The relationship between patient education and glycaemic control in a South African township - Sande, Marloes van de; Dippenaar, H.; Rutten, Guy E.H.M. (Primary Care Diabetes, 2007)
To investigate if there is a relationship between patients' perceived diabetes education and their glycaemic control.Two hundred and forty-seven diabetic (both DM 1 and DM 2) patients who were treated for diabetes in a primary nurse led health care clinic in South Africa were analyzed. Patients were interviewed, and information was retrieved from the patients' medical record.Fasting blood glucose levels were <7.0 mmol/l in 17.6% of the patients, 79.3% of the patients had a BMI>2788.2% of the patients received information about diabetes, the majority received information from the nurse. Patients with a higher educational level and patients who received education tended to have a better glycaemic control. (n.s.) Significantly more patients who received information had a good or acceptable FBG level (p=0.03). The recorded prevalence of chronic complications was low.Glycaemic control was suboptimal in the big majority of patients. Education had a positive effect on glycaemic control, albeit not impressive. Also in South Africa poor health literacy should be taken into account in diabetes education.
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Reflections on the University in Africa: the Role of the Past in Education - Segobye, Alinah Kelo (Social Dynamics, 2007)
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The effect of in-service education and training (INSET) programmes in mathematics and science on classroom interaction: a case study of primary and secondary schools in Kenya - Sifuna, Daniel N.; Kaime, James Gichinga (Africa Education Review, 2007)
Abstract The purpose of this study was to assess the effectiveness of the Strengthening of Mathematics and Science in Secondary Education (SMASSE) and the School-based Teacher Development (SbTD) programmes on classroom interaction in secondary and primary schools in Kenya. It was a case study which focused on four districts, and included holding interviews with 185 teachers, observing lessons and holding focus group discussions with pupils and students. It was established that, while teachers evaluated the two INSET programmes as having been effective in exposing them to a student-centred approach, this was not reflected in their classroom practices which were largely teacher dominated. This is partly attributed to large classes, the use of English as a second language and pressure to cover the syllabuses in preparation of the national examinations. It is however, recommended that the Ministry of Education mainstream INSET programmes in its policy for teacher development in the country.
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Drama Theory and Entertainment Education: Exploring the Effects of a Radio Drama on Behavioral Intentions to Limit HIV Transmission in Ethiopia - Smith, Ralph A.; Downs, Edward; Witte, Kim (Communication Monographs, 2007)
Abstract This study investigated a model of entertainment education that combined drama theory (Kincaid, Citation2002) and social cognitive theory (Bandura, 1986) and tested it in a field study of a government-sponsored health campaign in Ethiopia. Specifically, we explored if the relationships between reported exposure to the Journey of Life radio drama and intentions to practice at least one behavior to prevent HIV transmission (abstinence, monogamy, or condom use) were mediated by emotional involvement, character identification, and perceived efficacy. As listeners (n=126) reported listening to more episodes of the radio serial drama, they identified more with the female protagonist and felt more emotionally involved in the drama. In turn, they reported stronger perceptions of personal efficacy in HIV prevention behaviors, and consequently, reported stronger intentions to practice at least one prevention behavior. Additionally, identification with another character, one who contracts HIV due to noncompliance with these behaviors, correlated positively with stronger behavioral intentions. The results of this study indicate that both drama theory and social cognitive theory explain behavioral intentions. Keywords: IdentificationEntertainment EducationHIV/AIDS Acknowledgements This study was funded with primary support from the United States Agency for International Development under the Population Communication Services III Cooperative Agreement No. DPE-3052-A-00-0014-00 based at Johns Hopkins/Bloomberg School of Public Health/Center for Communication Programs. The authors would like to thank Dr Sillars and two anonymous reviewers for their insightful comments during the review process. Additional informationNotes on contributorsRachel A. Smith Rachel A. Smith (PhD, Michigan State University) is an assistant professor in the Department of Communication Arts & Sciences at Pennsylvania State University Edward Downs Edward Downs (MA, Michigan State University) is a doctoral student in the College of Communications at Pennsylvania State University Kim Witte Kim Witte (PhD, University of California) is an adjunct professor in the Department of Communication at Michigan State University
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Occupational Exposure to Bloodborne Pathogens and Management of Exposure Incidents in Nigerian Dental Schools - Sofola, OO; Foláyan, Morẹ́nikẹ́ Oluwátóyìn; Oo, Denloye; Okeigbemen, Sunny Ajimen (Journal of Dental Education, 2007)
The goal of this study was to determine the frequency of occupational exposures to bloodborne pathogens amongst Nigerian clinical dental students, their HBV vaccination status, and reporting practices. A cross-sectional study of all clinical dental students in the four Nigerian dental schools was carried out by means of an anonymous self-administered questionnaire that asked questions on demography, number and type of exposure, management of the exposures, personal protection against cross infection, and the reporting of such exposures. One hundred and fifty-three students responded (response rate of 84.5 percent). Only thirty-three (37.9 percent) were fully vaccinated against HBV. Ninety (58.8 percent) of the students have had at least one occupational exposure. There was no significantly associated difference between sex, age, location of school, and exposure. Most of the exposures (44.4 percent) occurred in association with manual tooth cleaning. There was inadequate protection of the eyes. None of the exposures were formally reported. It is the responsibility of training institutions to ensure the safety of the students by mandatory HBV vaccination prior to exposure and adequate training in work safety. Written policies and procedures should be developed and made easily accessible to all workers to facilitate prompt reporting and management of all occupational exposures.
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A Preliminary Note on Kenya Primary School Enrolment Trends over Four Decades - Somerset, Anthony (2007)
Kenya has introduced policies to promote universal primary schooling at least three times since independence. Analysis of enrolments over four decades shows how these initiatives have resulted in gains in participation which have not always been sustained. This study illuminates the dynamics of efforts to increase access to education and acts as a reminder that recent Education for All initiatives should learn from past experience if gains are to be sustained.
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A Preliminary Note on Kenya Primary School Enrolment Trends over Four Decades. Create Pathways to Access. Research Monograph No. 9. - Somerset, Anthony (2007)
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Making our own modernity : standards, values and benchmarks in the African school in the age of globalization - Soudien, Crain (Southern African Review of Education with Education with Production, 2007)
Against a backdrop of declining educational performance, at both the systemic level and that of learner performance, the purpose of this paper is to consider alternative ways of understanding the future of education in Africa. The paper examines the experience of India's process of modernization to reflect on modernizing approaches to education being developed in Africa today. The importance of the Indian precedent is that it provides Africa with the opportunity of structuring its own approach to modernization and on its own terms. The paper considers questions of assessment and standards in this context.
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Career Counseling With African Immigrant College Students: Theoretical Approaches and Implications for Practice - Stebleton, Michael J. (The Career Development Quarterly, 2007)
The purpose of this article is twofold: (a) to explore the career development needs and issues that are unique to Black sub‐Saharan African immigrants, with an emphasis on college students, and (b) to discuss how career development professionals can implement strategies to better serve these students. The number of Black immigrants from sub‐Saharan African countries has increased recently. Many immigrants are confronted with complex life decisions. Career counselors are in a unique position to assist. Theoretical approaches, with a focus on contextual factors, are discussed. Six strategies for career counseling practice, suggestions for their application, and implications for practice are highlighted.
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‘Venus versus Mars’: An Attitudinal Comparison Made at the Start of South African Police Service Basic Training - Steyn, Jéan (International Journal of Police Science and Management, 2007)
The Constitution of the Republic of South Africa, Act 108 of 1996, demands a fundamental reassessment and transformation of the nature and style of policing in South Africa. Based on a representative sample ( N=1453) of newcomers in the South African Police Service, this article compares the presence of police culture thematic attitudes of male and female newcomers upon their arrival for basic training. The results indicate that female newcomers arrive for training with stronger attitudes in support of police culture solidarity, isolation and cynicism compared with their male counterparts who militate against the effective adoption of a community policing philosophy in South Africa.
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Discourse Acts in Antenatal Clinic Literacy Classroom in South-Western Nigeria - Taiwo, Rotimi; Salami, Foluke (Linguistik online, 2007)
This study examines the organization of discourse in antenatal classrooms in south-western Nigeria. Antenatal literacy classrooms are classes organized in hospitals and health centres for pregnant women to intimate them with the necessary health information needed in pregnancy. The data for this study were randomly selected from series of data recorded during some antenatal classes in some selected hospitals in Ile-Ife and its environs, all in south-western Nigeria. The data consist of tape recordings of the classroom sessions and observational notes. The study reveals that three categories of discourse act were most prominent in the data - informative, elicitation and directive. This shows that the antenatal educators were more active in the classes than the students. They maximized the use of their power in discourse, which gives them the [+ HIGHER] role. They therefore had the privilege to talk while the mothers listened. This places the pregnant women at the disadvantage of being passive learners, who cannot see the knowledge being passed across beyond the context of the class. Despite that they have access to information, they are not adequately empowered to influence the society with what they are being exposed to. Their perception of their role in the discourse was that of listeners. The findings have significant implications for health literacy programmes in Nigeria. It clearly shows that health literacy programmes, as we have observed in antenatal classrooms exist only as an aspect of functional health literacy - the aspect that recognizes that pregnant women need to know about their health by listening to experts. This makes the practice, as it is essentially transactional. The study concludes that for antenatal classrooms to achieve their goal of health security of pregnant women and their foetus, they have to be more interactive. There must be a departure from the lecture method used now to a method that actually involves the mothers.
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Survey of ICT and Education in Africa : Cape Verde Country Report - Tutu, Osei Agyeman (World Bank Other Operational Studies, 2007)
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Survey of ICT and Education in Africa: Cape Verde Country Report - Tutu, Osei Agyeman (RePEc: Research Papers in Economics, 2007)
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Survey of ICT and education in Africa : Guinea-Bissau country report - Tutu, Osei Agyeman (World Bank Other Operational Studies, 2007)
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Survey of ICT and Education in Africa: Guinea-Bissau Country Report - Tutu, Osei Agyeman (RePEc: Research Papers in Economics, 2007)
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Survey of ICT and education in Africa : Guinea country report - Tutu, Osei Agyeman (RePEc: Research Papers in Economics, 2007)
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Survey of ICT and education in Africa : Mauritania country report - Tutu, Osei Agyeman (RePEc: Research Papers in Economics, 2007)
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Participatory Common Learning in Groups of Dairy Farmers in Uganda (FFS approach) and Danish Stable Schools - Vaarst, Mette (2007)
Farmer Field Schools (FFS) is a well-known concept, which is widely used in many types of farming systems in the Global South. In this report different approaches to FFS adjusted to Ugandan smallholder dairy systems and to Danish organic dairy systems are explored and discussed. The report is based on a Master Thesis in Health Anthropology and a mini manual to the so-called Stable Schools. Improvements of farming practices should be based on the context of the individual farm and include the goals of the farmer and the farming system. This should be the case in all types of farming systems. Viewing learning as a social phenomenon and process, as well as an interaction between the learner and the learning environment (including other farmers) may give opportunities for context based innovations and developments towards a common goal in a group of farmers. It is also seen as a result of common transformative learning and legitimate peripheral participation in a social learning environment.
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Migration from developing countries : the case of South African teachers to the United Kingdom - Villiers, Rian de (Perspectives in Education, 2007)
The United Kingdom (particularly England) is the main developed country that recruits teachers from South Africa. This article provides an overview of teacher migration from South Africa to the United Kingdom over the past decade. The research focuses on the following aspects of migration: the recruitment of South African teachers; motivation for migration; the impact of teacher shortages in both the recruiting and the source country, and experiences of South African teachers in the United Kingdom. A number of recommendations are made for future practice.
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Teacher mobility : a loss to South African schools? : conversation - Waghid, Yusef (Perspectives in Education, 2007)
One of the most striking posters on the wall of a corridor in the faculty where I happen to work and which I have to pass on a daily basis en route to teaching a PGCE (Postgraduate Certificate in Education for pre-service teachers) class reads as follows: 'Why teach in the United Kingdom (UK) when you can help the Western Cape [one of nine provinces in South Africa] ... Our children need you more than you need money.' For me this poster foregrounds not only the apparent loss or migration of teachers to the UK, but also the contestation between excessive (atomistic) individualism and communitarianism. Pre-service and in-service teachers might argue that their individual rights permit them to seek employment in a foreign country for reasons which range from a need to pay off their study loans to being disillusioned with the escalating crime levels in South Africa. I have sympathy for many of these teachers but want to argue that their attention to social (communitarian) rights would be more favourable towards the achievement of social justice in the country after decades of apartheid rule. Simply put, I want to argue that teacher migration and/or loss is incommensurate with the enjoyment of social (communitarian) rights - a situation that could in turn potentially threaten the achievement of social justice. That is, this situation could exacerbate the deteriorating conditions in poorly resourced and dysfunctional South African schools, which can potentially undermine teaching and learning.
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Acceptance of abortion by doctors and medical students in Cameroon - Wonkam, Ambroise; Hurst, Samia (The Lancet, 2007)
Restrictions on safe abortion remain a danger to women's health in industrialised countries,1Wright AA Katz IT Roe versus reality—abortion and women's health.N Engl J Med. 2006; 355: 1-9Crossref PubMed Scopus (11) Google Scholar but strike hardest in developing countries. Legal bans on abortion exist in virtually all African countries, where they contribute to 4·2 million unsafe abortions yearly, and to 12% of maternal deaths.2Moszynski P Conference warns of epidemic of unsafe abortions in Africa.BMJ. 2006; 332: 874Crossref PubMed Scopus (3) Google Scholar Conscientious objection by health professionals can hinder safe abortion even where policies are liberal.3van Bogaert LJ The limits of conscientious objection to abortion in the developing world.Developing World Bioeth. 2002; 2: 131-143Crossref PubMed Scopus (18) Google Scholar We anonymously surveyed attitudes of medical students and physicians towards abortion in Cameroon—a sub-Saharan country where a population of 16 million is served by 1500 physicians practising mostly in public hospitals without universal insurance coverage. Our sample consisted of physicians attending the 2002 Cameroon National Medical Conference (n=300), and medical students at the Yaounde Medical School (n=400). The methods are reported elsewhere.4Wonkam A Njamnshi AK Angwafo 3rd., FF Knowledge and attitudes concerning medical genetics amongst physicians and medical students in Cameroon (sub-Saharan Africa).Genet Med. 2006; 8: 331-338Summary Full Text Full Text PDF PubMed Scopus (56) Google Scholar 101 preclinical medical students (51%), 95 clinical medical students (48%), and 110 physicians (37%) responded. Respondents were mostly Christian (91%, 93%, and 88%, respectively) and male (64%, 65%, 81%). The mean age of physicians was 35 years, and 43% were general practitioners and 14% gynaecologists or residents in gynaecology. Despite discomfort with voluntary abortion, most accepted abortion for medical reasons (figure). Acceptance of both voluntary and medical abortion increased with the level of medical education. Acceptance of voluntary abortion for economic reasons was low (12%, 8%, 13%). Opponents to voluntary abortion mostly cited religious reasons (85%, 74%, 53%). Maternal health was cited as a benefit both by proponents of voluntary abortion (71%, 74%, 79%) and medical abortion (57%, 59%, 94%). In Cameroon, carrying out abortion can lead to criminal charges. Physicians' unexpectedly supportive views could spring from experience with complications of unsafe abortions. Liberalisation led to a drop in mortality due to abortion by 90% in South Africa.5Jewkes R Rees H Dickson K Brown H Levin J The impact of age on the epidemiology of incomplete abortions in South Africa after legislative change.Br J Obstet Gynaecol. 2005; 112: 355-359Crossref Scopus (61) Google Scholar Maternal deaths are opening debates on liberalising abortion in Africa,2Moszynski P Conference warns of epidemic of unsafe abortions in Africa.BMJ. 2006; 332: 874Crossref PubMed Scopus (3) Google Scholar and this should be fostered as an important public health goal. Women's health in most developing countries is badly neglected. These bans, however, actively contribute to maternal harm. Abortion opponents sometimes believe that fetus's interests trump any hardship for women. Mandating gestation, however, is ineffective. In Cameroon, experience seemed to increase awareness of this. Simply allowing clinicians to follow their conscience on this issue would improve women's health. In the meantime, better access to information, contraception, and post-abortion care is urgent in African countries. We declare that we have no conflict of interest.
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The South African Education Agenda: Identifying Markers for Rewriting Agricultural Extension Curricula - Worth, S.H. (The Journal of Agricultural Education and Extension, 2007)
Abstract Changes in education and agriculture in South Africa indicate that agricultural extension practitioners should facilitate continuous learning among farmers. This requires that extension practitioners acquire new skills. To provide these skills requires a critical examination of agricultural extension curricula in the light of South Africa's educational, agricultural and rural development policies with a view to rewriting extension curricula. An initial theoretical examination of extension education in the light of South African education policy yields seven learning outcome indicators encapsulating theory and practice in: 1) theory and practice in problem solving; 2) collect, analyse, organize and critically evaluate information relevant to his extension responsibilities; 3) theory and practice in Participatory Technology Development and innovation; 4) theory and practice in systems (systems thinking), including beyond farm systems; 5) theory and practice in learning facilitation; 6) theory and practice in participatory ‘curriculum’ (extension outcomes, content and process) development; and 7) theory and practice in learning and learning styles. Tertiary institutions and other stakeholders can use these indicators to examine and continuously adjust curricula to ensure extension practitioners are equipped to deliver relevant support to farmers as the agricultural landscape changes.
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Important Factors for the Hearing Loss Caused by the Triple Semicircular Canal Occlusion in Guinea Pigs - Yin, Shankai; Yu, Dongzhen; Chen, Zhengnong; Cao, Zhenyu; Wang, Jian (Otology & Neurotology, 2007)
Dynamic recording of the auditory brainstem response is helpful in verifying harmful procedure(s) to hearing during triple semicircular canal occlusion (TSCO) surgery. The damage to the membranous semicircular labyrinth is the single major contributor to hearing loss caused by TSCO. Background: Posterior semicircular canal occlusion has been recognized as an efficient method of eliminating vertigo without causing a significant hearing impairment. Recently, TSCO has also been explored for its potential to treat vertigo of various causes. In limited animal studies, varied hearing impairments have been documented after TSCO. However, the major factor(s) causing hearing loss in TSCO is/are unclear. Methods: Triple semicircular canal occlusion was performed on 36 guinea pigs in total. The cochlear function of the guinea pigs was monitored by observing the auditory brainstem response. The impact of membranous labyrinth damage on hearing was verified by a between-group comparison. Results: Hearing loss during TSCO was accumulated in every step of semicircular canal manipulation. Generally, perilymph leak was found to cause a slight hearing loss that was predominately recovered during surgery. However, transaction of the membranous labyrinth usually caused a more significant hearing loss that was not recovered during the surgery. In addition, the magnitude of hearing loss seemed to be increased with the elongation of the surgery. However, the hearing can be largely recovered after the surgery even in animals with transaction of the membranous labyrinth. Conclusion: Hearing loss caused by TSCO can be greatly reduced by avoiding damage to the membranous labyrinth and by shortening the operation time.
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Coe, Cati. – Dilemmas of Culture in African Schools. Youth, Nationalism, and The Transformation of Knowledge - BONINI, Nathalie (Cahiers d'études africaines, 2007)
Il convient d'abord de saluer le sujet de l'ouvrage de Cati Coe -enseignante en anthropologie à l'Université Rutgers (New Jersey) -dans la mesure où, bien que davantage représentées dans la littérature anglophone, les approches anthropologiques de l'École en Afrique ne sont pas si nombreuses.Comme le souligne Levinson (cité par Cati Coe, p. 5) ce relatif désintérêt pour l'École en tant qu'objet d'étude tient en partie à la faiblesse du questionnement des effets de l'École que l'on considère comme allant de soi, ainsi qu'à la longue réticence des anthropologues pour l'étude des institutions modernes.
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A learning facilitation framework to enhance academic skills development among underprepared learners in South African higher education - Brüssow, Saretha (2007)
This article presents findings of an investigation into concept mapping as a generative learning strategy in the radiography learning programme at the Central University of Technology, Free State (CUT). The significance of the investigation lies in the potential of concept maps to promote academic proficiency. The article commences with a description of the structure of learning; the concept of concept mapping; the role of concept mapping in teaching and learning with specific reference to constructivism, and finally meaningful learning, collaborative learning and conceptual change. Subsequently the research design based on a two-cycle action research process, is outlined which involves both quantitative and qualitative investigation techniques in the form of achievement scores and a questionnaire survey. The effectiveness of different concept mapping tasks was contrasted with regard to achievement scores. The findings showed that concept mapping contributed not only to achieving efficacy, but also to conceptual development, while the majority of the participants positively acknowledged the use thereof. ARTICLE 1 Article 1 Generative Learning
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Establishing instructors' teaching support center in Ethiopian higher education: international experience, quality assurance and factors affecting planning and implementation in focus - Aytaged, S (I.E.R. Flambeau, 2007)
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Diversity Issues: A Concern in Teacher Education Programs in the Ethiopian Higher Institutions - Hailemariam, K (I.E.R. Flambeau, 2007)
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Changing the course: equity effects and institutional risk amid policy shift in higher education financing in Kenya - Munene, Ishmael I.; Otieno, Wycliffe (Higher Education, 2007)
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Pros and Cons of E-Learning for Faculties: a case from Tunisia - Plaisent, Michel; Chaker, Najeh Daly; Bernard, Prosper; Pecquet, Pascal; Fedhila, Hassiuna (HAL (Le Centre pour la Communication Scientifique Directe), 2007)
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Medical Education in South Africa: assessment practices in a developing country - Burch, Vanessa (2007)
textabstractThis thesis addresses the topic of student assessment as it pertains to the training of medical practitioners in South Africa. The specific aspects of assessment that constitute the main focus of attention of this dissertation are: (1) the purpose of assessment, and (2) the utility of assessment. As will become clear from the literature overview, these two aspects of assessment are closely related, indeed intertwined. Assessment serves three fundamental purposes: (1) to measure student achievement in order to make decisions regarding selection, placement, promotion to the next year of study, graduation and certification, (2) to facilitate student learning and (3) to improve the quality of training programmes by initiating and sustaining curriculum change. While the measurement of student achievement is a widely recognised and extensively used function of assessment, the other important role, which is to improve the quality of education, is often neglected. This is not due to a lack of recognition of the educational impact of assessment on both student learning and curriculum development and change, but rather an overemphasis of one purpose at the expense of the others. In this thesis, the term “utility” is understood to mean the “perceived usefulness or fitness for purpose” of assessment processes. The key parameters that determine the utility of assessment tools can be clustered into two groups: (1) parameters indicating the rigour of assessment practices – more commonly referred to as the validity and reliability of assessment, and (2) parameters determining the practicality of assessment processes – usually thought of in terms of feasibility, acceptability and cost; i.e. financial, human and other resources required Advances in our understanding of both the purpose and utility of assessment have significantly improved medical education assessment practices over the past 30 years. The opening chapter of this thesis provides a broad overview of assessment practice advances specifically relevant to the work described in this dissertation. Four key assessment themes in the literature are reviewed: (1) the use of assessment to measure professional competence, (2) the use of assessment to facilitate student learning, (3) the use of assessment to initiate and sustain curriculum change, and (4) the selection of assessment tools on the basis of their utility (fitness for purpose). Most of the reviewed assessment practice advances have been implemented in, and have impacted upon, medical training programmes in developed regions of the world. Very little is known about assessment practices in resource-constrained settings typical of developing world regions. This thesis specifically focuses on advances in medical education practices, assessment in particular, implemented in medical training programmes in South Africa.
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South Africa is failing its children with disabilities (Nursing Standard, 2007)
Researchers in Switzerland and South Africa claim that South Africa's one million children with disabilities do not receive adequate attention from health, education and social welfare departments ( Saloojee et al 2007 ).
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A Participatory Assessment of Ashreat al Amal, An Entertainment-Education Radio Soap Opera in Sudan - Greiner, Karen; Singhal, Arvind; Hurlburt, Sarah (2007)
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Constitution-Making, Democracy and the Civilizing of Unreconcilable Conflict: What Might We Learn from the South African Miracle? - Klug, Heinz (Social Science Research Network, 2007)
Building a democracy encompasses a far broader range of issues than drafting and adopting a new constitution, yet constitution-making has become a key element in the political transitions that have followed the end of the cold war. At the same time these political transitions have involved a range of processes particular to each context and beyond the simple negotiation and drafting of a new constitutional text. While there is often a reliance on models adopted from prior processes, this essay argues that it is important to contextualize these experiences in order to learn the broader lessons that might enable participants in a political transition to engage in a constitution-making process as a means to civilize their unreconcilable conflicts. This might be achieved by employing legally-constituted institutional arrangements and common principles that provide degrees of certainty and ambiguity that allows for a political engagement that might provide the mutual respect and confidence essential to the building of a democratic order.
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Mitigating Gender-typed Occupational Preferences of Zimbabwean Primary School Children: The Use of Biographical Sketches and Portrayals of Female Role Models - Nhundu, Tichatonga J. (Sex Roles, 2007)
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Hepatitis C Virus Infection among Teaching Hospital Patients in Kano,Nigeria: A Retrospective Study - Nwokedi, EE; Ilyasu, Zubairu; Emokpae, Mathias Abiodun; Dutse, AI; Taura, A Aminu (2007)
Background: Chronic infection with hepatitis C is considered to be a causative factor in hepatocellular carcinoma. The prevalence of this virus in Kano is not known. Method: A total of one thousand and seven subjects were recruited for the study. They included 681 males and 326 females. Hepatitis C virus (HCV) antibody was tested using ELISA technique with reagent supplied by Anhet laboratory, Cortex, USA. Results: A total of sixty two subjects were positive out of one thousand and seven, with a period prevalence rate of 6.2% and confidence interval of 5.4 – 6.9%. Conclusion: Even though Nigeria does not lye within HCV endemic region, this study shows that the prevalence rate of 6.2% is quite significant. It is suggested that HCV antibody screening should be included in the screening tests carried out in blood banks and in patients with sexually transmitted diseases.
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The Internet as an Emerging Patient Education Tool Among African American Men With Prostate Cancer: An Exploratory Study - Wallington, Sherrie Flynt (American Journal of Men's Health, 2007)
The lives of African American men with prostate cancer are greatly influenced by the information available to them, some of which is accessed on the Internet. Research indicates that the Internet can enhance consumer health knowledge but has not reached socioeconomic groups at highest risk for health disparities, such as African American men with prostate cancer. In this study, focus groups were used to explore the perceptions and uses of the Internet as a patient education tool among 39 African American men aged 39 years and older with diverse socioeconomic backgrounds. Nineteen (49%) participants reported using the Internet, 15 (38%) reported no use but indicated it was used on their behalf, and 5 (13%) reported no use and no use on their behalf. The findings revealed varying degrees of Internet use for information and social support. Prostate cancer diagnosis, poor patient-doctor communications, and accessibility influenced Internet use. Accessibility related more to lack of ease and familiarity with Internet use than lack of computer access. With training and awareness, the Internet has potential as a patient education tool among African American men with prostate cancer.
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A note on the temporal and spatial variability of rainfall in the drought‐prone Amhara region of Ethiopia - Bewket, Woldeamlak; Conway, Declan (International Journal of Climatology, 2007)
Abstract The aim of this study is to characterise rainfall variability and trend in the drought‐prone Amhara Regional State of Ethiopia using standard rainfall statistical descriptors. A review of previous studies of Ethiopian rainfall shows different conclusions between studies about the existence of trends primarily due to their use of different periods of analysis. Various rainfall indicator series are presented and analysed for trend on annual, seasonal and daily time steps (including wet‐day amounts and probabilities, percentiles and dry spell lengths). Two periods are used for analysis: 1975–2003 (12 stations) to optimise station density and 1961–2003 (five stations) to optimise record length in this relatively poorly monitored region. A complex picture of rainfall variability emerges from the analysis, both in terms of spatial variability and temporal variability, from decadal to daily timescales. The results generally support those of the previous studies in Ethiopia with the additional findings that: (1) High levels of spatial variability exist at subregional scales in Ethiopia that are unlikely to be fully explained by large‐scale climate influences; (2) Choice of study period strongly influences the results of trend analysis in this region due to the effects of decadal variability (particularly because the 1980s was the driest decade and the 1990s the wettest decade on record); (3) Annual rainfall in the region recovered during the 1990s, although 2001–2003 were average or slightly lower; and (4) There are no consistent emergent patterns or trends in daily rainfall characteristics in this part of Ethiopia. Copyright © 2007 Royal Meteorological Society
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First Year Experiences of African American Students at a Predominately White Institution: Considering Influence of Ethnicity and Socioeconomic Status through Cultural Capital Theory - Baber, Lorenzo DuBois (2007)
openalex: W2297677077 mag: 2297677077
Keywords: openalex:import

