students. Purpose This study explored staff and student perceptions of the impact of the HIV/AIDS epidemic on the education of affected children in high-prevalence districts of the Copperbelt province of Zambia. The impact of the epidemic on student enrolment, attendance and completion rates, and on the quality of the learning experience, was investigated. Programme description and sample The Ministry of Education assisted with the selection of districts in the Copperbelt Province with the highest prevalence of HIV/AIDS (34% to 39%). Four government schools with the highest HIV/AIDS prevalence rates and two community schools in impoverished communities were selected. Design and methods Statistical data from each school were made available. Six focus groups were held with District Education Board Personnel, NUT officials and the Copperbelt Special Education Standards Officer. Six interviews were held with school management teams. A total of 72 teachers and 64 students responded to questionnaires; 36 students also took part in four focus groups, each involving gender balanced groups of six to eight students from grades 4–8. Results The study provides information on the impact of the epidemic on basic education that has not previously been documented in Zambia and may assist the strategic planning and management of basic schools. A positive outcome of this study was that students, teachers and other professionals freely discussed issues concerning HIV/AIDS and its impact on education in a context where such issues are usually met with silence or denial. Conclusions The challenge for the Zambian Ministry of Education and the international community is not only to provide the right to basic education, but also to strengthen schools as inclusive and supportive communities. For students, this might focus on provision of alternative and more flexible opportunities for participation and learning, access to health and life skills education and appropriate counselling and support. For teachers, professional development opportunities to support the management of large classes and curriculum development—e.g. in the areas of life skills and vocational skills—are implicated.
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Responses of South African Science Talent Quest Students to the Question “Why Am I Doing a Research Project for Expo 2005?” - Rochford, Kevin (Gifted Education International, 2007)
This study asked the question “Why am I doing a research project for Expo 2005?” The sample of respondents comprised 155 aspirant young scientists and technologists who exhibited their projects in the 2005 Cape Town Science Talent Quest (Expo) competition for schools. They commenced their participation in the Expo judging session by responding to eleven literature-derived reasons or motivations for commencing research investigations. These items were presented in a hikert-scale format, and included a novel source of motivation framed uniquely in the local South African context. Subsequently, open-ended questions and interviews were conducted in more depth with selected students who offered amplified responses and explanations. It was found that the Expo students gave higher ratings to reasons that were intrinsic (such as personal interest, skills development, personal challenge and ambition) than to reasons that were externally controlled (such as emulating somebody else's example, or meeting other people's expectations). The students' self-reported levels of enjoyment of their research projects correlated highest with the strength of their commitment to enhancing social emancipation in South Africa through their chosen research projects.
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Evaluation of training in African enterprises - Rosholm, Michael; Nielsen, Helena Skyt; Dabalen, Andrew (Journal of Development Economics, 2007)
The importance of skill-shortage in Africa, combined with the extensive use of training, necessitates appropriate evaluation of training programs. By using firm data from Sub-Saharan Africa, we evaluate the effect of on-the-job training on log wages using matching estimators. We find that training tends to improve wages, and that the effect is larger and more well-determined when we focus on long training durations and large firms.
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Internationalisation of South African Higher Education in the Postapartheid Era - Rouhani, Sepideh (Journal of Studies in International Education, 2007)
During the past decade, there has been significant growth in the number of international students seeking access to South African higher education institutions. Concomitant with this growth has been a need for management of the internationalisation process at higher education institutions; however, this has not always been forthcoming. This article provides a comparative analysis of internationalisation in selected South African universities during the immediate postapartheid period since the 1990s. The process of establishing international offices or the lack thereof and the ongoing internationalisation of these institutions are analysed. In addition, the article considers other issues pertinent to the internationalisation of South African higher education institutions in the 21st century. The article draws on empirical research conducted by the author at various South African higher education institutions and is based on a mixed-method research design.
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Patterns of resource use by livestock during and after drought on the commons of Namaqualand, South Africa - Samuels, Igshaan; Allsopp, Nicky; Knight, Richard (Journal of Arid Environments, 2007)
The aim of this study was to determine the effect of drought on grazing patterns of livestock in a communal rangeland in Namaqualand. Water points were the foci of almost all grazing routes even after the drought, and the areas away from the water points were less heavily utilized. The mountains could be regarded as key resource areas for livestock since the grazing intensity was higher in the elevated areas of the rangeland than on the surrounding low lying areas during and immediately after drought. Spatial patterns of resource use by livestock on the commons did not differ during the drought and post-drought period. The lengths of the daily grazing routes were similar for both periods. This may be a consequence of the weakness of animals during the drought when forage was scarce which prevented them from walking further. The size of home ranges of the herds did not change during the two monitoring periods. We attribute this to social reasons because herders try to avoid the mixing of herds. In the commons of Namaqualand, herders are also spatially constrained and this restricts their options to adapt to drought, and hence many animals died.
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The mediating role of emotional intelligence to identity development of African adolescents in multicultural schools - Simelane, Moses Thomas (2007)
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HIV/AIDS and Islamic religious education in Kisumu, Kenya - Svensson, Jonas (International Journal of Qualitative Studies on Health and Well-being, 2007)
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Cultural Beads and Mathematical AIDS: A critical narrative of disadvantage, social context and school mathematics in post-apartheid South Africa, with reflections and implications for ‘glocal’ contexts - Swanson, Dalene M (Philosophy of Mathematics Education Journal, 2007)
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Early Childhood in Ethiopia: Initiatives in Education - Szente, Judit; Hoot, James L.; Tadesse, Selamawit (Contemporary Issues in Early Childhood, 2007)
This article informs readers about early childhood in one of the poorest nations in the world — Ethiopia. Within the context of ecological systems theory, it emphasizes the characteristics of early education programs such as pre-school and basic (primary) education, and creates connections with families' views about education. The article concludes with recommendations for further research.
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January 2002 volcano‐tectonic eruption of Nyiragongo volcano, Democratic Republic of Congo - Tedesco, Dario; Vaselli, Orlando; Papale, Paolo; Carn, S. A.; Voltaggio, Mario; Sawyer, G. M.; Durieux, Jacques; Kasereka, Marcellin M.; Tassi, Franco (Journal of Geophysical Research, 2007)
In January 2002, Nyiragongo volcano erupted 14–34 × 10 6 m 3 of lava from fractures on its southern flanks. The nearby city of Goma was inundated by two lava flows, which caused substantial socioeconomic disruption and forced the mass exodus of the population, leaving nearly 120,000 people homeless. Field observations showed marked differences between the lava erupted from the northern portion of the fracture system and that later erupted from the southern part. These observations are confirmed by new 238 U and 232 Th series radioactive disequilibria data, which show the presence of three different phases during the eruption. The lavas first erupted (T 1 ) were probably supplied by a residual magma batch from the lava lake activity during 1994–1995. These lavas were followed by a fresh batch erupted from fissure vents as well as later (May–June 2002) from the central crater (T 2 ). Both lava batches reached the surface via the volcano's central plumbing system, even though a separate flank reservoir may also have been involved in addition to the main reservoir. The final phase (T 3 ) is related to an independent magmatic reservoir located much closer (or even beneath) the city of Goma. Data from the January 2002 eruption, and for similar activity in January 1977, suggest that the eruptive style of the volcano is likely to change in the future, trending toward more common occurrence of flank eruptions. If so, this would pose a significant escalation of volcanic hazards facing Goma and environs, thus requiring the implementation of different volcano‐monitoring strategies to better anticipate where and when future eruptions might take place.
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Local community perspectives and language of education in sub-Saharan African communities - Trudell, Barbara (International Journal of Educational Development, 2007)
The use of local languages in formal education is a widely debated educational strategy in sub-Saharan Africa. National-level policies abound which permit mother-tongue instruction in primary grades, and yet successful implementation of those policies is not merely so common. The reasons for this are varied, but one powerful reason has to do with the perspectives and desires of stakeholders in the education process who reside in the local community: teachers, parents, community leaders, school authorities, and the children themselves. Responding to their particular historical, social and economic context, these stakeholders have developed their own perspectives on the nature and outcomes of formal education as well as beliefs about the utility and proper place of the local language. As stakeholders in the local education process, each of these groups has an impact on the successful implementation of formal programs of mother-tongue-mediated learning. Thus, as Stroud [2003. Postmodernist perspectives on local languages: African mother-tongue education in times of globalisation. International Journal of Bilingual Education and Bilingualism 6.1, 17–36.] has noted, community participation in the development and use of minority languages can help to keep linguistic globalization at bay; however, the effectiveness of this process is profoundly dependent on the language attitudes of the community members. This paper examines the perspectives of people living in several rural African communities regarding the purposes and outcomes of formal education, as well as their perspectives on the “proper” language choice for schooling. Examining data from language communities in Cameron (the Bafut, Kom and Nso’), Mali (the supyire and Bamanankan [Bambara]) and Kenya (the Kipsigis [Kalenjin] and Tharaka), the paper examines commonalities and distinctions among stakeholder groups across these language communities. The interaction of stakeholder perspectives with the range of national and local language policies in place is also discussed.
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Vocational Education and the Development of Adult Learners in Nigeria Through Skills Acquisition Schemes - Ubong, Bassey; Oguzor, Nkasiobi Silas (DOAJ (DOAJ: Directory of Open Access Journals), 2007)
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Insulator pollution monitoring program for Namibia - Vosloo, W.L.; Engelbrecht, F.; Heger, N.; Holtzhausen, J.P.; Strauss, J. M. (2007)
The presence of a wet, conducting pollution layer on the surface of insulators installed within an electrical power network can affect the performance of the system negatively. It is therefore important to have reliable information on the distribution and severity levels of insulator pollution as well as climate conditions in a region. This publication describes the methodology of setting up an insulator pollution monitoring program for Namibia and presents the first series of data obtained from the test stations.