Principals’ and teachers’ attitudes and knowledge of inclusive education as predictors of effective teaching practices in Ghana - Kuyini, Ahmed Bawa; Desai, Ishwar (Journal of Research in Special Educational Needs, 2007)
Surveys and observations were undertaken in selected primary schools in Ghana to determine whether principals’ and teachers’ attitudes towards and knowledge of inclusive education, as well as principals’ expectations of teachers in implementing inclusion, were predictors of effective teaching practices in their classrooms. The sample of 128 educators (20 principals and 108 teachers) drawn from 20 primary schools in two districts, were required to respond to questionnaire measures of Attitude Towards Inclusive Education Scale (ATIES), Knowledge of Inclusive Education Scale (KIES) and Principals’ Expectations Scale (PES). Of the total number of teachers ( N = 108), 37 were observed during instructional delivery in their classrooms. The data were analysed by a variety of statistical procedures including Regression Analysis and Discriminant Function Analysis. In the context of the Theory of Planned Behaviour (Ajzen, 1985), the results showed that whilst attitudes towards inclusion (attitude element) and knowledge of inclusion (perceived behavioural control element) predicted effective teaching practices, principals’ expectations (subjective norm) did not. Implications for the implementation of effective inclusive practices in Ghanaian schools and the need for future research are discussed.
openalex: W1975754965 mag: 1975754965
Keywords: openalex:import