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POS-02.58: Etiology and management of urinary retention in men admitted to a tertiary level teaching hospital in South Africa - Vuuren, Sarel van; Deventer, Sjh van; Heyns, Chris F. (Urology, 2007)
Urinary retention constitutes a large burden of disease among male Urology patients. However, the causes and management of retention differ in various parts of the world. The aim of this study was to establish the etiology and management of men hospitalized with urinary retention in a developing African country.
openalex: W2101914112 mag: 2101914112
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A framework for revitalisation of rural education and training systems in sub-Saharan Africa: Strengthening the human resource base for food security and sustainable livelihoods - Wallace, Ian (International Journal of Educational Development, 2007)
Recent studies of the current state of rural education and training (RET) systems in sub-Saharan Africa have assessed their ability to provide for the learning needs essential for more knowledgeable and productive small-scale rural households. These are most necessary if the endemic causes of rural poverty (poor nutrition, lack of sustainable livelihoods, etc.) are to be overcome. A brief historical background and analysis of the major current constraints to improvement in the sector are discussed. Paramount among those factors leading to its present ‘malaise’ is the lack of a whole-systems perspective and the absence of any coherent policy framework in most countries. There is evidence of some recent innovations, both in the public sector and through the work of non-governmental organisations (NGOs), civil society organisations (CSOs) and other private bodies. These provide hope of a new sense of direction that could lead towards meaningful ‘revitalisation’ of the sector. A suggested framework offers 10 key steps which, it is argued, could largely be achieved with modest internal resources and very little external support, provided that the necessary leadership and managerial capacities are in place.
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Vulnerability and sexual and reproductive health among Zambian secondary school students - Warenius, Linnéa U.; Pettersson, Karen Odberg; Nissen, Eva; Höjer, Bengt; Chishimba, Petronella; Faxelid, Elisabeth (Culture, Health & Sexuality, 2007)
The present study aimed to explore secondary school students' needs in relation to sexual and reproductive health in order to inform efforts to improve the quality of health services available to young people. The study involved data collection from 716 11-22-year-old students in four secondary schools in an urban area in Zambia. Students completed a questionnaire and were invited to write down any inquiries they had regarding sexuality and reproduction. Findings revealed that boys and girls lack adequate information about human reproduction and STIs, including HIV. To avoid misconceptions and myths, they also need clear information on contraceptives and masturbation. Responses indicate that young people would welcome guidance and support related to contraception, pregnancy, abortion and STIs/HIV, but also on love and relationships. Culture, religion and gender are important factors influencing sexuality and sexual abuse. These issues need to be taken into consideration when developing youth-friendly programmes for young people.
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Management training and development in the context of Human Resource Management in Libya - Weir, David; Mahfod, Joma; Armstrong, Stephen (2007)
openalex: W2606781461 mag: 2606781461
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The long‐term impacts of orphanhood on education attainment and land inheritance among adults in rural Kenya - Yamano, Takashi (Agricultural Economics, 2007)
Abstract Although the long‐term economic impacts of the AIDS epidemic on orphans have been major concerns, few studies have investigated the impacts of orphan status into adulthood. Therefore, this article examines the education attainment and land inheritance of former orphans, who have lost at least one parent before reaching the age of 15 years, by using household surveys in Kenya. We find about a one‐year lower educational attainment among former maternal orphans compared with former nonorphans among adults who started schooling before the Free Primary Education program introduced in 1974 but not among adults who started schooling after 1974. On inherited land, we find no significant difference between households headed by former orphans and nonorphans, after controlling for land owned by parents, numbers of brothers and sisters, and birth order among brothers.
openalex: W2008832452 mag: 2008832452
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School dropouts in Zimbabwe between 1980 and 2004: Implications for education and training policy twenty-five years after independence. - Zengeya, Munyaradzi Alexander (2007)
Research paper that was published in the Zimbabwe Bulletin of Teacher Education,This article analyses the problem of school dropouts in Zimbabwe during the period 1980 to 2004 with the aim of suggesting how the problem can be eliminated. The discussion is important in view of the fact that the country is experience critical human resource challenges yet the education and training system is releasing large numbers of young boys and girls who have the potential to contribute meaningfully to socio-economic development. The methodology involved the identification and analysis of statistical data on enrolments within schools and colleges from government publications and websites. The analysis showed that the average school dropout rate of about 26% between 1980 and 2004 was rather too high. This was because the dropouts were not being adequately catered for at tertiary level because of strict entry requirements stipulating formal school qualifications. As a solution to this problem, the discussion proposes a paradigm shift within policy makers to address the issues of compulsory school attendance between the ages of six and eighteen, compulsory vocational education and training for all school dropouts, and the generation of local resources and technology for use within the education and training system to reduce costs.
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Appraisal of mammography in Nigerian women in a new teaching hospital - Akinola; Shittu, Lukeman; Balogun; Tayo (Scientific Research and Essays, 2007)
in 3 (1%), scar in 2 (%). One (0.3%) patient had postsurgical clips, while skin fold was seen in one (0.3%). Of the six histology reports obtained, 3 (1%) were confirmed malignant, 2 (0.7%) were not malignant and one (0.3 %) was a fibrocystic disease. We found out that most masses seen were benign, although 33.3% of suspected cancer picked up on mammography was confirmed malignant. Also, microcalcifications were a strong indicator of malignancy in this study.
openalex: W2133124985 mag: 2133124985
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Pollution profiles of non-metallic inorganic and organic pollutants of drinking and potable waters due to mining activities in Ishiagu (Ebonyi State) of Nigeria - Duruibe; Joseph, Osnick; Ogwuegbu; Egwurugwu; Jude, N (International Journal of Physical Sciences, 2007)
The pollution of drinking and potable water sources due to mining activities in Ishiagu District of Ebonyi State of Nigeria, by non-metallic inorganic and organic pollutants was investigated. Water samples were abstracted from the Ivo River (IR), Ishiagu Central School borehole (IB), Amaokwe General Hospital borehole (AB), Amaeke community well (AW1) and Amata community well (AW2). The Ivo River courses through the areas of metal deposits and intensive mining activities at Ishiagu. The parameters analysed for were pH, conductivity, colour, odour, total suspended solids (TSS), total dissolved solids (TDS), total alkalinity, total acidity, Cl-, SO42-, NO3- PO43-, biochemical oxygen demand (BOD) and chemical oxygen demand (COD). The results showed that all the water sources had PO43- concentrations exceeding WHO’s tolerance limit, and the river water source was unwholesome for consumption due to high acidity; BOD and COD values for the well water sources do not support life and had high total solids (TS) and conductivity, while the borehole sources, though showing moderate to high conductivities and TS, seemed most suitable for consumption. Key words: Pollution, mining, Ishiagu, tolerance limits, NAFDAC.
openalex: W2107760211 mag: 2107760211
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Equity in the distribution of HELB loans in Kenya in relation to students characteristics: an empirical analysis - Odebero, Stephen O.; Bosire, Joseph; Sang, Anthony K.; Ngala, Fredrick B. J.; Ngware, Moses (Educational Research Review, 2007)
Public funding of higher education in Kenya has gone through various stages all buffeted by myriad equity challenges. This prompted the government of Kenya (GoK) to create the Higher Education Loans Board (HELB), through an Act of parliament in the year 1995. GoK guidelines on loan provision to university students emphasise that deserving cases must get support to finance their education depending on their level of need. However, stakeholders have always expressed concern over the manner in which loans are awarded and recovered. These concerns are attributable to the challenges facing HELB loan administration. This study sought to determine the level of equity in the distribution of HELB loans in relation to students’ characteristics. The study used correlational design to determine HELB loan disbursements. The population included all the HELB loan recipients in public and private chartered universities in Kenya who were admitted in the 2000/2001 academic year. Purposive sampling technique was employed in order to select one public rural and one public urban university. Similarly, a private rural and a private urban university were purposively selected. Simple random sampling technique was used to get 626 loan recipients. In order to include non-loan recipients in the sample size, snowball sampling technique was used to get 147 non-recipients. Hypotheses were tested using t-tests and ANOVA at α 0.05 level of significance. Results reveal that no statistically significant difference existed between HELB loan disbursements and the students’ characteristics such as gender and location of university. However, the relationship was significant for students’ socio-economic status and programme of study. To enhance fairness in HELB loan disbursements, the study recommends the development of a proper means testing tool that can effectively discriminate students according to their level of need. It also recommends the incorporation in the means testing tool a criteria that considers the cost of the programme, the location of the university and the students’ gender. Key words: Equity, finance, higher education, university, means testing, Kenya.
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Urological injuries follwoing gynecological operations - our experience in a teaching hospital in Nigeria - Chianakwana, GU; Okafor, Pis; Ikechebelu, JI; Mbonu, Okechukwu Obiora (West African journal of medicine, 2007)
Various grades of urological injuries occur following gynecological operations. Some are recognized during or after surgery but others pass unnoticed.To study the urological injuries that follow gynecological operations in our centre.Retrospective study.Nnamdi Azikiwe University Teaching Hospital, Nnewi Nigeria, a third generation tertiary institution serving rural, semi-urban, and urban communities.Searching through the records, all the gynecological operations performed in our centre from 1st July 1998 to 30th June 2003 were reviewed. Those patients in whom there were documented evidences of urological injuries were noted. Similarly, all the urological injuries treated in our institution during the same period but resulting from gynecological operations carried out in peripheral hospitals were also noted. From the relevant medical records, the following data were extracted: type of gynecological operation, nature of urological injury, time when injury was detected, status of the surgeon, management modalities, and outcome.A total of 37 urological injuries occurred but, because of incomplete records in five, only 32 patients were included in this study. Ligation of the ureters following hysterectomy was the most common injury and occurred in 28 (87.5%) of the patients.Ureteric ligation is a common urological injury following gynecological operations in our centre.
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Socio-cultural Aspects of Identity Formation: The Relationship between Commitment and Well-Being in Student Samples from Cameroon and Germany - Hofer, Jan; Kärtner, Joscha; Chasiotis, Athanasios; Busch, Holger; Kießling, F. (Identity, 2007)
This article examines the relationship between ego identity formation (commitment statuses) and subjective well-being among student samples from Cameroon and Germany. The Extended Objective Measure of Ego Identity Status was administered to Cameroonian and German participants. Additionally, data on life satisfaction and mood states were collected. Firstly, the equivalence of measurements across cultural groups was examined. Subsequent analyses revealed that well-being was positively related to the level of identity achievement among participants from both cultural groups. In contrast, well-being did not show a positive association with commitments to goals and values that were adopted from significant others (Foreclosure). Gender did not moderate the relationship between well-being and identity statuses. Findings are discussed with respect to personal and socio-cultural aspects of identity development.
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Comparison of the Clock Test and a questionnaire-based test for screening for cognitive impairment in Nigerians - VanderJagt, D.J.; Ganga, S.; Obadofin, Michael O.; Stanley, Patricia D.; Zimmerman, Molly E.; Skipper, Betty J.; Glew, Robert H. (West African journal of medicine, 2007)
Since it is projected that by 2020 seventy percent of the elderly will reside in developing countries, a reliable screening method for dementia and cognitive impairment in general in populations with diverse languages, culture, education and literacy will be needed. We sought to determine if the Clock Test, a screening test for dementia, was suitable for use in a Nigerian population.Cross-sectional survey of 54 men and 12 women from Northern Nigeria. Researchers administered two dementia screening tools: a questionnaire-based test adapted for use in a Nigerian population and the Clock Test.Overall, 53.0% of the subjects had an abnormal Clock Test whereas 10.6% of the subjects had an abnormal questionnaire score. Only 9.1% of the subjects had abnormal scores on both tests. Subjects with more schooling had a greater probability of having a positive clock concept (understanding that a circle represented a clock). Of those with more than 6 years of schooling, 91.0% had a positive clock concept. Subjects with a negative clock concept were more likely to have an abnormal Clock Test (93.3%) than a questionnaire (26.6%).The main finding of our study was the discrepancy between the results of the Clock Test and the questionnaire. Performance on the Clock Test appeared to have been heavily influenced by education level, indicating the test is not universally applicable across cultures. The questionnaire-based test appears to reduce the effects of illiteracy on assessing dementia in a Nigerian population. Larger studies should be done to control for how education affects the assessment of dementia.
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The Girl-Child in Nigeria and Right to Quality Education - Amaele, Samuel (Nigerian Journal of Guidance and Counselling, 2007)
Quality education brings about quality manpower which is a condition necessary for the development of any society. A lot of policies and pronouncements have been made on the right of the Nigerian child to quality education. But these seem not to be sufficiently matched with appropriate action. This study examined critically the concept of quality education and the right of the girl child to such education in Nigeria. It argued that the indices of quality education which include relevance, efficiency and essence are yet to be fully realized, due to inadequate human, physical and financial resources. It further observed that even where there are considerable provisions for the education of the girl-child in Nigeria, the education is neither qualitative nor treated as a right to the girl child. The paper, however, recommended some measures to achieve the genuine desire of the nation on the girl child education. Hence, it called for a comprehensive education system that will be practiced. It also endorsed full and uncorrupt implementation of the Universal Basic Education Programme in Nigeria, among others. The Nigerian Journal of Guidance Counselling Vol. 10 (1) 2005: pp. 41-50
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African American College Women’s Reflections on Physical Activity Involvement During Public School Years - Chepyator-Thomson, Jepkorir Rose; Russell, Jared; Culp, Brian (Journal of African American Studies, 2007)
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Socio- Emotional Intelligence Status of some Nigerian in- School Pre-adolescents - Dediran, N O; Adegoroye, S O; Abiola, D K (Nigerian Journal of Guidance and Counselling, 2007)
This paper assessed the socio-emotional intelligence status (SEIS) of some in-school pre-adolescents in selected Nigerian primary and junior secondary schools .This is with a view to making concerned people understand and appreciate the perennial reports of poor socio-emotional responses of Nigerian adolescents despite the efforts to correct and stabilize same. The results show low scores on the construct by the sample indicating a poor level of awareness of the construct of socio-emotional intelligence among the population. This finding was discussed in relation to what is needful for change at the school level, namely the development of the appropriate curriculum and the accompanying modules, exercises and assignments through which the school counselors would be able to make the sample aware ,sensitive and responsive to the construct of socio emotional intelligence in their lives and style of living it. The Nigerian Journal of Guidance Counselling Vol. 10 (1) 2005: pp. 142-151
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Professionalism, Demographics, and Motivation: Predictors of Job Satisfaction Among Nigerian Teachers - Ololube, Nwachukwu Prince (International Journal of Education, 2007)
This research article examines the intensity of satisfaction in the teaching career amongst the secondary school teaching workforce and identifies some work-related factors associated with job satisfaction. The main focus of this study is to probe the impact of the hygiene and motivation factors as a predictor of job satisfaction and see how they align with other existing studies. For the purpose of this study, hygiene factors are factors that cause dissatisfaction and motivation factors are factors that cause employees to be satisfied with their job. A questionnaire was used for data gathering, and multiple statistical procedures were employed in the analysis. The findings revealed that both the extrinsic (hygiene) and the intrinsic (motivation) factors are predictors of job satisfaction. In particular, this research work is written for educational administrators, policymakers and planners that are interested in empirical information methods that might help them improve secondary schooling in Nigeria and elsewhere.
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The Role of the Counsellor and other School Personnel in Providing Quality Education In Nigeria Schools - Onyinyeowuamanam, T (Nigerian Journal of Guidance and Counselling, 2007)
There has been a widespread criticism of the quality of education provided by Nigerian public schools. This has led to a consistent clamour for quality education for Nigerian citizens. Attention is being focused on how to make use of the resources available in the education system to have a functional education that will lead to the development of individuals and the nation as a whole. This paper has discussed how the school counselor and other school personnel (the principal, teachers, school health personnel, and administrative staff) could cooperate to provide quality education, reduce or solve educational, vocational and socio-personal problems such as physical health problems which could lead to emotional disturbance and stress. The paper further expressed that the cooperation of the school counsellor and the other school personnel could help to reduce poor academic performance, examination malpractice, high rate of drop out, deviant behaviour and wrong choice of courses and career among students. The paper therefore suggests that the Federal and State governments should strongly support the organization of guidance and counselling services in schools so as to provide quality education to the citizens. The Nigerian Journal of Guidance Counselling Vol. 10 (1) 2005: pp. 12-21
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Oral Hygiene Status of Students in Selected Secondary Schools in Osogbo, Nigeria - Bamigboye, O; Akande, T.M. (The Nigerian medical practitioner, 2007)
The essence of oral hygiene is to prevent the accumulation of dental plaque on the teeth and other dental appliances in the mouth. Thus preventing the development of oral diseases associated with its accumulation such as dental caries, gingivitis, periodontitis and halitosis (bad breath). The objective of the study was to determine the oral hygiene status of students in selected secondary schools in Osogbo. A cross - sectional descriptive study of the oral hygiene status of students in selected secondary schools in Osogbo, Nigeria was carried out. Two private and two public schools were selected for the study through simple random sampling from Osogbo Local Government Area. Self-administered structured questionnaires were used to collect data on age, sex, educational level, knowledge on oral hygiene and oral hygiene habits of the students. Dental examination was carried out using dental probes and mouth mirrors, based on the use of Simplified Oral Hygiene Index (OHI-S)). A total of three hundred and thirty two (332) secondary school students were examined in the selected schools from the results. Majority of the respondents (86.8% )were in the 0.00-1.00 range of OHI-S connoting good oral hygiene while 1.2% had scores in the 4.01-6.00 range connoting poor oral hygiene. It is concluded that the high level of oral hygiene observed in this study is due probably to the dental education that is usually given these students by the visiting Dental Nurses that make regular visits to these schools. This needs be sustained by maintaining the regular Dental Nurses visits. Keywords: Oral hygiene, secondary school students, Nigeria The Nigerian Medical Practitioner Vol. 51 (4) 2007: pp. 71-75
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Henry Carr on the Girl-Child and Women Education in Southern Nigeria, 1889-1918. - Gabriel, A. O. I. (Sophia: An African Journal of Philosophy, 2007)
The subject, the girl-child and women education has been a crucial aspect of gender issues since the latter part of the twentieth century and has attracted much concern and attention at the global, regional, sub-regional, national and even community levels. Indeed the desire to give a positive sense of direction to the girl and to women who lack education or left school early has necessitated the formulation of favourable policies and the implementation of bold actions in this regard. However, the thrust of these actions and available literature have been to promote equal educational opportunity for boys and girls, to increase enrolment figures of girls and women in schools at all levels of education, to ensure access to education and eliminate obstacles militating against the education of the girl-child and women. Valuable as these data are, there is also the need to understand the educational ideas that shaped and influenced the development of the girl-child and women education in Nigeria. This type of data is necessary for the reconstruction of educational development and puts literature in this respect in historical perspective. It is in this context that this paper examines Henry Carr thoughts on the girl-child and women education. More remarkably, Henry Carr was an indigenous educator whose ideas developed within the Nigeria, cultural milieu rather than an emphasis on the influence of non-indigenous educators. Again, Henry Carr was among the pioneers of Nigeria's educational system from its foundation stage. A system which had a consequential factor in the social, economic and political development of Nigeria. SOPHIA: An African Journal of Philosophy Vol. 9 (1) 2006: pp. 38-44
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Lesson Study (Jyugyo Kenkyu) from Japan to South Africa: A Science and Mathematics Intervention Program for Secondary School Teachers - Jita, Loyiso C.; Maree, Jacobus G.; Ndlalane, Thembi (2007)
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If I don’t learn English, I’m going to suffer: Gambian lower basic school children’s voice in the medium of instruction debate - Juffermans, Kasper (Caligrama (São Paulo. Online), 2007)
This article presents the results of an English Writing Contest that was organized in a public lower basic school in rural Gambia, West Africa, as part of a larger ethnographic research on English and literacy practices in The Gambia. The Gambia is a small ‘Anglophone’ country in West Africa with a straight-for-English English-only educational policy. In the writing contest, pupils from grade 4 to 6 (199 in sum) were asked to comment on one of the proposed topics: (1) Why it is important for me to learn English, and (2) Why I don’t like English. The attitudes toward English in the pupil’s compositions were considerably positive. At the same timehowever, they showed substantial problems writing English words and sentences, typical of “grassroots literacy”. The data are used as a from below perspective in the debate on the medium of instruction for African schools. Based on the children’s voice, i.e. what they write (contents), and their technical performance, i.e. how they write (form), I will argue against the use of English as a medium of instruction throughout, but also against the argument of linguistic imperialism. Instead, I suggest that the only way forward in this matter is to expand and officialise the as yet unofficial practice of multilingual classroom communication and to introduce local language teaching in the curriculum, both as subject and as language of instruction.