Principals’ and teachers’ attitudes and knowledge of inclusive education as predictors of effective teaching practices in Ghana - Kuyini, Ahmed Bawa; Desai, Ishwar (Journal of Research in Special Educational Needs, 2007)
Surveys and observations were undertaken in selected primary schools in Ghana to determine whether principals’ and teachers’ attitudes towards and knowledge of inclusive education, as well as principals’ expectations of teachers in implementing inclusion, were predictors of effective teaching practices in their classrooms. The sample of 128 educators (20 principals and 108 teachers) drawn from 20 primary schools in two districts, were required to respond to questionnaire measures of Attitude Towards Inclusive Education Scale (ATIES), Knowledge of Inclusive Education Scale (KIES) and Principals’ Expectations Scale (PES). Of the total number of teachers ( N = 108), 37 were observed during instructional delivery in their classrooms. The data were analysed by a variety of statistical procedures including Regression Analysis and Discriminant Function Analysis. In the context of the Theory of Planned Behaviour (Ajzen, 1985), the results showed that whilst attitudes towards inclusion (attitude element) and knowledge of inclusion (perceived behavioural control element) predicted effective teaching practices, principals’ expectations (subjective norm) did not. Implications for the implementation of effective inclusive practices in Ghanaian schools and the need for future research are discussed.
openalex: W1975754965 mag: 1975754965
Keywords: openalex:import; openalex:yes

HIV/AIDS Prevention Education: A look at the HIV/AIDS Awareness Activities at the Polytechnic of Namibia - Sullivan-Keizer, Jessica; Tichy, Amanda Lynn; DeConti, Derrick K.; Dionne, Danielle Ashley (2007)
openalex: W2948810811 mag: 2948810811
Keywords: openalex:import

Satisfaction Matters: A Comparative Study of African American Students in Education Programs within the Academy - Anekwe, Obiora (2007)
openalex: W99774920 mag: 99774920
Keywords: openalex:import

Surviving the Storm: The Representation of African Americans from Gee's Bend to Hurricane Katrina - Finch, H. F. (2007)
openalex: W2752015283 mag: 2752015283
Keywords: openalex:import

ICT on the Margins: Lessons for Ugandan Education - Mutonyi, Harriet; Norton, Bonny (Language and Education, 2007)
In this end piece, we argue that while this special issue shifts debates on the digital divide to address students' capacity to use Information and Communication Technologies (ICT) for productive social purposes, access to ICT remains a major challenge in countries like Uganda, in which less than 1% of the population has access to the Internet. However, since the case studies address marginalised communities in Australia, Brazil, Greece and South Africa, the findings have relevance to Uganda and other developing countries. Five lessons, in particular, are important for curriculum planning and policy development in Uganda: the need to collect empirical data on ICT access and use; the importance of recognising local differences across rural and urban communities, male and female students; the need to promote professional development of teachers so that they can make effective use of ICT in classrooms; the importance of integrating in and out-of-school digital literacy practices; and the need to consider how global software can best be adapted for local use. We conclude that if ICT is to play its part in achieving Education for All by 2015, there is an urgent need for collaborative partnerships between a wide range of stakeholders at both the local and global level.
openalex: W2022283524 mag: 2022283524
Keywords: openalex:import

Where two oceans meet: distribution and offshore interactions of great-winged petrels Pterodroma macroptera and Leach’s storm petrels Oceanodroma leucorhoa off southern Africa - Camphuysen, Kees (Journal of Ornithology, 2007)
Abstract During seabird surveys off southern Africa, great-winged petrel Pterodroma macroptera and Leach’s storm petrel Oceanodroma leucorhoa were widespread and relatively common. Similar aerial displays, frequent (social) interactions, a tendency to “huddle” in tight (mixed) gatherings and interactions during foraging inspired a study of their behaviour and distribution. Both species peaked at >2,000-m-deep ocean waters, with lower densities over the shelf and with Leach’s storm petrels (ca. 0.5 km −2 ) twice as abundant as great-winged petrels (ca. 0.25 km −2 ). The results suggest half a million great-winged petrels and well over a million Leach’s storm petrels occurring over deep waters off southern Africa. Active fishing vessels elevated background densities of petrels in some areas, indicating the utilisation of discarded material, but in most areas hardly any fisheries were encountered and on the shelf with no discernable effect on petrel densities. Both species showed an association with meso-scale hydrographic features in the Agulhas current retroflection region. High densities of Leach’s storm petrels occurred in offshore areas with steep salinity and sea surface temperature gradients. No such tendency was found in great-winged petrels. Great-winged petrels spent relatively little time feeding during daylight (10.3% of birds observed) in comparison to Leach’s storm petrels (66.2%), but were frequently seen to join feeding Leach’s storm petrels where they profited from the searching skills of Leach’s. Both species performed displays as individuals, in pairs, in larger groups and in mixed-species groups. Tight gatherings of petrels swimming at sea (huddling) occurred, consisting either of one species or both. When disturbed, such flocks would disperse after take off and often engage in aerial displays. It is speculated that the formation of these flocks is part of the anti-predator strategy of petrels against attacks from under water.
openalex: W2166215754 mag: 2166215754
Keywords: openalex:import

The impact of African air pollution: A global chemistry climate model study - Aghedo, A. M. (2007)
openalex: W783043110 mag: 783043110
Keywords: openalex:import

Exercises and Training: The Key to Developing Security Cooperation Under the New U.S. Africa Command - McCarthy, Seán (2007)
Abstract : The Global war on Terror has refocused U.S. military efforts from traditional defense alliances to developing security cooperation relationships. The establishment of AFRICOM presents the U.S. with an enormous opportunity to foster these relationships in Africa. Bilateral and multilateral exercises and training in the region are the most effective and efficient way for AFRICOM to accomplish its security cooperation goals. This paper examines the short history of U.S. exercises in Africa, the obstacles to future exercises and establishes recommendations for a coherent, long term exercise plan for promoting security cooperation relationships in Africa.
openalex: W206975479 mag: 206975479
Keywords: openalex:import

Source mechanism and source parameters of May 28, 1998 earthquake, Egypt - Elenean, K. M. Abou; Hussein, H. M. (Journal of Seismology, 2007)
openalex: W1972804882 mag: 1972804882
Keywords: openalex:import

Using Multimedia to Engage African American Children in Classroom Discourse - Leonard, Jacqueline; Hill, Marc (Journal of Black Studies, 2007)
The purpose of this study is to examine the discourses that emerged among third- and fourth-grade African American students and their teachers as they read stories about the Underground Railroad and complete a computer module. The study is framed by emergent, sociocultural, and critical race perspectives. Qualitative methods are used to determine the amount and quality of science discourse that emerged in three urban classrooms. Results show culturally relevant texts engage students and teachers in high levels of classroom discourse that is rich in science content. Students are also successful on the science section of a computer-based assessment, suggesting culturally relevant multimedia is effective in science instruction. Findings also reveal the use of culturally relevant multimedia supports science inquiry and changes the social norms and discourse dynamics in classrooms when issues of racial injustice are addressed.
openalex: W2020983927 mag: 2020983927
Keywords: openalex:import

Strong Teens: A School-Based Small Group Experience for African American Males - White, Nathan; Rayle, Andrea Dixon (The Journal for Specialists in Group Work, 2007)
This article describes the school-based, small group adaptation of the existing Strong Teens Curriculum (STC) for African American male adolescents in high schools. The STC was created to equip adolescents with skills that promote more effective social interaction and enhance personal emotional and psychological wellness. The authors present a twelve-session small group school counseling experience based on the STC for use with African American adolescent males in a high school. Within the small group sessions, attention was given to the unique African American male experience in adolescence and in schools. Based on African American cultural values, historical figures were used as role models in helping to illustrate session concepts, and activities were modified to better connect group members with one another for social support in and outside of the school environment.
openalex: W2061218890 mag: 2061218890
Keywords: openalex:import

Tumours and tumour-like lesions of the lower face at Korle Bu Teaching Hospital, Ghana – an eight year study - Parkins, Grace; Armah, George; Ampofo, Patrick (World Journal of Surgical Oncology, 2007)
The oro-facial region including the jawbones, the maxilla and mandible and related tissues can be the site of a multitude of neoplastic conditions. These tumours have a predilection for the entire facial region; however, odontogenic tumours tend to affect the mandible more than the maxilla, especially, in West African children. We report results from a retrospective study spanning eight years on the frequency, clinical presentation, sites and character of lower face tumours seen in the main referral hospital in Ghana. Records of consecutive patients of all age and sex seen by the first author's team at the Department of Oral and Maxillofacial Surgery, Korle-Bu Teaching Hospital with tumours affecting the lower part of the face from January 1996 to December 2003 were retrieved, coded and entered into a database. The data were then analyzed by age, sex, presenting signs and symptoms, site of lesion, and their histology. A total of 394 patients with oro-facial swellings were retrieved from the registry out of which 210 had lower face tumour and tumour-like lesions. The complete data set was obtained for 171 patients, comprising 99 (58%) males and 72 (42%) females. The most common clinical presenting features were mandibular facial swelling (63%), intra-oral swelling (55%), pain (41%) and ulceration (29%). The tumours were predominantly found in the right (43%), anterior (19%) and left (18%) aspects of the lower face. The remainder making up 20% were found in the floor of the mouth, tongue and lips. Seventy eight (45.6%) of the patients presented with lesions that were classified as malignant of which 54 (62%) were diagnosed as squamous cell carcinoma (SCC). Sixty-two (36.3%) had benign odontogenic tumours and thirty-one (18.1%) had non-odontogenic tumour-like lesions. Fifty-four (62%) of malignant tumours were squamous cell carcinoma; 58 (93.6%) of the benign odontogenic tumours were classified as ameloblastoma. The mean age at presentation of all lesions was 40.4 years with over 50% of benign lesions in patients aged between 11 and 30 years. Malignant tumours were more commonly detected in patients between 41 and 70 years (63%). Tumours and tumour-like lesions of the lower face comprising the mandible, tongue and adjacent structures are a diverse group of neoplasm and are seen commonly in practice of Maxillofacial surgery. Both malignant and benign tumours are seen in the Ghanaian population. In the present study, SCC and ameloblastoma were the commonest malignant and benign odontogenic tumours seen respectively; the two representing more than 65% of all tumours.
openalex: W2019927540 mag: 2019927540
Keywords: openalex:import

Impaired Semen Quality Associated With Environmental DDT Exposure in Young Men Living in a Malaria Area in the Limpopo Province, South Africa - Aneck-Hahn, Natalie; Schulenburg, G. W.; Bornman, M. S.; Farías, Paulina; Jager, Christiaan De (Andrology, 2007)
ABSTRACT: The pesticide DDT [1,1,1‐trichloro‐2,2‐bis(chlorodiphenyl)ethane] is 1 of the 12 persistent organic pollutants (POPs) under negotiation at the Stockholm Convention to restrict or ban their production and use because of their toxicity, resistance to breakdown, bioaccumulation, and potential for being transported over long distances. DDT has estrogenic potential, and the main metabolite, p,p ′‐dichlorodiphenyl‐dichloroethylene ( p,p ′‐DDE), is a potent antiandrogen. In response to mounting evidence on the endocrine‐disrupting influence of environmental chemicals on human health, this epidemiological study was initiated to test the hypothesis that nonoccupational exposure to DDT affects male reproductive parameters. In a cross‐sectional study, healthy male subjects (n = 311) between 18 and 40 years (23 ± 5) of age were recruited from 3 communities in an endemic malaria area in which DDT is sprayed annually. A semen analysis according to World Health Organization (WHO) standards was performed. The Hamilton Thorne Computer Assisted Sperm Analysis (CASA) system was simultaneously used to determine additional sperm motility parameters. Blood plasma samples were assayed for p,p ′‐DDT and metabolites as a measure of exposure. The exposure levels were expressed as lipid‐adjusted p,p ′‐DDT and p,p ′‐DDE values. The mean p,p ′‐DDT and p,p ′‐DDE concentrations were 90.23 μg/g(±102.4) and 215.47 μg/g(±210.6), respectively. The multivariate linear regression analyses indicated that mean CASA motility was lower with a higher p,p ′‐DDE concentration (β = −0.02, P = .001) and the CASA parameter beat cross‐frequency (BCF) was higher with a higher p,p ′‐DDT concentration (β = 0.01, P = .000). There was also a statistically significant positive association between percent sperm with cytoplasmic droplets and p,p ′‐DDT concentration (β = 0.0014, P = .014). The ejaculate volume (mean 1.9 ± 1.33 mL) was lower than the normal range (≥2.0 mL) according to WHO, and a significant decrease with increasing p,p ′‐DDE values was seen for both square root—transformed volume (β = −0.0003; P = .024) and count (β = −0.003; P = .04). Although there were no associations between either p,p ′‐DDT or p,p ′‐DDE concentrations and the rest of the seminal parameters, the incidence of teratozoospermia (99%; normal sperm <15%) was high. Twenty‐eight percent of the study group presented with oligozoospermia (<20 × 10 6 sperm/mL), which had a significant positive association with p,p ′‐DDE (odds ratio [OR] = 1.001, P = .03). There was a significant positive association between participants with asthenozoospermia (32%) and p,p ′‐DDT (OR 1.003, P = .006) and p,p ′‐DDE (OR 1.001, P = .02). The results imply that nonoccupational exposure to DDT is associated with impaired seminal parameters in men. The high exposure levels of p,p ′‐DDT and p,p ′‐DDE are of concern because these levels could have far‐reaching implications for reproductive and general health.
openalex: W2034152038 mag: 2034152038
Keywords: openalex:import

Teacher Shortages, Teacher Contracts and their Impact on Education in Africa - Bourdon, Jean; Frölich, Markus; Michaelowa, Katharina (2007)
To enhance primary enrolment rates, many African countries have launched large teacher recruitment programmes in recent years. Given tight budgetary constraints, teachers are no longer employed in civil service positions, but on the basis of (fixed term) contracts typically implying considerably lower salaries and a sharply reduced amount of professional training. We analyse the effect of this change on educational quality in Niger, Togo and Mali, on the basis of very informative data, which are comparable across these countries. We use a variety of estimation techniques, including a non-parametric estimation of quantile treatment effects. Our results demonstrate that contract teachers tend to reduce inequalities in student outcomes. Overall, the effects are positive in Mali, somewhat mixed in Togo and negative in Niger. This ordering is consistent with theoretical expectations related to the manner in which contract teacher programmes were implemented differently in each of the three countries under study.
openalex: W2796208986 mag: 2796208986
Keywords: openalex:import

Theme two: Public private partnership - Funding mechanisms for the'private-not-for-profit' health training institutions in Uganda - Mugisha, John Francis (2007)
The Health Sector Strategic Plan (HSSP) aims to ensure access to basic health care by the Ugandan population through the delivery of the National Minimum Health Care Package (NMHCP). This requires availability of well-trained health professionals. This study demonstrates that the Private-Not-For-Profit (PNFP) Health Training Institutions - the majority in Uganda - have remained grossly under-funded, which poses a threat to achievement of the HSSP. They are faced with decreasing income from fees, dwindling donor support and over-dependence on government grants which are both uncertain and erratic. Consequently, vital activities for students' training such as field trips, teaching and reading materials are left unsatisfied as a coping mechanism, but not without negative implications for quality. It is recommended that government increases and guarantees its support to these Health Training Institutions as a way of maintaining quality of health worker training. At the same time, the training institutions need to diversify their funding options to include designing short tailor-made courses, mobilizing alumni contributions, research and consultancies, self-help projects like farming, canteens and stationeries as well as fund-raising activities as a way of bridging their funding gap. This should be coupled with more efficiency mechanisms and prudent management to avoid wastage of the already scarce financial resources.
openalex: W2901307778 mag: 2901307778
Keywords: openalex:import

Pollution policies and market approaches in the Olifants River, South Africa - Nieuwoudt, W. L. (Ecology and the Environment, 2007)
Approximately 3.4 million people live in the Olifants River Catchment in South Africa and a considerable proportion of South Africa's mining, power generation and agricultural activities are concentrated here.Environmental pollution caused by mining activity is a problem.Two pollution policies are proposed; tradable pollution permits and pollution offsets in the river.The catchment surface is fractured by mining activities, and water is drained into underground aquifers which then seep into streams.A main problem is the effluent leakage from old disused mines.Mines have been permitted to release nutrients into the streams during periods of high flow, which is called the "controlled release scheme".During the past few years, river flow was low and sufficient dilution of nutrients was not possible.Mines and power stations had to invest in desalination plants at considerable cost.It is recommended that polluters should pay a discharge tax which is not the case at present.It is further proposed that tradable pollution permits be adopted which are subject to a rule that discharges in the river are only allowed when flow is sufficiently high and that trades may only occur within certain parameters.Apart from a pollution trading program it is suggested that bio-diversity offsets be created to provide incentives for cooperation amongst stakeholders.The problem with the defunct mines is that they leak pollutants all the time including during the period when river flow is low.DWAF (Department of Water Affairs and Forestry) has accepted ownership of these mines but they may not have the technology (which is expensive) to desalinate the effluent.In an offsetting arrangement, incentives can be provided to existing mines to desalinate water from these defunct mines by allowing them to discharge a given amount in the Olifants when the water flow is sufficiently high.The above arrangement will cost the taxpayer nothing while discharge during low flow periods is reduced.A discussion was held with stakeholders of the Olifants River Forum during 2006 and support was received for some of these policy options.
openalex: W2059976777 mag: 2059976777
Keywords: openalex:import

East African lightning as a precursor of Atlantic hurricane activity - Price, Colin; Yair, Yoav; Asfur, Mustafa (Geophysical Research Letters, 2007)
Recent years have shown the tremendous damage and loss of life that can be caused by Atlantic Basin hurricanes. The majority of these hurricanes start as African easterly waves (AEWs) over the African continent. In this paper we provide evidence showing the connection between lightning activity over eastern Africa, and the AEWs that leave the west coast of Africa, some of which develop into hurricanes. We have analyzed the 2005 and 2006 hurricane seasons, one a very active hurricane year (2005), and the other a very quiet year (2006). More than 90% of the tropical storms and hurricanes during these 2 years were preceded by periods of above average thunderstorm activity in eastern Africa. During the 2006 season not only was the east African lightning activity 23% lower than during 2005, but there was 36% less lightning activity over the entire African continent during 2006. We suggest the possibility that lightning activity in tropical Africa may represent an important precursor of Atlantic hurricane formation.
openalex: W2140121450 mag: 2140121450
Keywords: openalex:import

Response of Tunisian autochthonous pearl millet (Pennisetum glaucum (L.) R. Br.) to drought stress induced by polyethylene glycol (PEG) 6000 - Radhouane, Leila (African Journal of Biotechnology, 2007)
Seeds of pearl millet (Pennisetum glaucum (L) R. Br.) from six provenances of Tunisia were subjected to germination and shoot and root length tests on filter paper treated with polyethylene glycol 6000 (PEG 6000) solutions made up to provide osmotic potentials of 0, -1 and -2 MPa. Mean germination percent for all provenances decreased about 73% in -2 MPa compared to control (0 MPa) treatment. Osmotic potential of -1.0 MPa improves the rate of germination but not significantly compared to the control. There were significant differences among the relative germination percent of the provenances in different treatments. Decreases in the external osmotic potential induced decreased shoot growth while a slight increase in root length associate with the -1 MPa treatments was observed for some ecotypes. This reflects an adaptive response involving an increase in root length to reach deeper water in the soil. It was also notified that the elongation of the radicle is more sensitive to the osmotic constraint than the coleoptile.
openalex: W2172051717 mag: 2172051717
Keywords: openalex:import

Atlantic and Indian Oceans Pollution in Africa - Abubakar, B. (AGUSM, 2007)
openalex: W3012147407 mag: 3012147407
Keywords: openalex:import

Ocean Pollution as a Result of Onshore Offshore Petroleum Activities in the African Gulf of Guinea Region - Abubakar, B. (AGU Spring Meeting Abstracts, 2007)
openalex: W3046593708 mag: 3046593708
Keywords: openalex:import

The Impact of Human Activities in Africa, the North and South Pole Regions on Global Climate Change. - Abubakar, B. S. U. Ibn (AGU Spring Meeting Abstracts, 2007)
openalex: W3014012037 mag: 3014012037
Keywords: openalex:import

Pre-service teacher training and its challenges: the current situation in Ghana - Agbeko, Julius Kofi (2007)
openalex: W635817995 mag: 635817995
Keywords: openalex:import

Survey of ICT and Education in Africa : Togo Country Report - Agyeman-Duahl, Osei (World Bank Other Operational Studies, 2007)
openalex: W259622094 mag: 259622094
Keywords: openalex:import

Survey of ICT and Education in Africa: Togo Country Report - Agyeman-Duahl, Osei (RePEc: Research Papers in Economics, 2007)
openalex: W3125056799 mag: 3125056799
Keywords: openalex:import

Public and private Further Education and Training in South Africa: a comparative analysis of the quantitative evidence - Akoojee, Salim; McGrath, Simon (South African Journal of Education, 2007)
Publ ic and private provision of vocational education and training (or Further Education and Training in the South African usage) exist in a relationship with each other but are rarely cons idered togethe r. An analysis is provided of recent quantitative evidence on both sectors in South Africa in order to advance the case for further po licy and res earch work on the inter-connectivities of the two sectors. This particularly emphasises the need for better conceptions of quality and a more serious focus on equity in both sectors.
openalex: W1601405723 mag: 1601405723
Keywords: openalex:import

Lessons for Effective Christian Education in Golmo: An African Traditional Approach to Teaching and Learning - Ango, Samuel Peni (hristian Education Journal: Research on Educational Ministry, 2007)
In Africa, there is a wide gap between the faith claims of many people who attend church and their lifestyles. Moreover, there is little reflection of the African perspective in the few writings on Christian education that exist in Africa. This paper proposes that an examination of African traditional approaches to education will afford Christian education a means of becoming more effective, especially in Africa. Lessons are drawn for this purpose from golmo, an educational procedure among the Lelna of Kebbi State in Nigeria.
openalex: W2791721026 mag: 2791721026
Keywords: openalex:import

The Role of Racial Identity, Academic Self-Concept, and Self-Esteem in the Prediction of Academic Outcomes for African American Students - Awad, Germine H. (Journal of Black Psychology, 2007)
The purpose of the present study was to examine the extent to which racial identity, academic self-concept, and self-esteem predict two types of academic outcomes, grade point average (GPA), and verbal Graduate Record Examination scores. Although grades and standardized test performance are often collapsed under the category of academic performance, no studies have examined both of these variables' relations with racial identity, academic self-concept, and self-esteem together in the same study. A total of 313 African American students derived from two separate samples participated in the current study. The results indicated that academic self-concept significantly predicted students' GPA but not their test scores. Furthermore, racial identity did not predict either grades or test performance. The strongest predictor of test performance was the age of the student. Implications of the study findings are discussed.
openalex: W2164037525 mag: 2164037525
Keywords: openalex:import

CURRENT STATUS AND CHALLENGES OF IN-SERVICE TRAINING OF TEACHERS IN ZAMBIA : Based on the Experience of Introducing Lesson Study to the Schools - Banda, Benson (2007)
openalex: W233666827 mag: 233666827
Keywords: openalex:import

Beyond the polarization of pedagogy: models of classroom practice in Tanzanian primary schools - Barrett, Angeline M (Comparative Education, 2007)
Debate on teaching in low‐income countries has tended to assume an over‐simplified conceptualization of pedagogy as either teacher‐centred or learner‐centred. If theory is to address itself to the complex challenge of improving the quality of teaching within under‐resourced education systems then it will have to move beyond this polarized view of pedagogy. This paper applies Basil Bernstein’s performance and competence modes to the findings of fieldwork in Tanzania. It thereby arrives at a more nuanced understanding of primary school teachers’ classroom practice, which allows for teachers working with a mixed palette of techniques and ideas. Bernstein’s pedagogic modes were constructed from his studies of education in Britain. Their application to the Tanzanian setting, however, highlights the limitations of analytical frameworks developed in western contexts. It is argued that appreciation and critique of pedagogy in low‐income countries could be deepened through linking with comparative literature that compares across English and non‐English‐speaking countries.
openalex: W2062824219 mag: 2062824219
Keywords: openalex:import

Teaching health research skills in Ghana; evaluation of a course designed by in-country health professionals - Bates, Imelda; Ansong, Daniel; Bedu-Addo, George; Agbenyega, Tsiri; Akoto, Alex Yaw Osei; Nsiah-Asare, Anthony; Karikari, Patrick (2007)
openalex: W2241931569 mag: 2241931569
Keywords: openalex:import

Practical look at results from two mobile learning pilots in South Africa - Berg, Mandy; Aucamp, FN (2007)
MobilED is an Open source project that aims to develop pedagogicallyappropriate Mobile technology services to enhance formal and informal learning and teaching environments. A first phase of the platform and services were developed and piloted at two schools in South Africa using only voice and SMS technology. Learners and teachers from both schools gave extensive feedback in the form of questionnaires and interviews. This feedback was evaluated and some of it was interpreted as new technology requirements for future platform development. Other feedback raised new issues that should be investigated. i.e. “What is the influence of mobile voice channels on synthesised voice?”. A few practical observations were also made and noted as future recommendations when dealing with similar projects.
openalex: W982605338 mag: 982605338
Keywords: openalex:import

REDUCED SERUM CONCENTRATIONS OF RETINOL AND α-TOCOPHEROL AND HIGH CONCENTRATIONS OF HYDROPEROXIDES ARE ASSOCIATED WITH COMMUNITY LEVELS OF S. MANSONI INFECTION AND SCHISTOSOMAL PERIPORTAL FIBROSIS IN ETHIOPIAN SCHOOL CHILDREN - Berhe, Nega; Halvorsen, Bente; Gundersen, Thomas E.; Myrvang, Bjørn; Gundersen, Svein Gunnar; Blomhoff, Rune (American Journal of Tropical Medicine and Hygiene, 2007)
To study the relationship between micronutrient malnutrition and schistosomiasis mansoni, a cross-sectional study was undertaken involving 421 schoolchildren (mean age 12.6 years; 333 from schistosomiasis mansoni-endemic villages (Workemado and Sille) and 88 non-endemic controls from Sheno). Prevalence of schistosomiasis mansoni infection in Workemado and Sille was comparable (90.6% versus 95%, respectively), and prevalence of PPF in Workemado was significantly higher than in Sille (7.0% versus 0.6%, P < 0.001). Compared with non-endemic controls, serum retinol concentrations were significantly lower and hydroperoxides were significantly higher in subjects from schistosomiasis mansoni-endemic areas. Furthermore, serum alpha-tocopherol concentrations in subjects from an area with high prevalence of PPF were significantly reduced while the concentrations in subjects from an area with low prevalence of PPF were comparable to the levels found in non-endemic healthy controls. In conclusion, micronutrient malnutrition and oxidative stress are associated with Schistosoma mansoni infection and levels of schistosomal PPF.
openalex: W2119705603 mag: 2119705603
Keywords: openalex:import

Creative approaches to staff development: global education in ITE in The Gambia - Bloomfield, Peter S.; Mackintosh, Margaret‐Anne; Costas, Barry; Dell, Eric; Graham, Sally; Quinn, David M.; Trodd, Lyn (Education 3-13, 2007)
The elements of global education should be at the heart of all learning and teaching. In ITE we often protect ‘our subject’ in the belief that it should have more prominence in the curriculum and more teaching time in school. In this article a group of ITE tutors comment on their learning about global education and its inclusion in their subject following a study trip, with students and teachers, to The Gambia. A truly cross-curricular strand develops and ideas within subjects are matched to key concepts of global education. An experiential model of tutor CPD evolves which includes personal challenge of values and attitudes.
openalex: W2037883606 mag: 2037883606
Keywords: openalex:import