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Obstructed Labour – A Six Year Review in Aminu Kano Teaching Hospital, Kano, Nigeria - Omole-Ohonsi, A; Ashimi, A O (The Nigerian medical practitioner, 2007)
The prevalence of obstructed labour in Aminu Kano Teaching Hospital (AKTH) was 0.8%. Obstructed labour is still a common feature of our obstetric practice. The highest frequency was found among unbooked primigravid teenagers, who lack Western education. The commonest cause was cephalopelvic disproportion (75.5%). Perinatal outcome was poor with perinatal mortality rate of 52.9%. Among the women 39.2% presented with intrauterine fetal death, and 70% of them were delivered by destructive operations. Regional anaesthesia was used in 58% of the cases of Lower segment caesarean section (LSCS), while it was used for all cases of destructive operation. The risk of complications did not show a statistically significant difference (P < 0.05) between those who had LSCS and destructive operation. Maternal mortality was 1.0%. Approach to the management of obstructed labour by either destructive operation or LSCS should be individualized, because either method has a favorable outcome in our centre. Keywords: Obstructed Labour, Kano, feto-maternal outcome. The Nigerian Medical Practitioner Vol. 51 (4) 2007: pp. 59-63
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Prevalence of blindness and visual impairment in Atakunmosa West LocalGovernment Area of southwestern Nigeria - Onakpoya, Oluwatoyin Helen; Adeoye, AO; Akinsola, F B; Adegbehingbe, BO (2007)
Blindness survey remains a useful tool for eye care needs assessment. A cross sectional survey of Atakunmosa West Local Government Area, a rural community of southwest Nigeria with no form of eye care facility was carried out. The objective of this study was to deﬁne areas of eye care need and develop programme for elimination of avoidable blindness in the region. Multistage cluster sampling technique selected 1,248 respondents across all the eleven health districts. Respondents had visual acuity and ocular examination. Blindness was deﬁned as presenting visual acuity (pva) of <3/60 in the better eye and visual impairment as pva of <6/18 in the better eye. Out of the 1,248 respondents screened, 14 (1.1%) were blind and 78 (6.3%) were visually impaired. There was an increasing risk of blindness and visual impairment with age; occurring more commonly after 60 years of age. The prevalence of blindness and visual impairment were higher in females although not statistically signiﬁcant (P= 0.70; 0.46 respectively). Blindness was caused mainly by cataract (57.2%), glaucoma (14.3%) and congenital childhood blindness (14.3%). Cataract (57.7%), glaucoma (16.7%) and uncorrected refractive error (15.4%) were the leading causes of visual impairment. Blindness was avoidable in 85.7% of cases. Qualitative and subsidised cataract surgical and refractive services are needed urgently in this region and therefore, the incorporation of eye health care into the existing primary health care system may ensure programme sustainability.
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Creadivity and Early Childhood Education in Nigeria - Zuofa, Comfort C. (Sophia: An African Journal of Philosophy, 2007)
The inevitable acquisition of a phenomenon, calls for extensive recognition and demand for national accessibility. Creativity in the education of the Nigerian child is one of such phenomena. The satisfaction of this potential will invariably improve the general condition of our future generations and the nation as a whole. This paper sets out to instil awareness of how to attain this goal. In addition, some outstanding problems existing in Nigerian society that constitute problem were discussed. Undoubtedly, creativity in the early childhood education of the child is a catalyst with which most difficult facets of the child education are manipulated. SOPHIA: An African Journal of Philosophy Vol. 9 (1) 2006: pp. 74-76
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PROBLEMS AND SOCIAL REALITY OF ACQUIRING HIGHER EDUCATION AS MEANS OF SOCIAL MOBILITY AMONG NIGERIAN SCHOOL GRADUATE (A PRESCRIPTIVE APPROACH) - Amali, I.O.O. (2007)
Education with its various definitions carries the central notion of preparing man to face and surmount the challenges of life In Nigeria. There are disturbing problems in the socio-economic and cultural life that constitute blocks to meet the needs of the present and the future generation through the provision of higher education. This paper is thus a prescriptive approach to address and redefine the problems and social reality of acquiring higher education as means of social mobility among Nigerian school graduates. Its objective is to advance a course for sustainable education in Nigeria. The aim is to create the desired awareness in the minds of our policy makers, educationists, schools and institutions of higher education in Nigeria to bear a moral knowledge, skill and values needed to create a just and sustainable future for the citizens.
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CONSTRUCTION AND VALIDATION OF A GENERAL SCIENCE APTITUDE TEST (GSAT) FOR NIGERIAN JUNIOR SECONDARY SCHOOL GRADUATES - Ariyo, Akinyele Oyetunde (2007)
This paper is a report of a study whose major purpose was to develop and validate a General Science Aptitude Test (GSAT) for Junior Secondary School graduate seeking admission into senior secondary school one in Nigeria. The specific objectives were to describe the various stages in the development and validation of GSAT and also to determine the psychometric properties of the instrument. The Pearson Product Moment Correlation, Test difficult index, discriminative index and the KuderRichardson 21 statistics were used for the analysis of results. The results of analysis show that the GSAT was moderately difficult for the sampled students (average item difficult is 0.39), while the instrument was found to be reliable since internal consistency was found to be 0.90. The inter-correlation among the GSAT‘s sub-scales was found to be substantial .GSAT is recommended for use in other parts of the world.
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IMPLICATIONS OF TEACHER'S PERCEPTION OF SUPERVISION IN BASIC SCHOOLS IN SEKYERE EAST DISTRICT OF GHANA - Badu, Kwaku Gyasi; Antwi, Martha Owusua (2007)
The study examined the perceptions of teachers in the Sekyere East, District of Ashanti Region, Ghana on the effectiveness of supervision in the basic schools. The sample comprised 200 teachers from five circuits in the district. The research instrument, questionnaire, was used to collect the data and percentages was used to analyse the data. The results indicated that, to a greater extent, there was effective supervision on regular basis in the schools. It further showed that teachers largely preferred school based supervision to external supervision. It, however, came to the fore that postlesson presentation counselling session for the supervisors was not effective. Supervisors were also found to be intimidating teachers as well as frightening pupils with their presence. Implications of the findings for the improvement of supervision in the schools are discussed.
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APPRAISAL OF GOVERNMENT PREPAREDNESS IN THE PROVISION OF PRIMARY SCHOOL TEACHERS FOR THE UNIVERSAL BASIC EDUCATION IN NIGERIA - Jekayinfa, Alice Arinola (2007)
This paper investigated how prepared government is in the provision of primary school teachers for the take off of the UBE in 2007 in some states of the Federation of Nigeria. Adapted data prepared by National Primary Education Commission (NPEC) 1996 for Personal Audit Interim Report on “Primary” School Enrolment was used for data collection. The findings of the research indicated that none of the states had enough qualified teachers in the primary schools in preparation for the UBE. Some of the circumstances that caused the shortage of teachers were discussed and these include: under finding of education and lack of proper planning. Based on the seriousness of the shortage of teachers in the schools, it was recommended that there should be proper planning by the government, so as to be able to know the number of the teacher needed in the schools. Also, all tires of government (Federal, State and Local), parents and philanthropists should join hands together to find education in Nigeria so that the UBE programme can be a success.
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International briefing 19: training and development in Nigeria - Akanji, Tajudeen; Bankole, Akanji Rafiu (International Journal of Training and Development, 2007)
International Journal of Training and DevelopmentVolume 11, Issue 3 p. 222-233 International briefing 19: training and development in Nigeria Tajudeen Akanji, Corresponding Author Tajudeen Akanji Department of Adult Education, University of Ibadan, NigeriaDr. Tajudeen Akanji, Lecturer in Industrial Education and Adult Literacy, Department of Adult Education, University of Ibadan, Nigeria. Email: adeakanji2002@yahoo.co.uk. Akanji R. Bankole, Assistant Lecturer in Industrial Relations, Department of Industrial Relations, Lagos State University, Lagos, Nigeria. Email: bankolerafiu@yahoo.comSearch for more papers by this authorAkanji R. Bankole, Corresponding Author Akanji R. Bankole Department of Industrial Relations, Lagos State University, Lagos, NigeriaDr. Tajudeen Akanji, Lecturer in Industrial Education and Adult Literacy, Department of Adult Education, University of Ibadan, Nigeria. Email: adeakanji2002@yahoo.co.uk. Akanji R. Bankole, Assistant Lecturer in Industrial Relations, Department of Industrial Relations, Lagos State University, Lagos, Nigeria. Email: bankolerafiu@yahoo.comSearch for more papers by this author Tajudeen Akanji, Corresponding Author Tajudeen Akanji Department of Adult Education, University of Ibadan, NigeriaDr. Tajudeen Akanji, Lecturer in Industrial Education and Adult Literacy, Department of Adult Education, University of Ibadan, Nigeria. Email: adeakanji2002@yahoo.co.uk. Akanji R. Bankole, Assistant Lecturer in Industrial Relations, Department of Industrial Relations, Lagos State University, Lagos, Nigeria. Email: bankolerafiu@yahoo.comSearch for more papers by this authorAkanji R. Bankole, Corresponding Author Akanji R. Bankole Department of Industrial Relations, Lagos State University, Lagos, NigeriaDr. Tajudeen Akanji, Lecturer in Industrial Education and Adult Literacy, Department of Adult Education, University of Ibadan, Nigeria. Email: adeakanji2002@yahoo.co.uk. Akanji R. Bankole, Assistant Lecturer in Industrial Relations, Department of Industrial Relations, Lagos State University, Lagos, Nigeria. Email: bankolerafiu@yahoo.comSearch for more papers by this author First published: 24 August 2007 https://doi.org/10.1111/j.1468-2419.2007.00283.xCitations: 5 The authors acknowledge the contributions of the following in gathering material for this briefing: Dr. S. T. Aroge, Department of Adult and Continuing Education, Adekunle Ajasin University, Akungba, Ondo State, Nigeria; Dr. Kolade Odekunle, Nigerian Institute for Social and Economic Research, Ibadan, Nigeria; and Professor Sheik A. Abdullah, Mr. B. Kefas and Mrs. Cecilia Umaru Gaya, all from the Administrative Staff College of Nigeria, Badagry, Nigeria. Read 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 Citing Literature Volume11, Issue3September 2007Pages 222-233 RelatedInformation
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Sexual dimorphism and age - related changes in components of stature of healthy Nigerian children: A case study of some primary and secondary schools in Ilorin - Akinola, OB; Makanjuola, VO; Dosumu, O O; Adefolaju, GA (Tropical Journal of Health Sciences, 2007)
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African hair length in a school population: a clue to disease pathogenesis? - Khumalo, Nonhlanhla P.; Gumedze, Freedom (Journal of Cosmetic Dermatology, 2007)
Summary Background Anecdotal data suggest that combed natural African hair reaches a length steady state. Easier grooming and anticipated long hair have made relaxers popular. Objectives These hypotheses were tested in a cross‐sectional survey of 1042 school children using a piloted questionnaire and hair length measurements done on four scalp regions. Results Participants included 45% boys and 55% girls. Girls consider length important for hairstyle choice ( P < 0.0001). There was no difference in mean length at 2 to 5 vs. > 5 years ( P = 0.3) and at 1 to < 2 vs. 2 to 5 years ( P = 0.99), suggesting that a steady state is reached within 1 year after a hair cut for combed natural hair [mean, 5.1 cm (4.3)]. Relaxed hair reached length steady state > 2 years after a haircut [mean, 10.9 cm (3.6)], was longer than natural hair ( P < 0.0001), shorter than expected, and significantly shorter on the occiput than the rest of the scalp ( P < 0.0001). Conclusions Persistently short combed natural hair years after a hair cut suggests that breakage eventually equals new growth (i.e., steady state), which is likely to be variable. Relaxed hair, irrespective of last haircut, is also short; chemical damage as a limit to potential lengths needs confirmation. Relatively short occipital relaxed hair could be a clue to disease pathogenesis.
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Higher Education Quality Assurance in Sub-Saharan Africa - Materu, Peter (2007)
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Higher Education Quality Assurance in Sub-Saharan Africa: Status, Challenges, Opportunities, and Promising Practices - Materu, Peter (2007)
This report maps and assesses the status and practice of higher education quality assurance (QA) in Sub-Saharan Africa. It centers on quality assurance in degree-granting tertiary institutions, but also incorporates, where available, information on other types of tertiary education. A main finding is that structured national-level quality assurance processes in African higher education are a very recent phenomenon and that most countries face major capacity constraints. The research for this report was conducted between November 2005 and December 2006 through document and web reviews, interviews and six detailed country case studies covering Cameroon, Ghana, Mauritius, Nigeria, South Africa and Tanzania. This study has two main purposes, one being to establish a baseline on the status of quality assurance in higher education in Africa. A second is to provide information to education policymakers, stakeholders (including employers) and development partners involved in tertiary education in Africa that may assist them with identification and prioritization of capacity enhancement needs for quality improvement.
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Tuberculosis in a Nigeria teaching hospital: Incidence and pattern of distribution - Salami, Tat; Samuel, S O; Eze, KC; Oziegbe, OE (Tropical Journal of Health Sciences, 2007)
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Language for education and national development: The case of ex-colonial languages vis-à-vis indigenous african languages - Chiuye, Grace (Lwati: a journal of contemporary research, 2007)
The use of indigenous African languages in official circles has largely been determined by Africa's contact with the west. In particular this has been the usage of English, French and Portuguese in most of Africa's colonial world. This has attracted the use of such terms as Anglophone, francophone and Lusophone, respectively, even after African governments have attained independence from their colonial masters. To a large extent, the influence of English has been determined by colonial governments' and natives desire for their academic pursuits and not necessarily by the wider use of indigenous African languages. For sociolinguistic purposes English, French and Portuguese, largely, have been conveniently used for communicative purposes. It is also notable that Christian missions have had a significant role in the establishment of these ex-colonial languages. As a result these languages have had much influential institutional forces, where they have emerged as languages of power and prestige over indigenous African languages. In this article reasons for learning and development using ex-colonial languages are amply given and the reader is given the responsibility to assess the powerful position of English and other ex-colonial languages in education and social practice and in the over all national development of institutional forces, such as new governments that have emerged, societies and communities at large. The neglect to address the effective use of indigenous African languages has been the prime factor in the lack of using these indigenous African languages as media of instruction and in their use in national development, science and technology for the majority. Language is the normal medium that a given group knows best, which provides the necessary skills for human to become effective and efficient for there to be overall national development. The central argument, therefore, is that the language used by the majority is important for human resources training and vital for overall national development. Lwati: A Journal of Contemporary Research Vol. 4 () 2007: pp.55-74
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Exploring Sexuality Education and the Burdened Teacher: A Participatory Approach in a Rural Primary School in Kenya - Kiragu, Susan (Pastoral Care in Education, 2007)
Twenty‐five years since the onset of HIV/AIDS, young people aged 15–24 now make up half of new HIV infections. This paper advocates for comprehensive sexuality education as an effective panacea to reverse this, with teachers stepping up and embracing their role as sexuality educators. The exploration of this challenge is informed by a small‐scale participatory study of teacher responses in a rural primary school in Nakuru district, Kenya. Dialogue was held with 18 teachers (11 females, seven males) on the challenges they faced in teaching sexuality education and teachers emerged as disorientated and embarrassed in conversations about sexuality issues with the pupils. Because sexuality education lacks a curriculum, teachers have found it challenging to integrate it into regular subjects; they also observed that parents seem resistant to addressing this at home, and thus this task falls to them. In the study, a process of self‐awareness of the need for them to step up and teach sexuality education emerges among the participants. A key finding is that participatory and dialectical interventions that can prepare teachers and develop their confidence in teaching sexuality education are required.
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The challenge of mother tongue education in Kenya - Kobia, JM (Lwati: a journal of contemporary research, 2007)
The importance of mother tongue in the cognitive, linguistic, personal and educational development of children cannot be overemphasised.It is out of this recognition that the UNESCO declared 2006 the Year of African Languages.In spite of this, the language policy in Kenya continues to be tilted in favour of English and to some extent Kiswahili, at the expense of mother tongues.The question posed in this paper is: When will the mother tongues in Kenya take their rightful position in the education system?This paper aims at analysing the language policy in Kenya.Of particular concern is the significance of mother tongue in the school system, the wider community and the nation.The paper addresses some of the persistent problems and challenges that hinder the teaching of indigenous languages in Kenya.It also suggests possible strategies that can be used to revitalize mother tongue education in the Kenya and elsewhere.Mother tongue is defined by UNESCO (1953:46) as "the language which a person acquires in early years and which normally becomes their natural instrument of thought and communication".In Kenya, the Kenya Institute of Education (2002:117) defines mother tongue as "the first language a child is expected to or the language of the schools' catchment area".Any attempt to define what constitutes mother tongue education has elicited controversy in academic circles.This paper will not focus on this debate but will adopt the one proposed by UNESCO as a working definition.According to UNESCO (1968:698) mother tongue education is "Education which uses its medium of instruction a person's mother tongue, that is, the language a person has acquired in early years and which normally has become his/her natural instrument of thought and communication."The Current Language Situation in Kenya Kenya is a linguistically heterogeneous and diverse country.It has many indigenous and exogenous languages.The exogenous languages include English, Arabic, French, German and Chinese.Hindi while indigenous languages include Ekegusii, Kalenjin, Boran, Dholuo, Gikuyu, to mention a few, while Kiswahili is the language of intertribal communication.
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French in Lesotho schools forty years after independence - Manyawu, Andrew Tichaenzana (Lwati: a journal of contemporary research, 2007)
Most independent African states are now, like Lesotho, about forty years old.What has become of foreign languages such as French that once thrived under colonial rule albeit mostly in schools targeting non-indigenous learners?In Lesotho French seems to be the preserve of private or "international" schools.Can African learners in a developing country such as Lesotho, most of whom attend public or government schools, take to a European foreign language in a world where knowledge of key foreign language is quite often crucial?This paper will argue that learners' attitude to this question is conditioned by the official raison d'être of the subject as well as learners' awareness of it.The presence of French in Lesotho will be studied in light of Dabène's (1994) theory of "xénité" where it will be argued that the choice of a language by a prospective learner or institution is a function of the perceived distance separating the learner or institution from the target language.The paper will then make recommendations for a more successful approach to the teaching of French in Lesotho, chief among which is the introduction of French as an optional subject in government schools.
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Gender attitude and commitment to teaching in tertiary educational institutions in south eastern zone, Nigeria - Nwaoku, NA (Lwati: a journal of contemporary research, 2007)
This study examined the attitudes and level of commitment of lecturers towards teaching in tertiary educational institutions in south Eastern Nigeria. Five hypotheses guided the study. The sample consisted of 1991 lecturers and 828 students drawn through proportionate stratified random sampling techniques. Three sets of questionnaires, interviews and document analysis were the main research instruments employed in the study. Mean, mean set, rank order, t-test and ANOVA were employed to find solution to the research questions and test the hypotheses. The findings reveal, inter-alia, that there is no significant difference between male and female lecturers' attitudes and commitment to teaching in tertiary institutions. It is recommended that university authorities should start operating advancement procedures that reward both teaching and research so that lecturers are totally committed to their work . Lwati: A Journal of Contemporary Research Vol. 4 () 2007: pp.36-44
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Some critical issues in special needs education as they relate to visual impairment in Nigeria - Andzayi, Charity Ashelo; Yakwal, Sylvester Mwandar (Lwati: a journal of contemporary research, 2007)
The study examines five critical issues in special education as they relate to visual impairment vis a vis mercy killing (euthanasia), gender, seclusion, castration and genetic engineering.Literature in the five stated issues was reviewed to provide an insight into these areas with particular reference to visual impairment.A sampled group of graduates some of who are post graduate students in special education (visual handicaps) numbering 30 participated in the study.Their opinions on the five critical issues were gathered using a ten-item researcher constructed questionnaire and analysed by simple percentage.One of the major findings was that respondents were generally not too familiar with four of the five issues in special education as they relate to visual impairment and therefore are not contending issues.However, one of the critical issues (seclusion) was deemed to be a relevant issue in this respect.It was therefore suggested that interventions should be carried out through public education and increased advocacy as well as inclusion of such topics in the courses taught during the undergraduate and postgraduate programmes in special education.
openalex: W2046880243 mag: 2046880243
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Literacy and education in Kenya - Emenyonu, PT (Lwati: a journal of contemporary research, 2007)
Modern Kenya has been steadily evolving since 1963 when the country attained independence.It has made remarkable progress in all spheres of national growth and development.It is, however, in the area of literacy and education that the growth is most noticeable.Contemporary educational developments have built on the legacies of the past -refining traditional values and incorporating them in the goals and objectives of Kenya's modern system of education.
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Philosophy and teacher education: An african perspective - Isichei, FM (Lwati: a journal of contemporary research, 2007)
The focus here is on the relevance of philosophy as a discipline to teacher education in Africa.The article admits that all the countries on the continent are developing and have high illiteracy rate and lack scientific and technological culture.The aticle attempts to define and explain the nature, and scope of philosophy of education and its relevance to teacher education.We argue that the theory and practice of education is concerned with ideas about human nature and the nature of reality that are ultimately philosophical in character.Philosophy of education is any reasonable coherent sets of values and fundamental assumptions used as a basis for evaluating and guiding educational practice.It is thus imperative on all teachers to appreciate it as their professional tool.Accepting the contributions of perennialism, essentialism, progressivism and reconstructionism as philosophies of education, the paper suggests that in order for Africa to benefit educationally, she should adopt eclecticism as its philosophy of education.