School climate and teacher beliefs in a school effectively serving poor South Carolina (USA) African-American students: A case study - Brown, Kimberly E.; Medway, Frederic J. (Teaching and Teacher Education, 2007)
This study examined the roles of school climate, teacher expectations, and instructional practices in one elementary school in South Carolina (USA) that produced effective achievement outcomes with poor and minority students. Survey data, teacher interviews, and classroom videotaping was used to identify school characteristics and instructional behaviors of six teachers nominated by colleagues as exemplary. The school was characterized by an emphasis on high student expectations, school staff cohesiveness, engaging instruction, high parent involvement, and multicultural instruction integrated with curriculum. The practices identified are consistent with literature on effective American schools; and the practices are key aspects of the sound instruction of poor and minority children. Teachers stated that teacher education programs did not prepare them to teach these students and that they had to learn this on the job.
openalex: W2136031082 mag: 2136031082
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Diffusion of the National Qualifications Framework and outcomes‐based education in southern and eastern Africa - Chisholm, Linda (Comparative Education, 2007)
This article explores policy and curriculum diffusion in southern and eastern Africa through an examination of the National Qualifications Framework (NQF) and outcomes‐based education. The article argues that the NQF was adopted for different reasons in different contexts, but that discourse coalitions and conferences have been critical in spreading these ideas in a new regional political and economic context. It shows how South Africans have tried to export the idea at the very moment when evidence is revealing little relationship between policy intention and outcome, it is contested at home, and there is a retreat from it in some sectors of education.
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Tension between school governing bodies and education authorities in South Africa and proposed resolutions thereof. - Clase, P.; Kok, J A; Merwe, M. Van der (South African Journal of Education, 2007)
The success of a country’s education system depends to a large extent on the mutual trust and co-op eration e xisting between all partners. However, numerous documented incidents in the media have confirmed that there is a field of tension between school governing bodies of public schools in South Africa and the Department of Ed ucatio n, which is of great concern to all partners in the system, especially as these parent bodies were established by the current government to be partne rs in the management of their children’s schools. This empirical investigation was undertaken to identify and analyse the origin and extent of the tension and to suggest practical and workable solutions to defuse the situation. The views of respondents from both parties were e licited and the results confirme d the existence of ten sion and mistrust.
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Moderating and Mediating Effects of Gender and Psychological Disengagement on the Academic Achievement of African American College Students - Cokley, Kevin; Moore, Paula (Journal of Black Psychology, 2007)
The major purposes of the present study were (a) to examine the degree to which gender moderates the relationship between ethnic identity and academic achievement and (b) to examine whether psychological disengagement (i.e., devaluing academic success [DAS]) mediates gender differences in the academic achievement of African American college students. Data from 274 participants (79% female) were examined using measures of psychological disengagement, academic self-concept, ethnic identity, racial centrality, and self-reported grade point average. The results indicated that ethnic identity and racial centrality were negatively related to academic achievement for male students and positively related to academic achievement and academic self-concept for female students. Gender differences in DAS explained differences in academic achievement. Implications for future research are discussed.
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Storm Attributes and Cloud Resolution Model Performance in West Africa - DeLonge, Marcia S.; Fuentes, José D.; Wang, Tao; Kucera, Paul A.; Jenkins, Garin (AGUSM, 2007)
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The production of disability culture among young African–American men - Devlieger, Patrick; Albrecht, Gary L.; Hertz, Miram (Social Science & Medicine, 2007)
During the past two decades, debate about disability definitions, concepts, models and policies has been led primarily by Western white middle class disability activists and scholars. This paper contributes to the discussion by examining how disability is conceived and disability culture is developed in a poor, African–American community. The recognition of disability as a defining identity and disability culture as a cohesive force is unusual in the African–American community, and we ask what conditions are necessary for such an identity and culture to develop. To address this question, in 1998 we began a 5 year ethnographic research project concerning young African–American men in the spinal cord injury unit of an inner city rehabilitation hospital in Chicago USA. Based on this research, we argue that there are three necessary conditions for a disability culture to emerge in a group of African–Americans who acquired their disability violently. First, is the perception of social alienation from family and fellow gang members. Second, is immersion in a supportive physical and social environment where disability meanings are produced, reinforced and passed on across generations. Third, is the development of personal narratives and metaphors that give meaning to disability, anchor behavioral changes and help to reconcile value conflicts. Our analysis allows us to understand a change in identity among these young men and the emergence of a shared disability culture represented through signs, symbols, language, rules and ceremonies. This analytical framework also permits us to re-examine disability culture in white society and in specific disability cultures such as deaf culture and to suggest that while there are similarities across groups, disability culture is not monolithic.
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Cameroon: ILO conducts HIV training for labour courts in francophone Africa. - Dodge, Glenn (PubMed, 2007)
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Intense hurricane activity over the past 5,000 years controlled by El Niño and the West African monsoon - Donnelly, Jeffrey P.; Woodruff, Jonathan D. (Nature, 2007)
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The Media and Cultism in Nigerian Higher Institutions of Learning: a Study of Coverage, Treatment and Relevance - Ekeanyanwu, N. T.; Igbinoba, Angie Osarieme (2007)
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Earthworm (Eudrilus eugenia Kinberg) as Bio-Indicator of the Heavy Metal Pollution in Two Municipal Dump Sites of Two Cities in Northern Nigeria - Elaigwu, Sunday E.; Ajibola, V.O.; Folaranmi, F. M. (Research Journal of Environmental Sciences, 2007)
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Class Factors as Determinants of Secondary School Student’s Academic Performance in Oyo State, Nigeria - Fabunmi, Martins; Brai-Abu, Peter; Adeniji, Isaiah Adeyinka (Journal of Social Sciences (Print), 2007)
Classroom congestion and low utilization rate of classrooms are common features of secondary schools in Nigeria. They have negative impact on both secondary school teacher productivity, student learning input, and thus secondary school students academic performance. Thus study investigated the extent to which class factors like class size, student classroom-space and class utilization rate determined the performance of secondary school students in Senior Certificate Examinations (SSCE) conducted by the West Africa Examinations Council (WAEC) in Oyo State, Nigerian between 1997 and 2002 school years. The study was conducted ex post factor under a descriptive survey research design, 200 out of the 336 secondary schools in the state were randomly selected for the study. The multiple regression analysis and one-way analysis of variance were used to analyze the data. The two research hypothesis which guided the study was tested at 0.05 minimum level of significance. Findings revealed that the three lass factors (Class size, student classroom space and class utilization rate), when taken together, determined significantly secondary school students academic performance in Oyo state between 1997 and 2002. These factors, when taken separately, also determined significantly secondary school student’s academic performance in the state. These findings are of great significance for educational planners, policy makers and both federal and state governments. These factors have to be taken into consideration while planning and also providing secondary education.
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Survey of ICT and Education in Africa : Chad Country Report - Fall, Babacar (RePEc: Research Papers in Economics, 2007)
This short Country Report, a result of a larger infoDev-supported Survey of ICT in Education in Africa, provides a general overview of current activities and issues related to ICT use in education in the country. The data presented here should be regarded as illustrative rather than exhaustive. ICT use in education is at a particularly dynamic stage in Africa; new developments and announcements happening on a daily basis somewhere on the continent. Therefore, these reports should be seen as “snapshots” that were current at the time they were taken; it is expected that certain facts and figures presented may become dated very quickly.
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Problematic Situations in the Lives of Urban African American Middle School Students: A Qualitative Study - Farrell, Albert D.; Erwin, Elizabeth H.; Allison, Kevin W.; Meyer, Aleta L.; Sullivan, Terri N.; Camou, Suzanne; Kliewer, Wendy; Esposito, Layla (Journal of Research on Adolescence, 2007)
Qualitative methods were used to identify problem situations encountered by adolescents in urban middle schools serving a predominantly African American student population. Interviews focusing on identifying problem situations and the context in which they occur were conducted with 60 adolescents including students and peer mediators at middle schools and adolescents at community centers. Interviews were also conducted with 50 adults, including parents of middle school students, community center staff, and middle school staff including bus drivers, cafeteria workers, teachers, security guards, and school administrators. Qualitative analysis and coding of interview transcripts identified 39 themes representing a diverse array of problem situations, many of which occurred across multiple contexts including peers, school, family, and neighborhood domains.
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MobilED - An Accessible Mobile Learning Platform for Africa? - Ford, Merryl; Botha, Adèle (2007)
MobilED is a 3-year international collaborative project aimed at creating meaningful learning environments using mobile phone technologies and services. The outputs were a set of learning scenarios that were successfully tested in schools and a prototype MobilED technology platform that provides a mobile audio- wikipedia functionality. The MobilED audio-wikipedia utilises the basic texting capabilities of mobile phones and enables the user to send a text message (SMS) with a search term to Wikipedia. The server responds to the user-initiated query with a return call were the article is read using a speech synthesizer. Phase 1 consisted of exploratory research into the use of mobile phones in an advantaged private school and in a poor government school in Tshwane, South Africa. This paper reports on findings from the initial pilots in Year 1 of MobilED and proposes a way forward. It also explores the possibility of the mobile phone as the de-facto mobile learning platform for Africa.
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Automating a student class attendance register using radio frequency identification in South Africa - Gatsheni, Barnabas; Kuriakose, R. B.; Aghdasi, Farhad (2007)
The class attendance register can be a key factor in improving the quality of teaching. We have automated the class attendance register using radio frequency identification technology in combination with internet hotspot. Information from a student's ID card is electronically collected automatically from either a bag or pocket when the student enters the classroom and then entered into a register.
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The RAFT network: 5 years of distance continuing medical education and tele-consultations over the Internet in French-speaking Africa - Geissbühler, Antoine; Bagayoko, Cheick Oumar; Ly, Ousmane (International Journal of Medical Informatics, 2007)
Continuing education of healthcare professionals is a key element for the quality and efficiency of a health system. In developing countries, this activity is usually limited to capitals, and delocalized professionals do not have access to such opportunities, or to didactic material adapted to their needs. This limits the interest of such professionals to remain active in the periphery, where they are most needed to implement effective strategies for prevention and first-line healthcare. Telemedicine tools enable the communication and sharing of medical information in electronic form, and thus facilitate access to remote expertise. A physician located far from a reference center can consult its colleagues remotely in order to resolve a difficult case, follow a continuous education course over the Internet, or access medical information from digital libraries or knowledge bases. These same tools can also be used to facilitate exchanges between centers of medical expertise: health institutions of a same country as well as across borders. Since 2000, the Geneva University Hospitals have been involved in coordinating the development of a network for eHealth in Africa (the RAFT, Réseau en Afrique Francophone pour la Télémédecine), first in Mali, and now extending to 10 French-speaking African countries. The core activity of the RAFT is the webcasting of interactive courses. These sessions put the emphasis on knowledge sharing across care professionals, usually in the form of presentations and dialogs between experts in different countries. The technology used for the webcasting works with a slow (25 kbits/s) internet connection. Other activities of the RAFT network include visioconferences, teleconsultations based on the iPath system, collaborative knowledge bases development, support for medical laboratories quality control, and the evaluation of the use of telemedicine in rural areas (via satellite connections) in the context of multisectorial development. Finally, a strong emphasis is put on the development of capacities for the creation, maintenance, and publication of quality medical didactic contents. Specific courses are organized for the national coordinators of the network to develop these competencies, with the help of the Health-On-the-Net Foundation. The richness of the plurality of knowledge and know-how must be steered towards emulation and sharing, respectful of each partner's identity and culture. Collaborations with UNESCO and WHO have been initiated to address these challenges.
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A Framework for the Integration of Diverse Learning Approaches: Operationalizing Agricultural Research and Development (R&D) Linkages in Eastern Africa - German, Laura; Stroud, Ann (World Development, 2007)
Operationalizing research and development (R&D) within a fluid continuum encompassing both understanding and application can be a daunting task. This paper presents a typology of distinct learning approaches designed to operationalize research-for-development. It summarizes lessons for achieving quality within each approach, and for their integration into a fluid continuum of theory and practice. A set of cases is presented to illustrate the critical importance of each learning approach and their integration in practice. The paper concludes with a discussion of implications for institutional arrangements and partnerships that may best enable the application of the approach within everyday R&D practice.
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Macroseismic Study of the Zemmouri Earthquake of 21 May 2003 (_Mw 6.8, Algeria) - Harbi, Assia; Maouche, Saïd; Ousadou, Farida; Rouchiche, Yasmina; Yelles‐Chaouche, Abdelkrim; Merahi, Mounir K.; Heddar, A.; Nouar, O.; Kherroubi, A.; Beldjoudi, Hamoud; Ayadi, Abdelhakim; Benouar, Djillali (Earthquake Spectra, 2007)
The 21 May 2003 Zemmouri earthquake ( Mw =6.8), which killed 2,278 people, injured 11,450, made 250,000 homeless, and destroyed or seriously damaged 6,000 buildings and 20,800 housing units, is the most significant earthquake to affect Algeria since the 1980 El Asnam earthquake ( Ms =7.3). This paper presents the report of the macroseismic survey conducted by the Centre of Research in Astronomy, Astrophysics, and Geophysics (CRAAG, Algeria) immediately after the earthquake. The collected data set has led to a comprehensive evaluation of damage and estimation of intensity at about 600 sites, a number never reached in previous earthquake damage surveys. The produced isoseismal map portrays the spatial distribution of intensities from III to X EMS. A map highlighting the damage distribution, where various geological and hydrological phenomena are reported, is also presented. The extent of the socioeconomic impact of this event confirmed that Algerian buildings are highly vulnerable to the recurrence of destructive earthquakes.
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Survey of ICT and education in Africa : Burundi country report - Hare, Harry (RePEc: Research Papers in Economics, 2007)
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Survey of ICT and Education in Africa : Malawi Country Report - Isaacs, Shafika (World Bank Other Operational Studies, 2007)
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Survey of ICT and Education in Africa: Malawi Country Report - Isaacs, Shafika (RePEc: Research Papers in Economics, 2007)
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Survey of ICT and education in Africa : Zambia country report - Isaacs, Shafika (World Bank Other Operational Studies, 2007)
This short country report, a result of larger Information for Development Program (infoDev)-supported survey of the Information and Communication Technologies (ICT) in education in Africa, provides a general overview of current activities and issues related to ICT use in education in the country. The penetration levels of ICTs in Zambia's education institutions remains low, with those schools that are equipped mostly utilizing second-hand and refurbished computers. The integration of ICTs in learning and teaching practice has been limited, although the introduction of computer studies as a school study subject has begun to change this. The recent adoption of a national ICT policy, as well as the development of a draft ICT policy for education and an associated implementation framework, provides an enabling policy environment to promote far greater access and use of ICTs across all sectors of Zambia's education system, including a system for enhancing education management, administration, and teaching and learning. While the goals and targets set in these policy documents seem realistic, realizing them within the established time frames remains a challenge.
openalex: W2069931797 mag: 2069931797
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Survey of ICT and Education in Africa: Zambia Country Report - Isaacs, Shafika (RePEc: Research Papers in Economics, 2007)
This short country report, a result of larger Information for Development Program (infoDev)-supported survey of the Information and Communication Technologies (ICT) in education in Africa, provides a general overview of current activities and issues related to ICT use in education in the country. The penetration levels of ICTs in Zambia's education institutions remains low, with those schools that are equipped mostly utilizing second-hand and refurbished computers. The integration of ICTs in learning and teaching practice has been limited, although the introduction of computer studies as a school study subject has begun to change this. The recent adoption of a national ICT policy, as well as the development of a draft ICT policy for education and an associated implementation framework, provides an enabling policy environment to promote far greater access and use of ICTs across all sectors of Zambia's education system, including a system for enhancing education management, administration, and teaching and learning. While the goals and targets set in these policy documents seem realistic, realizing them within the established time frames remains a challenge.
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Building citizenship in fragmented societies: The challenges of deracialising and integrating schools in post-Apartheid South Africa - Johnson, David (International Journal of Educational Development, 2007)
Abstract Soon after the collapse of Apartheid, the new government in South Africa set about restructuring the educational system, which was previously segregated by race, class and language. This paper argues that the deracialisation and integration of schools in South Africa has been difficult to achieve and as a process, uneven in different parts of the country and in types of schools. The paper reports on a study conducted in the Limpopo province of South Africa (formerly, Northern Transvaal), which explores the extent to which schools that formally catered exclusively for the white Afrikaans-speaking community are deracialising and laying the foundations for a new democratic citizenship. It shows that some schools have merely complied with provisions under the constitution that access may not be denied on the grounds of race, status or religion and have created parallel learning streams so that there are virtually two schools within one institution—one ‘school’ that teaches the curriculum in English to predominantly black students and the other, that teaches virtually the same curriculum to almost exclusively white Afrikaans-speaking students. In other cases, where linguistic and cultural integration appear to have been achieved, the study shows that such ‘integration’ amounts to little more than assimilation and accommodation and that the true challenge of turning diversity into a productive resource remains.
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A Web-based, Tailored Asthma Management Program for Urban African-American High School Students - Joseph, Christine L.M.; Peterson, Edward L.; Havstad, Suzanne; Johnson, Christine Cole; Hoerauf, Sarah L.; Stringer, Sonja; Gibson-Scipio, Wanda; Ownby, Dennis R.; Elston-Lafata, Jennifer; Pallonen, Unto E.; Strecher, Victor J. (American Journal of Respiratory and Critical Care Medicine, 2007)
Urban African-American youth, aged 15-19 years, have asthma fatality rates that are higher than in whites and younger children, yet few programs target this population. Traditionally, urban youth are believed to be difficult to engage in health-related programs, both in terms of connecting and convincing.Develop and evaluate a multimedia, web-based asthma management program to specifically target urban high school students. The program uses "tailoring," in conjunction with theory-based models, to alter behavior through individualized health messages based on the user's beliefs, attitudes, and personal barriers to change.High school students reporting asthma symptoms were randomized to receive the tailored program (treatment) or to access generic asthma websites (control). The program was made available on school computers.Functional status and medical care use were measured at study initiation and 12 months postbaseline, as were selected management behaviors. The intervention period was 180 days (calculated from baseline). A total of 314 students were randomized (98% African American, 49% Medicaid enrollees; mean age, 15.2 yr). At 12 months, treatment students reported fewer symptom-days, symptom-nights, school days missed, restricted-activity days, and hospitalizations for asthma when compared with control students; adjusted relative risk and 95% confidence intervals were as follows: 0.5 (0.4-0.8), p = 0.003; 0.4 (0.2-0.8), p = 0.009; 0.3 (0.1-0.7), p = 0.006; 0.5 (0.3-0.8), p = 0.02; and 0.2 (0.2-0.9), p = 0.01, respectively. Positive behaviors were more frequently noted among treatment students compared with control students. Cost estimates for program delivery were $6.66 per participating treatment group student.A web-based, tailored approach to changing negative asthma management behaviors is economical, feasible, and effective in improving asthma outcomes in a traditionally hard-to-reach population.
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The Influence of Christianity and Gender on School Leadership Practices in Papua New Guinea - Kelep-Malpo, Kapa (Journal of Christian Education, 2007)
Schools were introduced to the Pacific Island cultures during the colonial period. While many schools have reinvigorated traditional cultural patterns since independence, they remain subject to international influences and are in a state of constant change. School principals are influential figures in the school community and society. Although schools in Papua New Guinea are governed by school boards, it is the principal who manages the school. As a result, the principal's beliefs about how the school should be governed carry more weight than teachers and other stakeholders. This paper reports on a recent study of male and female school principals in the PNG school system. A majority said their leadership performance was greatly influenced by their Christian beliefs and practice which has been accepted as part and parcel of the PNG macro culture. Religion has clearly had a powerful post-colonial impact.
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Using Adult Learning Theory Concepts to Address Barriers to Cancer Genetic Risk Assessment in the African American Community - Kendall, Jeff; Kendall, Colleen; Catts, Zohra Ali‐Khan; Radford, Cristi; Dasch, Kimberly B. (Journal of Genetic Counseling, 2007)
Utilization of cancer genetic risk assessment can be profoundly influenced by an individuals' knowledge of risk assessment, attitudes regarding illness and healthcare, and affective reactions derived from social norms. Race and ethnicity play a powerful role in the development of an individual's attitudes and should be considered when attempting to understand a person's openness to cancer genetic risk assessment (Lannin et al., 1998). Until recently, however, cancer screening and prevention programs have been primarily based on data from studies conducted with the Caucasian population, yielding data that are not fully applicable to the African American community. In the last several years, research findings regarding African American's knowledge, attitudes, and feelings about genetic counseling and testing have grown (Matthews et al., 2000; Singer et al., 2004; Thompson et al., 2003). However, to the authors' knowledge, these data have yet to be presented in a manner that both summarizes the barriers that African Americans have reported regarding cancer genetic risk assessment, while at the same time suggesting methods individual genetic counselors can utilize during community presentations to help address these barriers. This article will first summarize previous empirical findings regarding African Americans' knowledge, attitudes, and feelings about cancer genetic risk assessment. The article will then apply adult learning theory to those findings to provide genetic counselors with practical, theory based techniques to apply toward community based educational programs with African American groups.
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Comparison of cigarette and water pipe smoking among female university students in Egypt - Labib, Nargis Albert; Radwan, Ghada Nasr; Mikhail, Nabiel; Mostafa, Mohamed; Setouhy, Maged El; Loffredo, Christopher A.; Israel, Ebenezer (Nicotine & Tobacco Research, 2007)
Journal Article Comparison of Cigarette and Water Pipe Smoking Among Female University Students in Egypt Get access Nargis Labib, Ph.D., Nargis Labib, Ph.D. Department of Public Health, Cairo UniversityCairo, Egypt Search for other works by this author on: Oxford Academic PubMed Google Scholar Ghada Radwan, Ph.D., Ghada Radwan, Ph.D. Department of Public Health, Cairo UniversityCairo, Egypt Search for other works by this author on: Oxford Academic PubMed Google Scholar Nabiel Mikhail, Ph.D., Nabiel Mikhail, Ph.D. South Egypt Cancer Institute, Assiut UniversityAssiut, Egypt Search for other works by this author on: Oxford Academic PubMed Google Scholar Mostafa K. Mohamed, Ph.D., Mostafa K. Mohamed, Ph.D. Department of Community, Environmental and Occupational Medicine, Ain Shams UniversityEgypt Search for other works by this author on: Oxford Academic PubMed Google Scholar Maged El Setouhy, Ph.D., Maged El Setouhy, Ph.D. Department of Community, Environmental and Occupational Medicine, Ain Shams UniversityEgypt Search for other works by this author on: Oxford Academic PubMed Google Scholar Christopher Loffredo, Ph.D., Christopher Loffredo, Ph.D. Department of Oncology, Lombardi Cancer Center, Georgetown UniversityWashington, DC Correspondence: Dr. Christopher A. Loffredo, Cancer Genetics and Epidemiology Program, Georgetown University, Box 571472, Washington, DC 20057-1472, USA. Tel: +1 (202) 687-3758; Fax: +1 (202) 784-3034; E-mail: cal9@georgetown.edu Search for other works by this author on: Oxford Academic PubMed Google Scholar Ebenezer Israel, M.D. Ebenezer Israel, M.D. Department of Epidemiology and Preventive Medicine, University of MarylandBaltimore, MD Search for other works by this author on: Oxford Academic PubMed Google Scholar Nicotine & Tobacco Research, Volume 9, Issue 5, May 2007, Pages 591–596, https://doi.org/10.1080/14622200701239696 Published: 01 May 2007 Article history Received: 08 November 2005 Accepted: 08 July 2006 Published: 01 May 2007
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South Africa has much to learn from the Chrysler bankruptcy filing - Levenstein, Eric (Professional Accountant, 2007)
On 30 April 2009, Chrysler LLC and 23 of its affiliates filed petitions in the United States Bankruptcy Court for the Southern District of New York, seeking relief under Chapter 11 of the United States Bankruptcy code.
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African American Teachers in Suburban Desegregated Schools: Intergroup Differences and the Impact of Performance Pressures - Mabokela, Reitumetse Obakeng; Madsen, Jean (Teachers College Record, 2007)
Background/Context There is much research that examines how desegregation literature has implications for majority teachers and its impact on students of color. However, little has been written about the experiences of teachers of color working in suburban desegregated majority schools. Focus of Study This article examines how intergroup differences created performance pressures for African American teachers and how this affected their ability to contribute optimally in these environments. Setting The study took place in four predominantly European American districts that surround a large midwestern metropolitan area. When the desegregation program was implemented in these districts, it was court mandated; however, now the program operates on a volunteer basis whereby students can elect to participate and withdraw as necessary. The district accepted less than 25% of their minority students from a court-mandated desegregation program. Participants A total of 7 male and 7 female African American teachers were interviewed. These male and female participants differed in grade-level positions. There were 4 female African American teachers at the elementary level, and 1 female and 3 male African American teachers at the middle school level. At the secondary level, there were 2 female and 4 male teachers who taught English, math, and history. There were some similarities between the male and female African American teachers. Research Design For this study, a case study is defined as a single entity, a unit of similar groups of people within the bounded context of suburban desegregated schools surrounding a midsized midwestern city. Case studies are differentiated from other types of qualitative research in that they are intense descriptions and analysis of a single unit or bounded system. Data Collection and Analysis In our sample of 14 participants, we had an equal representation of males and females (7 each). We were specifically interested in the perceptions and experiences of the African American teachers in their interactions with school administrators, parents, and students. A qualitative thematic strategy of data analysis was employed to categorize and make judgments about the interpretation of the data. This analytical procedure allowed important themes and categories to emerge inductively from the data across schools and districts. The researchers used the prior-research-driven approach to identify themes and to develop a coding process. In establishing the reliability for this study, the data were analyzed using what Glaser and Strauss called a constant comparative method. Conclusions and Recommendations Our findings, based on the experiences of 14 self-reported accounts of African American teachers in these school environments, illuminated patterns of experiences for teachers of color. Regarding the first subtheme, automatic notice, teachers developed strategies that assisted them in their transitions to inhospitable environments in the suburban schools. The female teachers reported the need for a strong reference-group orientation that would enable them to retain their cultural identity within the school. Whereas the female teachers viewed automatic notice negatively, the male participants recognized their high visibility as way to compete with their peers. Dealing with symbolic consequences, the second emergent subtheme, underrepresented individuals often bear the burden of dispelling myths and representing their race in their exchanges with coworkers. The African American teachers also became resistant to representing their race. In many ways, these teachers expressed the notion that their European American colleagues expected them to take ownership for issues that affected only the African American children. These teachers were compromised by this narrow definition of their expertise and disliked their limited role as the “minority representative.” In fighting discrepant stereotypes, the third subtheme, the underrepresented African American teachers had to defend their status to have their accomplishments recognized. The teachers reported that their individuality was often overshadowed by their colleagues’ stereotypical beliefs about African Americans. The male teachers constantly had to refute negative male African American stereotypes, and the women had to deal with proving their worth as “qualified” teachers. The final pressure, what we call cultural switching, became apparent as the African American female teachers expressed the heaviness of being in an environment where they were often one of few people of color, or the only person of color, in the school. The female teachers struggled with the cultural incongruity that occurred between them and their European American peers. In many ways, these performance pressures resulted in the feeling constrained and unable to use social cues to navigate their school's culture. Recommendations from this study may provide insights on how suburban desegregated schools may improve workplace relationships to recruit and retain teachers of color in these contexts.
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A community education intervention to improve bovine trypanosomiasis knowledge and appropriate use of trypanocidal drugs on smallholder farms in Kenya - Machila, Noreen; Emongor, Rosemary; Shaw, Alexandra; Welburn, Susan C.; McDermott, John J.; Maudlin, I.; Eisler, M. (Agricultural Systems, 2007)
This paper describes the development, design, dissemination and evaluation of a communication intervention designed to promote appropriate usage of trypanocidal drugs in trypanosomiasis endemic areas of western and coastal Kenya. Following a baseline study on current trypanosomiasis knowledge, attitudes and practices by smallholder farmers, a communication intervention strategy was developed involving dissemination through school children, village elders, animal health centres and Agrovet shops, and using layered messages in posters and leaflets. A participatory research approach was used to develop, design and assess the impact of animal health messages on the control of bovine trypanosomiasis for smallholder farmers in tsetse and trypanosomiasis endemic areas in Busia (two administrative divisions) and Kwale Districts (two administrative divisions) of Kenya. Communication intervention materials (in poster and leaflet formats) were developed and disseminated to residents in villages in one administrative division in each district (intervention area) while those from the other division in each district were not deliberately exposed to the animal health messages (control area). Several communication impact indicators were derived and these were measured 4–6 weeks after dissemination of the print media through questionnaires on trypanosomiasis knowledge administered to school children and cattle-keeping smallholders in the intervention and control study sites. School children’s post-communication intervention trypanosomiasis signs knowledge was much higher than that observed during the pre-communication intervention survey. More trypanocides were named by school children during the post-intervention questionnaire survey compared to those known during the pre-intervention survey. The trypanosomiasis signs knowledge score obtained by the smallholder farmers exposed to the extension materials was higher than that obtained by those not exposed to them. Similarly, farmers’ exposure to extension materials resulted in higher trypanocidal drug knowledge scores among exposed farmers than among those not exposed. These results indicate that over the period monitored, the routes (i.e. school children, village elders, animal health centres and Agrovet shops) and media (posters and leaflets) selected were effective in promoting a significant increase in knowledge of trypanosomiasis, its causes and ways of dealing with it among livestock keepers.
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Survey of ICT and education in Africa : Liberia country report - Mangesi, Kofi (RePEc: Research Papers in Economics, 2007)
This short country report, a result of larger Information for Development Program (infoDev) - supported survey of the Information and Communication Technologies (ICT) in education in Africa, provides a general overview of current activities and issues related to ICT use in education in the country. Liberia is in the process of developing a comprehensive ICT policy called E-Liberia: vision 2010, yet efforts at increasing access and use of ICTs have already begun under the telecommunication policy. In the education sector, Liberia has no specific policy on ICTs, but there is wide acknowledgement that ICTs need to be incorporated in schools and universities.
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Quasi-experimental evaluation of a national primary school HIV intervention in Kenya - Maticka‐Tyndale, Eleanor; Wildish, Janet; Gichuru, Mary (Evaluation and Program Planning, 2007)
This study examined the impact of a primary-school HIV education initiative on the knowledge, self-efficacy and sexual and condom use activities of upper primary-school pupils in Kenya. A quasi-experimental mixed qualitative–quantitative pre- and 18-month post-design using 40 intervention and 40 matched control schools demonstrated significant program impact on targeted objectives of (1) adequate program delivery and, for standard 6 and 7 pupils (ages 11–16 years), (2) increased HIV-related knowledge; (3) increased communication with parents and teachers about HIV and sexuality; (4) increased assistance to fellow pupils to avoid sexual activity; (5) increased self-efficacy related to abstinence and condom use; (6) decreased exposure to HIV through delayed first intercourse, decreased sexual activity and increased condom. Results support the conclusions that the existing infrastructure is adequate for national roll-out of the program; that the program has its most beneficial effect on sexually inexperienced youth and should therefore be implemented with the youngest age groups possible; and that gains are gender specific, with boys reporting increased condom use while girls are more likely to decrease or delay sexual activity. Based on these results, the program began national roll-out to all primary schools in 2005. By June 2006, the program was operating in 11,000 of the country's nearly 19,000 schools.