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Existence of conflict and conflict resolution in university education in Nigeria - Mgbekem, SJ A (Lwati: a journal of contemporary research, 2007)
Violence, rampage, crisis and secret cult practices by students; staff conflict; workers' trade disputes and strike actions are some of the turbulent occurrences are often experienced in university education in Nigeria in recent times. They are anti social and anti productivity because they create an atmosphere of tumult, tension and disruption of smooth and congenial functioning of academic activities in universities. This paper discusses conflict in university education indicating its ill effects on teaching and learning in universities in Nigeria. It suggests what can be done to exterminate or reduce conflict situations and proposes the way forward. LWATI: A Journal of Contemporary Research Vol. 3 () 2006: pp.13-23
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A review of Chest Pain in Nigerian Hypertensive Patients Presenting to the Out–Patient's Clinic of a Teaching Hospital. - Oke, David Mautin (Nigerian Journal of Health and Biomedical Sciences, 2007)
In a prospective 6–month study, chest pain was reviewed in hypertensive man above 40 years and post menopausal women on antihypertensive therapy. The subjects were made up of 230 volunteers made up of 101 males and 129 females. Their mean age was 54.5 + 10 years (males 51.3 + 8.9 years vs. female 53.3 + 9.8 years). Forty seven percent of subjects admitted to pain as being located in the retrosternal area, in 38% it was cited at the precordial area and the remainder (9%) cited the pain on the right side of the chest and 6% submamary. Twenty six percent and 22% of subjects described pain as being pressure like or dull consecutively. In 42% of patients pain was aggravated by exertion, in 32% of subjects pain had no aggravating factor, 14% and 3% had pain aggravated by hunger and the use of non steroidal anti-inflammatory agents. In the remaining 9% pain was aggravated by breathing particularly during the inspiratory phase of respiration. The relieving factors described include rest in 34%, analgesia in (25%), change of position in 4% and antacid in 12%. In the remaining 25% no relieving factor was identified. Pain radiation was described was mainly to the epigastrium. Based on the symptoms, 11% had all the three parameters of pain description suggestive of angina pectoirs. 5% of patients had symptom suggestive of atypical angina and 17% had just one character present and considered non cardiac. The difference in serum cholesterol level in patients described as having classic angina and atypical were statistically significantly higher than those in subjects who did not complain of chest pain. Patients with atypical chest pain had the highest blood pressure; those with non cardiac pain had the highest WHR while those with no pain had the highest BMI. A proper approach to patients with chest pain irrespective of how trivial it may seem, should include a careful description and characterization of the chest pain, careful and a thorough physical examination. A rational and judicious utilisation of facilities should be employed carrying out the available investigations and possibly following chest pain protocols. . Keywords: Chest pain, Hypertension, teaching Hospital Nigerian Journal of Health and Biomedical Science Vol. 6 (1) 2007: pp. 58-62
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Quality assurance and assessment in education in Papua New Guinea - Mel, Michael A. (Educational Research for Policy and Practice, 2007)
openalex: W1989544752 mag: 1989544752
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Traditional African modes of education: their relevance in the modern world - Omolewa, Michael (International Review of Education, 2007)
openalex: W2032862856 mag: 2032862856
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The Challenge of Increasing Access and Improving Quality: An Analysis of Universal Primary Education Interventions in Kenya and Tanzania since the 1970s - Sifuna, Daniel N. (International Review of Education, 2007)
openalex: W2089609950 mag: 2089609950
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COMMENTRY: Is climate change influence the decline of cape and bearded vultures in southern Africa - jenkins, AR (2007)
openalex: W1540775670 mag: 1540775670
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Influence of urbanisation on asymptomatic malaria in school children in Molyko, South Western Cameroon - Kimbi, Helen Kuokuo; Nformi, D.; Patchong, A.M.; Ndamukong, K. J. N. (East African Medical Journal, 2007)
To determine the impact of urbanisation on the prevalence of asymptomatic malaria in Molyko, a rapidly urbanising area of South West Cameroon.A cross-sectional study.Molyko, South West Province Cameroon.One hundred and sixty six and two hundred and forty four randomly selected children in Molyko in the rainy seasons of 2000 and 2004 respectively.Prevalence and geometric mean parasite density of asymptomatic malaria, measurement of axillary temperatures and haematocrit (PCV) values in 2000 and 2004.There was a significant association between axillary temperature and malaria parasitaemia in both years (p<0.05). Overall, the prevalence of asymptomatic malaria and parasite density values in all age groups in 2004 were lower than in 2000 while the reverse was the case with PCV values.Urbanisation in Molyko has likely reduced the level of malaria endemicity in the area. It is advisable to repeat this study over a period of time in order to assess the long-term effects of urbanisation in the study area.
openalex: W1966557412 mag: 1966557412
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Students’ evaluations of the use of e-learning in a collaborative project between two South African universities - Rohleder, Poul; Bozalek, Vivienne; Carolissen, Ronelle; Leibowitz, Brenda; Swartz, Leslie (Higher Education, 2007)
openalex: W2095152381 mag: 2095152381
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Promoting Quality Education in Refugee Contexts: Supporting Teacher Development in Northern Ethiopia - Kirk, Jackie; Winthrop, Rebecca (International Review of Education, 2007)
openalex: W2005577505 mag: 2005577505
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Lifelong Learning and Democratic Citizenship Education in South Africa - Waghid, Yusef (2007)
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Early experience with intraocular lens implication surgery in University of Port Harcourt Teaching Hospital, Port Harcourt, Nigeria - Adio, AO; Awoyesuku, Elizabeth A. (Port Harcourt Medical Journal, 2007)
Background: Cataract affects some 16 million people globally. In Rivers State, Nigeria, it is responsible for half the 2.5% prevalence of blindness. The treatment is mainly surgical. Aim: To assess cataract operations in the Ophthalmic Unit of the University of Port Harcourt Teaching Hospital Methods: All patients with cataracts operated upon in the University of Port Harcourt Teaching Hospital between the period of January and December 2004 were included. Records of follow-up till 12 weeks post surgery were examined and analyzed manually with statistical backup using student\'s t-test with 95% significance. Visual outcome was categorized as good with visual acuity (VA) better than 6/18, fair with VA between 6/18 and 6/60, poor with VA less than 6/60. Results: A total of 43 eyes were operated on in the period. Patients\' ages ranged between 7 months and 84 years (average 50.9 years). Only 25 patients failed to attend follow-up at 12 weeks after surgery. Postoperative visual recovery at 6 weeks was good in 20.9%, fair in 46.5% and poor in 23.3%. Those older than 50 years had more patients with good visual outcome but this was not statistically significant. The males appeared to have more patients with good outcome but this was not statistically significant (P=0.46). Those with primary level of education and housewives also appeared to have a better chance of achieving at least a fair outcome but this was not statistically significant (P=0.35 and 0.38 respectively). Postoperative vision was significantly better among those with simple, uncomplicated senile cataract rather than with traumatic, subluxated and dislocated cataract (P=0.00021). Conclusion: Only 25% of the 43 eyes operated on had good outcome at 6 weeks. Port Harcourt Medical Journal Vol. 1 (3) 2007: pp. 178-185
openalex: W2090019906 mag: 2090019906
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Prevalence and intensity of schistosoma haematobium infection among primary school children in Katagun town, Bauchi state, Nigeria - Belonwu, RO (Sahel Medical Journal, 2007)
The objectives of the study were to establish the prevalence and intensity of infection with schistosoma haematobium which is a waterborne disease in a rural community, Katagum town. All the school children who attended the only primary school in the town made up the population studied. 11 out of 444 children studied were shedding ova of S. haematobium and that gave the prevalence of infection to be 2.5%. Varied intensities were noted in those shedding ova and that reflected in the degrees of haematuria and proteinuria. Though the prevalence is low compared to most earlier studies, the potential for spread is high considering the greater viability of schistosoma ova in younger children. In view of the potential complications, it was recommended that various tiers of government should be involved actively in control efforts. Sahel Medical Journal Vol. 10 (1) 2007: pp. 11-14
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Placenta praevia: Review of clinical presentation and management in a Nigerian Teaching Hospital - Ikechebelu, JI; Onwusulu, DN (Nigerian journal of medicine : journal of the National Association of Resident Doctors of Nigeria, 2007)
The study aims at reviewing the clinical presentation and management of placenta praevia in a tertiary health facility.This is a retrospective study of 59 cases of placenta praevia managed at the Nnamdi Azikiwe University Teaching Hospital, Nnewi from January 1997 to December 2001. The case records of 44 of the patients were obtained from the hospital medical records department and analysed.During the five year period, there were 3565 deliveries and 59 cases of placenta praevia giving an incidence of 1.65%. Thirty four (77.3%) occurred in women aged 35 years and below. The commonest was type 111 (12 cases; 27.3%) followed by type IV (10 cases; 22.7%). Previous uterine scar was associated with 22 (50.0%) cases. Age had no statistically significant effect on the prevalence. The commonest GA range at presentation (13; 29.6%) and at delivery (18; 40.9%) was 37-40 weeks. The commonest mode of presentation was antepartum haemorrhage (34; 77.3%) followed by abnormal lie and malpresentation (4 each; 9.1%). The average admission delivery interval was one week in 33 (75.0%) cases and only two (4.5%) received blood transfusion. Forty (90.9%) women had caesarean delivery while 12 (27.3%) babies were of low birth weight. There were only 2 (4.5%) fetal deaths and one (2.3%) caesarean hysterectomy.The commonest predisposing factor to placenta praevia in this study is previous uterine scar. Judicious use of caesarean section especially in the primigravida will help reduce the incidence of placenta praevia. Also a screening ultrasonography at 34-36 weeks gestation (especially in women with previously scarred uterus) is recommended.
openalex: W1979710389 mag: 1979710389
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Tetanus: A 10-year review of cases in a teaching hospital in northwestern Nigeria - Mto, I (Sahel Medical Journal, 2007)
Aim/Objectives: The objective of this study was to present the descriptive characteristics of non-neonatal tetanus cases seen in a teaching hospital in Northwestern Nigeria over a 10-year period and to discuss the implications of the study findings for anti-tetanus vaccination policy and implementation in developing countries. Methodology: Fifty-nine records of non-neonatal tetanus cases were reviewed. The socio- demographic characteristics of the patients, the source of infection, seasonal distribution and outcome of cases were investigated. The data obtained was compared for differences in proportions and case fatality rates between groups. Results: The annual prevalence of cases in this study was 5.9 per year. Most (82.7%) cases were aged 40 years. More males (76.9%) were affected but case fatality ratio was higher in females. The Hausa/Fulani ethnic group (88.1%) predominated. Majority (63.5%) of cases were from the rural area. Case fatality rates for the urban and rural areas were 26.3% and 72.7%, respectively. (p =0.0016) Farmers (30.5%), housewives and students (18.6% each) were most affected. Portal of entry of infection was mostly through injury wounds (49.1%), puerperal sepsis (8.5%) and post-surgery infection (3.4%). Only one (2.1%) of the cases was immunized. The overall case fatality rate was 52.5% while 44.1% survived. Conclusion: In view of the study findings, it is opined and hypothesized that a policy to expand and implement anti-tetanus vaccination campaign beyond maternal and childhood immunoprophylaxis, to cover the entire rural and farming populations, and school children will help to reduce considerably the burden of tetanus in Nigeria and other developing countries. Sahel Medical Journal Vol. 10 (1) 2007: pp. 1-5
openalex: W1995458619 mag: 1995458619
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Congenital clinical malaria: Incidence, management and outcome as seen in the Usmanu Danfodiyo Univrsity Teaching Hospital, Sokoto in Nigeria - Onankpa, BO; Nm, Jiya; Achegbulu, P; Airede, K I (Sahel Medical Journal, 2007)
Objective: With paucity of documentation of congenital clinical malaria in the world literature, we therefore aimed to review its rates, presentation, management and out come of this problem in neonates at the Usmanu Danfodiyo University Teaching Hospital, Sokoto. Methodology: This prospective study was carried out in Usmanu Danfodiyo University Teaching Hospital, Sokoto, Nigeria over a 10- month period; (January 2006 to October, 2006). The study populations were the admitted neonates to the emergency paediatric unit and the Special Care Baby Unit that presented with fever and other clinical features suggestive of malaria and/or septicaemia. Diagnosis of malaria was by Giemsa stain on blood smears and that of septicaemia was by positive blood culture. Results: 162 babies [aged ≤28days] were admitted with fever amongst other clinical features during this period. 156 (96%) of the babies admitted, 82 (53%) were males, and 74 (47%) females, giving a M: F ratio of 1.2:1, and these were positive for malaria parasite alone. Of the babies with the specific morbidity of clinical neonatal malaria, 68(44%) were aged seven days or below, and were considered to be congenital. Our encountered incidence was high; 50 per 1000 live births. The mean (SD) birth weight was 2.76(0.28) kg, mean (SD) gestational age, 39.24 (1.18) weeks and mean (SD) temperature 38.4(0.5) 0 C. Plasmodium falciparum trophozoites were the only species observed in this study. There was no recorded case of transfusion malaria. The postnatal age group of 0-7 days was the commonest age group at which the neonates were admitted. The distribution of malaria density was in favour of malaria density (+), 39(57%). Fever was the commonest (100%) presentation followed by refusal of feeds (93%) and irritability (76%). Of the 68 babies in the study group, 32(47%) were delivered to pimiparas. The subjects were treated with arthemeter-lumenfantrine tablets for three days. No baby in the study group died. However, 6 babies that had both neonatal malaria and septicaemia died while, 5 babies that were negative for both malaria parasite and blood culture but with worsening clinical signs and persistent fever also died despite adequate treatment for possible septicaemia and malaria. Conclusion: Although no mortality occurred in congenital clinical malaria, however, a diverse pattern of morbidity was shown. There is the need for continuing health education to increase the awareness amongst pregnant mothers of the importance of ante natal clinic visits for prescription of malaria chemoprophylaxis. The efficacy of artemether-lumefantrine combination in the treatment of clinical congenital malaria is strongly highlighted. Sahel Medical Journal Vol. 10 (1) 2007: pp. 24-28
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Gender And Academic Qualification Differetials Of Nigerian University Teachers In Computer Skills Acquisition And Programmes Mastery: Implications On Effective Teaching - Alaba, O. Agbatogun (Journal on School Educational Technology, 2007)
i-manager's Journal on Future Engineering and Technology, i-manager's Journal on Software Engineering, i-manager's Journal on Electrical Engineering, i-manager's Journal on Electronics Engineering, i-manager's Journal of Educational Technology, i-manager's Journal on Educational Psychology, i-manager's Journal on School Educational Technology, i-manager's Journal on English Language Teaching, i-manager's Journal on Mechanical Engineering, i-manager's Journal on Civil Engineering, i-manager's Journal on Embedded Systems, i-manager's Journal on Information Technology, i-manager's Journal on Structural Engineering, i-manager's Journal on Communication Engineering and Systems, i-manager's Journal on Wireless Communication Networks, i-manager's Journal on Instrumentation and Control Engineering, i-manager's Journal on Circuits and Systems, i-manager's Journal on Digital Signal Processing, i-manager's Journal on Power Systems Engineering, i-manager's Journal on Computer Science, i-manager's Journal on Material Science, i-manager's Journal on Cloud Computing, i-manager's Journal on Image Processing, i-manager's Journal on Mobile Applications and Technologies, i-manager's Journal on Pattern Recognition, i-manager's Journal on Mathematics, i-manager's Journal on Management, i-manager's Journal on Nursing, i-manager's Journal on Physical Sciences, i-manager's Journal on Chemical Sciences, i-manager's Journal on Economics & Commerce , i-manager's Journal on Humanities & Social Sciences, i-manager's Journal on Life Sciences , i-manager's Journal on Construction Management, i-manager's Oyla , ,India best Journal Publication Website,World Best Plication SIte,Free atrticle published website,Journal Publised,Published Journal,Research Paper Published,indian research paper publications,how to published your article/research paper in india for free,journal’s instructions for authors
openalex: W2804686445 mag: 2804686445
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Pedagogical Renewal for Quality Universal Primary Education: Overview of Trends in Sub-Saharan Africa - Dembélé, Martial; Lefoka, Pulane (International Review of Education, 2007)
openalex: W2052070873 mag: 2052070873
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Introduction: quality education in Africa – international commitments, local challenges and responses - Dembélé, Martial; Oviawe, Joan (International Review of Education, 2007)
openalex: W1992089514 mag: 1992089514
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Prevalence and risk factors for hearing disorders in secondary school students in Ismailia, Egypt. - Abdelrahman, Ahmed; Meky, Fatma A.; Allam, M F; El-Tabakh, M; Elgaafary, Maha (PubMed, 2007)
This study estimated the prevalence of hearing disorders and associated risk factors in a 10% sample of all secondary-school students in Ismailia city, Egypt. All participants were given a questionnaire and Weber and Rinne tests for hearing disabilities. Among 2633 students, the prevalence of hearing loss was 22.2%, mostly sensorineural hearing loss. More students at technical schools had mixed sensorineural and conductive hearing loss (46.2%) than students at general (28.6%) or commercial (25.3%) schools. Multivariate logistic regression analysis identified the number of attacks of otitis media, history of ear disease treatment, history of admission to fever hospital and history of ear surgery as independent risk factors for sensorineural hearing loss.
openalex: W2401301945 mag: 2401301945
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Evaluation of the Ministry of Health school oral health programme in the West Bank region of Palestine. - Kateeb, Elham (PubMed, 2007)
This paper reports an evaluation of the activities and outcomes of the school oral health programme conducted by the Ministry of Health in public schools in the West Bank region of Palestine from 1997-98 to 2003-04. Retrospective analysis of official records focused on oral health indices and student referrals. A slight improvement in DMFT scores in students in some governorates in the last 2 years showed some progress in caries control. However, maintenance efforts are required to ensure that caries level does not rise in disease-stable areas, and an increase in strategic effort is required to address the high caries level in high-risk areas. In-depth interviews with stakeholders identified the strengths and weaknesses of the screening programme and recommendations for improvements.
openalex: W982686077 mag: 982686077
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Are Ability Grouping Practices Beneficial for African American and Hispanic Students in Elementary School - Lleras, Christy; Rangel, Claudia (2007)
openalex: W2301903655 mag: 2301903655
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African American Adolescents’ Future Education Orientation: Associations with Self-efficacy, Ethnic Identity, and Perceived Parental Support - Kerpelman, Jennifer L.; Eryigit, Suna; Stephens, Carolyn J. (Journal of Youth and Adolescence, 2007)
openalex: W2012077034 mag: 2012077034
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Climate and environmental change inferred from diatom communities in Lake Challa (Kenya-Tanzania) - Milne, Isla (2007)
Lake Challa is a 5 km, 97m deep freshwater crater lake located at 880m elevation on the southeast slope of Mount Kilimanjaro (Kenya-Tanzania). Information gained from a preliminary limnological survey of Lake Challa, presented here, will give insight into tropical limnological processes as well as aid in the paleoclimatological interpretation of a 25,000-yr diatom record. The survey, which included depth profiles of temperature, oxygen, pH and specific conductance, as well as epilithic and surface sediment diatom samples, revealed that Lake Challa is a meromictic lake which presently has at least 30 diatom species. A 22m sediment core, recovered in 2005, has well-preserved diatoms throughout its length. Diatom species assemblages were dominated by Nitzschia sp. 1 and Gomphocymbella sp. 1, for which the taxonomy is uncertain, and therefore general ecological characteristics were used in the data interpretation. An increase in Gomphocymbella sp. 1 may reflect an increase in the amount of benthic habitat and therefore lower lake levels. Diatom productivity may increase during periods of high precipitation and runoff which increases the total nutrient concentration, and high Nitzschia sp. 1 concentrations occur when input water has high Si:P ratios (warm, wet climate). Analysis of the diatom record suggests that Lake Challa experienced fluctuating intermediate lake levels from 25-21 thousand years before present (ka BP), low lake levels from 21-14.5 ka BP, sustained high lake levels from 14.5-11 ka BP, and highintermediate lake levels from 11-5 ka BP but with short-term recessions at 10.6-11, 8.5
openalex: W2549087239 mag: 2549087239
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Integrating Western and Indigenous Knowledge Systems: The Basis for Effective Science Education in South Africa? - Grange, Lesley Le (International Review of Education, 2007)
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Promotion environmental education through integrated science curriculum in Nigerian schools: The way forward - Ubom, Bae (Global Journal of Educational Research, 2007)
openalex: W2034049450 mag: 2034049450
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Pre‐rainy season moisture build‐up and storm precipitation delivery in the West African Sahel - Omotosho, J. Bayo (International Journal of Climatology, 2007)
Abstract The salient differences between the years of above and below normal precipitation, particularly within the long period of 1972–1990 with persistently decreasing Sahelian rainfall, are investigated for Kano, a Nigerian station within the Sahel. Daily rainfall data from 1916 to 2000, storm records from 1951 to 2000 and radiosonde data for three dry and three wet years are used in this study. Results confirm previous findings that the African Easterly Jet (AEJ) located in the 700–600 mb layer is stronger during the dry than in wet years. Significantly, however, it is shown that during the wet years, there is stronger and deeper early season (April–June) build‐up of moisture below the AEJ. Furthermore, throughout the period from April to August, the middle troposphere was almost always drier than normal during the dry years and moist than normal in the wet years. Consequent upon these, the storms, which deliver almost all the rainfall in the Sahel, produce at least 150% more precipitation during the wet than in the dry years, though the June to September or annual total number of storms differs by only about 30%. Finally, during the dry years, the onset of rainfall is found to be generally very late compared to the long‐term mean, with shorter length of the rainy season. Copyright © 2007 Royal Meteorological Society
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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 (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.