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Call for Papers for a Special Series on Africa, Agriculture, Desertification, Drought, Land, and Rural Development - Morita‐Lou, Hiroko (Natural Resources Forum, 2007)
Natural Resources ForumVolume 31, Issue 2 p. 173-173 Call for Papers for a Special Series on Africa, Agriculture, Desertification, Drought, Land, and Rural Development Hiroko Morita-Lou, Hiroko Morita-Lou Editor-in-Chief Natural Resources ForumE-mail: NRFORUM@un.orgSearch for more papers by this author Hiroko Morita-Lou, Hiroko Morita-Lou Editor-in-Chief Natural Resources ForumE-mail: NRFORUM@un.orgSearch for more papers by this author First published: 16 May 2007 https://doi.org/10.1111/j.1477-8947.2007.00140.xRead the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat No abstract is available for this article. Volume31, Issue2May 2007Pages 173-173 RelatedInformation
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Styling Jim Crow: African American Beauty Training during Segregation - Moss, Barbara A.; Blackwelder, Julia Kirk (Journal of Southern History, 2007)
Styling Jim focuses on the beauty education industry in racially segregated communities from World War I through the 1960s. In this study of two black beauty companies of the Jim Crow era, Julia Kirk Blackwelder looks at the industry as a locus of black entrepreneurial effort and an opportunity for young women to obtain training and income that promised social mobility within the African American community. Blackwelder demonstrates that commerce, gender norms, politics, and culture all intersected inside African American beauty schools of the Jim Crow era. The book centers on Marjorie Stewart Joyner of the Madam C. J. Walker beauty chain and James H. Jemison of the Franklin School of Beauty, two educators who worked throughout their business lives to liberate women from the clutches of racial prejudices. They stood at the helms of enterprises that brought self-reliance and pride of accomplishment to generations of African Americans. In Blackwelder's well-documented story and clearly argued analysis, the history of African American beauty education shows how succeeding generations of black women, in the face of seemingly overwhelming odds, freed themselves from a life of service to whites and advanced into dignified economic independence though work that they and their clients valued for its intangible worth.
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The impact of climate change on small municipal water resource management. The case of Bredasdorp, South Africa - Mukheibir, Pierre (2007)
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Learning of colonial odor in the antCataglyphis niger (Hymenoptera; Formicidae) - Nowbahari, Elise (Learning & Behavior, 2007)
Ants learn the odors of members of their colony early in postnatal life, but their ability to learn to recognize noncolony conspecifics and heterospecifics has never been explored. We used a habituation-discrimination paradigm to assess individual recognition in adult Formicine ants, Cataglyphis niger. Pairs of workers from different colonies were placed together for repeated trials, and their ability to discriminate the ant that they encountered from another familiar or unfamiliar ant was observed. Some ants were isolated between encounters, and others were returned to their home colonies. Our results suggest for the first time in ants that C. niger adults learn about individual ants that they have encountered and recognize them in subsequent encounters. Ants are less aggressive toward non-nestmates after they are familiar with one another, but they are aggressive again when they encounter an unfamiliar individual. Learning about non-nestmates does not interfere with an ant's memory of members from its own colony.
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Outbreak of Urinary Schistosomiasis among School Children in Riverine Communities of Delta State, Nigeria: Impact of Road and Bridge Construction - Nwabueze, Agatha A.; Opara, Kenneth Nnamdi (Journal of medical sciences (Faisalabad), 2007)
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Nigerian medical students are at risk for hepatitis B infection - Odusanya, Olumuyiwa O.; Meurice, François; Hoet, Bernard (Transactions of the Royal Society of Tropical Medicine and Hygiene, 2007)
Journal Article Nigerian medical students are at risk for hepatitis B infection Get access O.O. Odusanya, O.O. Odusanya ⁎ aDepartment of Community Health & Primary Health Care, Lagos State University College of Medicine, P.M.B. 21266, Ikeja, Lagos, Nigeria ⁎Corresponding author. Tel.: +234 1 803 321 6777/474 0988; fax: +234 1 803 493 7219. E-mail address: oolumuyiwa@yahoo.com (O.O. Odusanya). Search for other works by this author on: Oxford Academic PubMed Google Scholar F.P. Meurice, F.P. Meurice bGlaxoSmithKline Biologicals, Rue de I'Institut 89, B-1330, Rixensart, Belgium Search for other works by this author on: Oxford Academic PubMed Google Scholar B. Hoet B. Hoet bGlaxoSmithKline Biologicals, Rue de I'Institut 89, B-1330, Rixensart, Belgium Search for other works by this author on: Oxford Academic PubMed Google Scholar Transactions of The Royal Society of Tropical Medicine and Hygiene, Volume 101, Issue 5, May 2007, Pages 465–468, https://doi.org/10.1016/j.trstmh.2006.08.001 Published: 01 May 2007 Article history Received: 01 June 2006 Revision received: 28 July 2006 Accepted: 11 August 2006 Published: 01 May 2007
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Establishment of an office of medical education: Nigeria - Ofoegbu, Esther N; Ozumba, Ben C (Medical Education, 2007)
Context and setting The education of doctors in the 21st century is undergoing significant modifications in order to serve society better. This has led to the centralisation of curriculum planning in offices of medical education (OMEs) in developed countries to provide support to the curriculum and to medical teachers engaged in the task of producing efficient, caring doctors. Why the idea was necessary However, there are very few OMEs in Nigeria. The College of Medicine, University of Nigeria Enugu, a premier medical school in the country, sought to establish an OME to advance medical education and address deteriorating student performance in MBBS examinations. This paper describes the strategic process through which an OME was officially established in the college. What was done Several strategies were used to obtain concrete data to validate the need and increase enthusiasm and support for establishing an OME. These included: a search of the literature on OMEs in the USA, Europe and Africa; a survey of medical schools in Nigeria conducted by telephone interviews, personal interviews and e-mail questionnaires; a needs assessment of faculty members; 18 meetings with the provost, dean, faculty board, heads of departments, curriculum committee and student representatives to raise awareness of the roles of an OME and solicit support for the project, and 4 workshops on faculty development for faculty members, featuring, among other resource persons, an international medical education expert on sabbatical leave. Evaluation of results and impact There were 26 accredited medical schools in Nigeria at the time of the study. Of the 14 respondents, only 1 had a designated OME. Some respondents reported that some of the roles of an OME were carried out by other offices or committees within their institution: medical illustration units (86% of respondents); dean's office (43%); curriculum committee (28%), and 1 examination office. The 4 faculty workshops and meetings raised awareness and interest in establishing an OME. Over 40% of faculty members attended at least 1 workshop. A subsequent survey of the 120 faculty staff (44% response rate) indicated overwhelming support for compulsory skills workshops for newly engaged faculty (100%), support for medical education research (93%), and regular faculty development workshops (83%). A proposal document was submitted to the provost, following which the administration designated an office space for the new OME and provided basic equipment. The administration also named 4 faculty staff to use working time equivalent to half their full-time hours to work on OME activities. Statutory backing and additional budget for the office is being pursued with determination by the provost. The project demonstrated that, through a strategy of engagement of major stakeholders, all came on board and gave their full support to the establishment of an OME in the college. Sustaining the new OME will be a critical issue. Initial activities will focus on functions agreed upon by faculty as very important, such as workshops for newly engaged faculty staff and support for medical education research. The future of this office is vitally dependent upon alignment between the services provided by the OME and the functions required by the college.
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Correction to “Triggering of earthquakes during the 2000 Papua New Guinea earthquake sequence” - Park, Sun‐Cheon; Mori, Jim (Journal of Geophysical Research, 2007)
[1] In the paper “Triggering of earthquakes during the 2000 Papua New Guinea earthquake sequence” by Sun-Cheon Park and Jim Mori (Journal of Geophysical Research, 112, B03302, doi:10.1029/2006JB004480, 2007), the section reference in the following sentence in paragraph 23 should be section 2 not section 3: Solid rectangles are the horizontal projections of the fault planes of the three major earthquakes obtained in section 2.
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Diabetes education and empowerment: lessons from rural South Africa - Price, Caroline; Shandu, D.; Gill, Geoff (Practical Diabetes, 2007)
Abstract Patient education is a major part of diabetes treatment, and ideally it should encourage self‐management. This paper explores the introduction of such a system to a remote area of rural South Africa, with high levels of poverty and illiteracy. Empowerment‐based education needs to take into account existing health beliefs, perceived locus of control, and potential barriers to self‐care. Using these principles, as well as awareness of traditional forms of treatment and close community involvement, effective education can be successfully delivered to an often enthusiastic and receptive community of diabetic patients. Copyright © 2007 John Wiley & Sons.
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Reduction of risk factors for cardiovascular diseases in African Americans with a 12-week nutrition education program - Qian, Jing; Wang, Baowu; Dawkins, Norma L; Gray, Alexandria L; Pace, Ralphenia D. (Nutrition Research, 2007)
Cardiovascular disease (CVD) is the number one killer for the general population as well as for African Americans. It is known that a healthy diet and exercise can reduce the risk for coronary heart diseases. We hypothesize that nutrition education on healthy diets and emphasis on increased physical activity would help African Americans to reduce their risks for CVD. This study evaluated the effectiveness of a nutrition education program (the Tuskegee University Nutrition Outreach Program) on selected risk factors for CVD. Eighty-nine African Americans (aged 35-75 years, 15 men and 74 women) at high risk for CVD participated in the nutrition education program for 12 weeks. This was a completely randomized design, and the changes in the risk factors were analyzed using paired Student t test. Anthropometry, lipid profile, high-sensitivity C-reactive protein, and antioxidation status were evaluated. After the nutrition education intervention, body weight and body mass index decreased by 3.1% and 3.2% (P < .001), respectively. The high-density lipoprotein cholesterol level increased from 52.4 to 57.5 mg/dL (P < .001), and triacylglycerol level decreased from 89.9 to 81.0 mg/dL (P < .05). The high-sensitivity C-reactive protein level decreased by 69% (P < .001), and the free radical–scavenging activity increased by 4.46% (P < .01). No significant differences were shown in waist-to-hip ratio, total and low-density lipoprotein cholesterol, and glutathione peroxidase activity. The findings indicated that this nutrition education program helped African Americans to reduce their risks for CVD through lifestyle changes.
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Hurricanes sparked by African lightning - Ravilious, Kate (New scientist (1971), 2007)
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Mild riboflavin deficiency is highly prevalent in school-age children but does not increase risk for anaemia in Côte d'Ivoire - Rohner, Fabian; Zimmermann, Michael; Wegmueller, Rita; Tschannen, A.; Hurrell, Richard F. (British Journal of Nutrition, 2007)
There are few data on the prevalence of riboflavin deficiency in sub-Saharan Africa, and it remains unclear whether riboflavin status influences the risk for anaemia. The aims of this study were to: (1) measure the prevalence of riboflavin deficiency in children in south-central Côte d'Ivoire; (2) estimate the riboflavin content of the local diet; and (3) determine if riboflavin deficiency predicts anaemia and/or iron deficiency. In 5- to 15-year-old children ( n 281), height, weight, haemoglobin (Hb), whole blood zinc protoporphyrin (ZPP), erythrocyte glutathione reductase activity coefficient (EGRAC), serum retinol, C-reactive protein (CRP) and prevalence of Plasmodium spp. (asymptomatic malaria) and Schistosoma haematobium (bilharziosis) infections were measured. Three-day weighed food records were kept in twenty-four households. Prevalence of anaemia in the sample was 52 %; 59 % were iron-deficient based on an elevated ZPP concentration, and 36 % suffered from iron deficiency anaemia. Plasmodium parasitaemia was found in 49 % of the children. Nineteen percent of the children were infected with S. haematobium . Median riboflavin intake in 5- to 15-year-old children from the food records was 0·42 mg/d, ~47 % of the estimated average requirement for this age group. Prevalence of riboflavin deficiency was 65 %, as defined by an EGRAC value >1·2. Age, elevated CRP and iron deficiency were significant predictors of Hb. Riboflavin-deficient children free of malaria were more likely to be iron deficient (odds ratio; 3·07; 95 % CI 1·12, 8·41). In conclusion, nearly two-thirds of school-age children in south-central Côte d'Ivoire are mildly riboflavin deficient. Riboflavin deficiency did not predict Hb and/or anaemia, but did predict iron deficiency among children free of malaria.
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PRE-SERVICE GEOMETRY EDUCATION IN SOUTH AFRICA: A TYPICAL CASE? - Sandt, Suriza van der (2007)
A two year study investigating the state of pre-service teachers’ (PTs’) (n=224), teachers’ (n=18) and students’ knowledge (n=123) of Grade 7 geometry (using the van Hiele theory (1986) and acquisition scales of Gutierrez, Jaime & Fortuny (1991)) is reported. Results indicate that both teachers and PTs fail to reach the expected level of geometric thinking and degree of acquisition. A relationship between student learning and the teachers’ pre-service education and years of teaching experience seems to exist. Some pre-service preparation programs had no significant impact by either maintaining or positively impacting on the already attained thought levels. Results may hold implications for pre- and in-service training. Features of an improved program are suggested.
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Global Issues and Adult Education: Perspectives from Latin America, Southern Africa, and the United States - Thornton, Courtney H.; Ayers, David F. (Journal of College Student Development, 2007)
Reviewed by Courtney H. Thornton North Carolina State University David Franklin Ayers University of North Carolina at Greensboro Global Issues and Adult Education: Perspectives from Latin America, Southern Africa, and the United States; Sharan B. Merriam, Bradley C. Courtenay, and Ronald M. Cervero (Eds.); San Francisco: Jossey Bass, 2006, 560 pages, $48.00 (hardcover) Global Issues and Adult Education: Perspectives from Latin America, Southern Africa, and the United States is a collection of response papers written by 38 of the 45 Cyril O. Houle Scholars in Adult and Continuing Education identified by the W. K Kellogg Foundation between 1997 and 2006. Those 38 contributing authors sponsored and attended a Global Issues Seminar (August 7-14, 2004) that aimed to bring attention to the future needs of a global community, the role of adult education in addressing those needs, and the establishment of regional networks for adult and continuing education leaders. The conference, and this resulting volume, was organized around five global issues important for the future of adult education: globalization and the market economy, marginalized populations, environment and health, community empowerment, and lifelong learning and educational systems. These five issues emanated from a review of the Houle Scholars' research projects as well as from the United Nations Education, Scientific, and Cultural Organization's (UNESCO) report on the 1997 International Conference on Adult Education (CONFINTEA). During the Global Issues Seminar, experts served as specialists in each area, and their comments are summarized at the beginning of each of the five sections. Readers of this hefty volume may best heed the advice, "begin with the end in mind." At the end of this collection of 38 chapters, widely [End Page 364] diverse in style, content, purpose and approach, editors Sharan Merriam, Bradley Courtenay and Ronald Cervero offer a masterful concluding chapter that both connects the five sections of the book and identifies themes across all 38 chapters. The editors present globalization as an overarching concept; globalization leads to marginalization of certain populations who are, in turn, more often susceptible to environmental and health issues. The remaining two themes, community empowerment and lifelong learning, are strategies for addressing the negative effects of globalization. The editors then form a five-part agenda for adult educators based on ideas common across the 38 chapters: (a) create a space to listen to voices, (b) adopt a critical stance, (c) attend to policy, (d) develop partnerships, and (e) foster collective learning and action. While the division of chapters according to the five global issues seems logical, readers will find great variation within each section. Although the authors promoted partnership and collaboration of all kinds in their chapters, they did not demonstrate its value in the approach to this volume. The volume could have been strengthened by combining the thoughts and ideas of authors both within and across sections. Hence, readers who start with the concluding chapter may be better primed to identify connections across the chapters within each section. The seven chapters that comprise Part 1, "Globalization and the Market Economy," each define globalization independently before offering related considerations and applications for adult educators. Zelda Groener discusses government policies in South Africa as related to transformative workplace adult education. Chapters from Cecilia Amaluisa Fiallos and Juan José Madrigal Goerne offer perspectives on globalization from Ecuador and Mexico, respectively. Fiallos urges adult educators to consider development, a central globalization concept, less in terms of wealth and more in terms of personal freedoms. Goerne discusses certain Latin American adult education programs and how globalization has created both challenges and opportunities in this work. In his chapter, John Holst skillfully introduces the debate on the nature of globalization, specifically using Tabb's typology to discuss the opposing views of long versus strong globalization. The remaining chapters focus on adult education in the United States. Fred Schied critiques the dominant belief that lifelong learning is the solution to economic problems. Talmadge...