openalex: W1910663410 mag: 1910663410
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An empirical economic assessment of impacts of climate change on agriculture in Zambia - Jain, Suman (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.
openalex: W1784058084 mag: 1784058084
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Sensitivity of cropping patterns in Africa to transient climate change - Lotsch, Alexander (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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Assessment of the economic impacts of climate change on agriculture in Zimbabwe : a ricardian approach - Mano, Reneth; Nhemachena, Charles (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 farms and 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.
openalex: W1649150636 mag: 1649150636
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The impacts of climate change on regional water resources and agriculture in Africa - McCluskey, Alyssa; Strzepek, Kenneth (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.
openalex: W1914016198 mag: 1914016198
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Endogenous irrigation : the impact of climate change on farmers in Africa - Mendelsohn, Robert; Kurukulasuriya, Pradeep (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 Ricardian 'selection' model, 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.
openalex: W2099443078 mag: 2099443078
Keywords: openalex:import

Climate change adaptation in Africa : a microeconomic analysis of livestock choice - Seo, S. Niggol; Mendelsohn, Robert (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: W1549666903 mag: 1549666903
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The impact of climate change on livestock management in Africa : a structural Ricardian analysis - Seo, S. Niggol; Mendelsohn, Robert (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: W1939364766 mag: 1939364766
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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, Ghassan (An-Najah University Journal for Research - Humanities, 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.
openalex: W30323763 mag: 30323763
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Donation Intentions among African American College Students: Decisional Balance and Self-efficacy Measures - Hall, Kara L.; Robbins, Mark L.; Paiva, Andrea L.; Knott, J. Eugene; Harris, Leonard; Mattice, Burton J (Journal of Behavioral Medicine, 2007)
openalex: W2064617030 mag: 2064617030
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Magnitude of thinness, underweight and stunting among school age children in Mpwapwa rural district, central Tanzania - Hussein, Asia; Moshiro, Candida (Tanzania Medical Journal, 2007)
Objectives: To assess the nutrition status among school age children in a rural community. Design: A cross sectional anthropometric survey. Setting: Mpwawa rural district, Central Tanzania. Methods: 639 children from ten randomly selected primary schools and 195 out-of-school children living close to the selected schools were included in the survey. Nutrition status was assessed using anthropometric indicators of Body Mass Index-for-age (BMI-for-age), weight-for-age (wt/age) and height-for age (ht/age). Results: A total of 834 children were included in the assessment. Their ages ranged from 7-18 years; 47.2% were males and 52.8% were females. The prevalence of thinness (BMI-for-age
openalex: W2008963360 mag: 2008963360
Keywords: openalex:import

Higher Education in postcolonial Africa: paradigms of development, decline and dilemmas - Kariwo, Michael T. (Journal of Contemporary Issues in Education, 2007)
openalex: W2097852135 mag: 2097852135
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Groundwater origin and flow along selected transects in Ethiopian rift volcanic aquifers - Kebede, Seifu; Travi, Yves; Asrat, Asfawossen; Alemayehu, T.; Ayenew, Tenalem; Tessema, Zenaw (Hydrogeology Journal, 2007)
openalex: W2023122596 mag: 2023122596
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Challenges for Higher Education in Eritrea in the Post-Independent Period to the Present - A Case of Asmara University - Rena, Ravinder (Social Science Research Network, 2007)
Eritrean higher education faced numerous challenges over many years. It was particularly suffered during the colonial periods. Eritrea exerted its efforts to develop its dilapidated educational system with the advent of its independence. Eritrea celebrated its sixteenth birthday recently. However, the educational challenges in higher education still remain high. The government of Eritrea established different colleges in different administrative regions. The University of Asmara is the only university in the country that had to be revitalized after its devastation by the 30-year war of independence. Since independence, the University has been able to contribute to the nation's skill manpower considerably. This paper examines higher education of Eritrea for about 60 years period. It delves the University of Asmara and its birth, development and apogee. The paper also gives some insights on recent educational development in Eritrea.
openalex: W2168669412 mag: 2168669412
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Geography Education in the Context of “Academic Disadvantage” in South Africa - Webb, Nigel L. (The Journal of geography, 2007)
Abstract Findings related to the background knowledge, writing, and reading of disadvantaged students in a South African university geography department are discussed. The notion “academic discourse community” is used as an analytical framework. Findings indicate that students and instructors alike face several extreme challenges.
openalex: W2108043501 mag: 2108043501
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LESOTHO: Severe Drought (Africa Research Bulletin: Economic, Financial and Technical Series, 2007)
Africa Research Bulletin: Economic, Financial and Technical SeriesVolume 44, Issue 6 p. 17436A-17436C ECONOMIC TRENDS LESOTHO: Severe Drought First published: 06 August 2007 https://doi.org/10.1111/j.1467-6346.2007.01037.xCitations: 1Read 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.Citing Literature Volume44, Issue6August 2007Pages 17436A-17436C RelatedInformation
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GJB2 (connexin 26) gene mutations in Moroccan patients with autosomal recessive non-syndromic hearing loss and carrier frequency of the common GJB2–35delG mutation - Abidi, Omar; Boulouiz, Redouane; Nahili, Halima; Ridal, M.; Alami, Mohamed Noureddine; Tlili, Abdelaziz; Rafiey, Hassan; Masmoudi, Saber; Chafik, Abdelaziz; Hassar, Mohammed; Barakat, Abdelhamid (International Journal of Pediatric Otorhinolaryngology, 2007)
Mutations in the connexin 26 gene (GJB2), which encodes a gap-junction protein expressed in the inner ear, have been shown to be responsible for a major part of autosomal recessive non-syndromic hearing loss in Caucasians. The aim of our study was to determine the prevalence and spectrum of GJB2 mutations, including the (GJB6-D13S1830) deletion, in Moroccan patients and estimate the carrier frequency of the 35delG mutation in the general population.Genomic DNA was isolated from 81 unrelated Moroccan familial cases with moderate to profound autosomal recessive non-syndromic hearing loss and 113 Moroccan control individuals. Molecular studies were performed using PCR-Mediated Site Directed Mutagenesis assay, PCR and direct sequencing to screen for GJB2, 35delG and del(GJB6-D13S1830) mutations.GJB2 mutations were found in 43.20% of the deaf patients. Among these patients 35.80% were 35delG/35delG homozygous, 2.47% were 35delG/wt heterozygous, 3.70% were V37I/wt heterozygous, and 1 patient was E47X/35delG compound heterozygous. None of the patients with one or no GJB2 mutation displayed the common (GJB6-D13S1830) deletion. We found also that the carrier frequency of GJB2-35delG in the normal Moroccan population is 2.65%.These findings indicate that the GJB2-35delG mutation is the major cause of autosomal recessive non-syndromic hearing loss in Moroccan population. Two other mutations were also detected (V37I and E47X), in agreement with similar studies in other populations showing heterogeneity in the frequencies and types of mutation in connexin 26 gene.
openalex: W2041313562 mag: 2041313562
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Effectiveness of supervision of basic schools in the Tema municipality of the Greater Accra region of Ghana - Adams, Barichisu (2007)
openalex: W2807347766 mag: 2807347766
Keywords: openalex:import

Evaluation of a School-Based Reproductive Health Education Program in Rural South Western, Nigeria - Ajuwon, Ademola J.; Brieger, William R. (African Journal of Reproductive Health, 2007)
This quasi-experimental study compared the relative efficacy of teacher instructions alone, peer education alone, and a combination of these two on reproductive health knowledge, attitude, perceived self-efficacy and sexual practices among secondary schools students in the Ibarapa district of Southwestern Nigeria. A baseline questionnaire was administered to a systematic sample of students in four schools that were randomized into four treatment arms: teacher instructions alone (E1), peer education alone (E2), combination of teacher instruction and peer education (E3), and control. The results were used to design the contents of the interventions, which were implemented for one academic session. A follow-up survey using the same sampling procedures as baseline was conducted to measure the outcome of the intervention. The control group had superior reproductive health knowledge at baseline. By follow-up survey however, all three intervention schools showed significant knowledge gains, while the control school students' mean score increased slightly. Increase in knowledge was greatest among E3 (+5.0 points), followed by E2 (+3.4), E1 (+1.4) and C (0.3). The intervention schools showed a significant positive shift in attitude towards use of contraceptives with mean increase of 0.6, 0.5, and 0.9 points in E1, E2 and E3 respectively. Scores that measured the students' perceived self-efficacy for safe sex increased significantly among E1 (from 10.8 to 11.8) and E3 (from 10.4 to 12.6). Reported condom use was significantly higher among E2 (from 16.7 % to 62.8%) (p < 0.05) and E3 (from 22.8% to 53%) (p < 0.05) compared to El (28.6% to 47.40%) (p > 0.05) and control (from 25% to 45.8%) (p > 0.05). Overall, the students from E3 showed more improvement in knowledge, attitude and self-efficacy, than their counterparts from E2 and E3 and control. Multiple intervention strategies have greater potential of improving reproductive health of students.
openalex: W1505545474 mag: 1505545474
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Development of schistosomal school-based health education model for Yemeni schoolchildren. - Al-Shibani, Latifa A; El-Heggiagi, Mustafa B; Burshan, Najat M; Bassiouny, Hassan K (PubMed, 2007)
In this study, 152 students (90 males & 62 females) of primary (5th & 6th grades, 52 males & 30 females) and preparatory (1st & 2nd grades, 38 males & 32 females) schoolchildren of different age and sex group inhabited in two endemic villages with Schistosoma mansoni in Taiz Govenorate were examination. The highest prevalence and intensity of S. mansoni were-among males at the age group from 10 - < 12 years. A significant relationship was recorded between prevalence and intensity of infection and those who using pond water for human usage. The prevalence was significantly higher among children who received previous praziquantel treatment as well as those who didn't have TV, Radio and/or Video. The results were discussed on the light of certain variables.
openalex: W2438052391 mag: 2438052391
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