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Education, horizontal inequalities and ethnic relations in Nigeria - Ukiwo, Ukoha (International Journal of Educational Development, 2007)
The article focuses on the role of higher education in generating or mitigating inequality among ethno-regional groups and its impact on ethnic relations with evidence from Nigeria. It shows that access to education in Nigeria has been politicised. This is because of the perceived role of education in engendering political and socio-economic inequalities. It assesses the intervention mechanisms of successive Nigerian governments at federal and state levels to expand access to and enhance equity in educational opportunities as well as the responses of the different publics to such programmes. The article shows that although educational inequalities persist, state policies have enhanced the ability of the different ethno-regional groups to produce qualified personnel to occupy critical public service positions. Thus, conflicts that were historically traced to the domination of the public sector of some regions by personnel from other regions have been averted. The Nigerian case study therefore suggests that while policies aimed at equalising access to education may create incentives for ethno-regional mobilisations, they are nevertheless necessary to prevent violent conflicts that arise from perceived ethno-regional domination of the public sector.
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Psychological Complications of Maxillofacial Trauma: Preliminary Findings From a Nigerian University Teaching Hospital - Ukpong, Dominic Ignatius; Ugboko, V.I.; Ndukwe, Kizito Chioma; Gbolahan, Olalere Omoyosola (Journal of Oral and Maxillofacial Surgery, 2007)
Purpose This study sought to determine 1) the prevalence of psychological distress in a series of subjects who sustained maxillofacial injuries and 2) temporal changes in psychological functioning over 12 weeks compared with baseline values. Patients and Methods This was a prospective, repeated-measures design study of consecutively recruited subjects at a Nigerian university teaching hospital. A total of 51 subjects with facial injuries had repeated follow-up assessments (10 days, 6 to 8 weeks, and 10 to 12 weeks) after the trauma, using standard instruments. Results The General Health Questionnaire identified a high prevalence of psychological morbidity in the subjects (90%), with 41.2% and 11.8% scoring above threshold values on the hospital anxiety and depression scales, respectively. Five subjects satisfied the criteria on the Trauma Screening Questionnaire for a diagnosis of post-traumatic stress disorder during the follow-up period. Psychological distress (General Health Questionnaire caseness) remained at high levels during the 2 follow-up assessments. Conclusions The management of facial injuries should integrate a multidisciplinary approach that addresses the psychological needs of the patients in both the short term and the long term. This study sought to determine 1) the prevalence of psychological distress in a series of subjects who sustained maxillofacial injuries and 2) temporal changes in psychological functioning over 12 weeks compared with baseline values. This was a prospective, repeated-measures design study of consecutively recruited subjects at a Nigerian university teaching hospital. A total of 51 subjects with facial injuries had repeated follow-up assessments (10 days, 6 to 8 weeks, and 10 to 12 weeks) after the trauma, using standard instruments. The General Health Questionnaire identified a high prevalence of psychological morbidity in the subjects (90%), with 41.2% and 11.8% scoring above threshold values on the hospital anxiety and depression scales, respectively. Five subjects satisfied the criteria on the Trauma Screening Questionnaire for a diagnosis of post-traumatic stress disorder during the follow-up period. Psychological distress (General Health Questionnaire caseness) remained at high levels during the 2 follow-up assessments. The management of facial injuries should integrate a multidisciplinary approach that addresses the psychological needs of the patients in both the short term and the long term.
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Kenyan students’ expectations upon beginning a master's course in counselling studies - West, William (British Journal of Guidance & Counselling, 2007)
ABSTRACT A sample of 23 students – 12 women, 11 men – enrolled on a two-year part-time master's course in counselling studies in Nairobi, Kenya, took part in a focus group discussion about their expectations of the course. The key themes that emerged were: adding to their skills and status and challenges to the counsellors. The findings are discussed within the context of counselling and culture.
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On the Impact of a Collaborative Pedagogy on African American Millennial Students in Software Engineering - Williams, Laurie; Layman, Lucas; Slaten, Kelli M.; Berenson, Sarah B.; Seaman, Carolyn (Proceedings, 2007)
Millennial students (those born after 1982), particularly African Americans and women, have demonstrated a propensity toward collaborative activities. We conducted a collective case study at North Carolina State University and North Carolina A&T to ascertain the role of collaboration and social interaction in attracting and retaining students in information technology. Responses from semi-structured interviews with 11 representative African American students in these classes were coded and analyzed. The responses from these minority students were used to evolve a social interaction model. The conjectures generated from the model suggest that pair programming and agile software methodologies effectively create a collaborative environment that is desirable to Millennial students, male and female, and, with the new evidence, minority and majority. Additionally, the African American Millennial students enjoy learning from their peers and believe that a collaborative environment better prepares them for the "real world".
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A study of climate change and anthropogenic impacts in West Africa - Wittig, Rüdiger; König, Konstantin; Schmidt, Marco; Szarzynski, Joerg (Environmental Science and Pollution Research, 2007)
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Four-Year Lower Extremity Disability Trajectories Among African American Men and Women - Wolinsky, Fredric D.; Miller, Thomas R.; Malmstrom, Theodore K.; Miller, J. Philip; Schootman, Mario; Andresen, Elena M.; Miller, Douglas K. (The Journals of Gerontology: Series A, 2007)
We examined 4-year lower extremity disability trajectories.Nine hundred ninety-eight African American men and women 49-65 years old were evaluated at baseline and at four annual follow-ups. Lower extremity disability was the number of difficulties with nine standard activities of daily living (ADL), instrumental ADLs (IADL), and lower body function items. Mixed-effect models were used.The 9-item lower extremity disability measure had factorial validity and high reliability (alpha > 0.88). The mean baseline lower extremity disability score was 2.43, and at the subsequent follow-ups it was 2.23, 2.35, 2.60, and 2.70. The mixed-effect model included significant random intercept and aging effects. Fixed factors with the largest effect sizes (all p < or =.001) were physical performance (-0.238 lower extremity disabilities per point on the Short Physical Performance Battery [SPPB]), fear of falling (1.094), poor or fair self-rated health (0.735), self-reported arthritis (0.659), clinically relevant levels of depression symptoms (0.641), body mass index (0.047 per kg/m(2) unit), aging (0.082 per year), and asthma (0.558).To improve lower extremity disability trajectories among African Americans, interventions should focus on improving SPPB scores. In addition, fear of falling, poor or fair self-rated health, and clinically relevant levels of depression symptoms should be considered potential intervention candidates warranting further evaluation.
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Redefining home-school-community partnerships in South Africa in the context of the HIV/AIDS pandemic - Wyk, Noleen van; Lemmer, Eleanor (South African Journal of Education, 2007)
Estimates suggest that approximately 12% of South Africans are HIV positive. As a result of the rapid increase of infections in the mid-1990s and th e con comitant increase in HIV/AIDS-related deaths, it is estimated that 13% of children have lost on e o r both parents due to AIDS . In this study data were obtained by open-ended written accounts by teachers and in-depth interviews with teache rs and school principals in a small sample of selected sch ools in KwaZulu-Natal. Findings indicated that in severely affected communities, teachers were often compelled to assume roles traditionally filled by parents. AIDS awareness programmes formed part of the sch ools’ cu rriculum . However, m any schools did not consider inv olv ing grandparents, othe r care-giv ers and community mem bers in the physical, emotional and cognitive support needed by learners because teachers lacked training and schools lacked a policy of parent and community involvemen t in education of learners.
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Bacterial Wilt and Drought Stresses in Banana Production and Their Impact on Economic Welfare in Uganda: Implications for Banana Research in East African Highlands (2007)
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Pollution status of Tinishu Akaki River and its tributaries (Ethiopia) evaluated using physico-chemical parameters, major ions, and nutrients - Melaku, Samuel; Wondimu, Taddese; Dams, Richard; Moëns, Luc (Bulletin of The Chemical Society of Ethiopia, 2007)
The present investigation provides data on physico-chemical parameters, some major ions and nutrients on water samples of Tinishu Akaki River (TAR), Ethiopia. The pH, temperature, electrical conductivity, total dissolved solids (TDS), dissolved oxygen (DO), chemical oxygen demand (COD), biological oxygen demand (BOD), Ca2+, Mg2+, HCO3-, SO42-, NO3-, NO2-, PO43-, Cl- and NH3 have been determined to asses the chemical status and pollution levels of the TAR and its tributaries. The values of certain parameters have been evaluated with respect to the acceptable standard limits for drinking and surface water to indicate the pollution level of the TAR. Increasing in BOD, nitrite, ammonia and phosphate and decreasing in DO concentrations downstream of the TAR were observed with increasing domestic, industrial and agricultural activities. The mean Ca2+, Mg2+, Cl-, SO42-, HCO3-, NO3- and PO43- concentrations exceeded their most common natural concentrations' (MCNC) in world rivers by a factor of 6.3, 7.6, 27.2, 6.8, 9.2, 19 and 390, respectively. KEY WORDS: Tinishu Akaki River, Water pollution, Ethiopia Bull. Chem. Soc. Ethiop. 2007, 21(1), 13-22.
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Primary Teacher's Perceptions of Classroom Assessment Practices as Means of Providing Quality Primary/Basic Education by Botswana and Nigeria. - Nenty, H. Johnson; Adedoyin, Omobola O; Odili, John Nwanibeze; Major, Thenjiwe Emily (Educational Research Review, 2007)
More than any other of its aspects, assessment plays a central role in determining the quality of education. Quality of primary/basic education (QoE) can be viewed as the extent to which the process of education at the primary education level maximizes desirable outcomes in terms of cognitive, affective and psychomotor behaviour of the learners. Given human resources demand for development in the society some cognitive skills are more desirable than others. Hence education, to meet the skill demand of the society must ensure the development of such desirable skills among learners. Since teachers are the key executors in the processes of ensuring the development of these skills, their perception as to the level to which each of such skills differ in enhancing quality of primary/basic education, and the level to which current assessment practices ensure the development of each of these skills are important in any attempt to contribute solution to the problem of quality in basic education in Africa. The purpose of this study was to determine the extent to which primary school teachers in Botswana and Nigeria perceive the six levels of Bloom’s cognitive behaviour as being different in the extent to which they enhance quality in basic education and the level to which their current classroom assessment practices involve items that measure each of these levels of cognitive behaviour. Survey data from 191 primary school teachers from Gaborone district in Botswana, and 300 similar teachers from Delta State in Nigeria were analysed using repeated measure ANOVA to test related hypotheses. The main finding was that there is a significant discrepancy between the level to which, in the perception of the teachers, each of Bloom’s level of cognitive behaviour enhances quality of education and the level to which their classroom assessment practices are able to provide for the development of such behaviour among learners. The results were discussed and recommendations made on how to enhance quality in primary/basic education through classroom assessment practices.
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Intelligence Quotient As A Predictor Of Creativity Among Some Nigerian Secondary School Students - Olatoye; Oyundoyin (Educational Research Review, 2007)
This study investigated how Intelligence Quotient predicts general level of creativity and different components of creativity; fluency, originality, flexibility and creativity motivation among secondary school students in Oyo State. A total of four hundred and sixty (460) students were randomly selected from twenty (20) secondary schools in the state to participate in the study. Two instruments were used to collect data. They are: Slosson’s Intelligence Test (SIT) and Ibadan Creative Assessment Scale (ICAS). Data was analyzed using multiple regression analysis. Intelligence Quotient (I.Q) accounted for 8% of variance in creativity (R2 = 0.80). This percentage is statistically significant. Also, I.Q significantly predicts each of the four components of creativity. It was then suggested that the level of I.Q should be considered in selecting students for tasks that involve creativity. Key words: Intelligence Quotient, creativity, fluency, originality, flexibility, motivation
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Translation processes in the design of an education for sustainable development innovations course for universities in Africa - Lotz‐Sisitka, Heila; Lupele, Justin; Ogbuigwe, Akpezi (Journal of Education for Teaching, 2007)
This paper traces the translation processes associated with the mobilization of resources and human agency in the development of a United Nations Environment Programme (UNEP) Education for Sustainable Development (ESD) Innovations Course for universities in Africa. University teachers are often neglected in teacher education initiatives. There are few formal professional development opportunities available for university teachers given the traditionally established hierarchy in the higher education sector as university teachers are normally the ones offering professional development to others. The paper explores how a participatory, deliberative translation process has served to provide professional development and professional exchange opportunities for university teachers which are non‐traditional and responsive to diversity, history, context and risk. The emergence of the modern African university is essentially a post‐independence (post‐1960s) phenomenon, with a few earlier African universities being colonially structured, controlled and inspired. Through a short historical overview, we introduce the African university landscape and some of its contemporary contextual and educational challenges. We then describe the process of deliberation that took place amongst university teachers from 23 African countries to initiate and establish the ESD Innovations Course. The paper concludes by arguing for open and participatory approaches in ESD teacher education course design, if we are to support university teachers (including teacher educators) to engage in mainstreaming environment and sustainability questions in higher education. The paper draws on the translation model provided by Latour in his actor network theory to describe and explain the deliberative translation process in the UNEP ESD Innovations Course. In doing this, it illuminates the possibilities of such a deliberative translation process for university teacher education. It also points to limitations encountered in applying this framework to this analysis, opening new vantage points for research of this nature in teacher education.
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Investigating an asset-based approach to analysing education for all policy implementation on adult reading literacy in South Africa - Matentjie, Tshepiso (2007)
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Medication dosing errors in hospitalized patients with renal impairment: a study in Palestine - Sweileh, Waleed M.; Janem, Samah A.; Sawalha, Ansam F.; AbuTaha, Adham S.; Zyoud, Sa’ed H.; Sabri, Iyad A.; Al-Jabi, Samah W.; Jaradat, Nidal; Zaid, Abed Al-Naser M. (Pharmacoepidemiology and Drug Safety, 2007)
Abstract Background and Aim Reduced renal function requires dose adjustment for certain drugs to avoid toxicity. The aim of this study was to determine whether appropriate dosage adjustments were made for drugs that are nephro t oxic, e xcreted, or m etabolized (TEM medications) by the kidney in patients with renal impairment. Methodology A cross‐sectional study of a group of hospitalized patients was carried out at Al‐Watni governmental hospital, Nablus, Palestine. All patients with creatinine clearance ≤59 ml/min were included in the analysis. Data regarding patients' clinical, laboratory findings and medications whether they were prescribed at hospital or at discharge were collected from patients' medical files. Evaluation of appropriate dosing was based on Physician Disk Reference (PDR). All data were collected for further research and subsequent statistical analysis using statistical package for social sciences (SPSS) for windows version 10. Results A total of 78 patients had calculated creatinine clearance ≤59 ml/min. Those patients were prescribed a total of 1001 lines of prescription medication. Dosage adjustment was necessary for 193 TEM medications. Analysis of TEM medications with guidelines for adjustment indicated that 73.58%(142) were found to be inappropriate and 26.42% (51) were found to be appropriate. The most common inappropriate medications were ranitidine, antibiotics, and digoxin. Approximately 77.5% of the unadjusted medications were prescribed during hospitalization. Conclusion In our study, a wide range of dosing errors was common among patients with renal impairment that was common during hospitalization. Continued medical education in the field of clinical pharmacokinetics is important for physicians. Copyright © 2007 John Wiley & Sons, Ltd.
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Radio Literacy and Life Skills for Out-of-School Youth in Somalia - Brophy, Michael; Page, Emma (Journal of international cooperation in education, 2007)
In countries emerging from long-term conflict, attention is frequently tightly focused on reconstructing primary education and on getting school-aged children into school. The needs of young men and women who have missed out on education during the conflict are frequently neglected. This paper identifies a number of the difficulties faced by organizations trying to address these needs, including the problems of working with different political entities and groups involved in the conflict and their differing, often opposing, educational aims. It then looks in detail at one innovative radio-based approach which has been developed for teaching literacy and life skills in Somalia. It reflects on the experiences of those involved in this programme and reports a number of benefits and implications for those considering using radiobased approaches in areas of conflict.
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1 - Private Surge amid Public Dominance in Higher Education: The African Perspective - Mabizela, Mahlubi (Journal of Higher Education in Africa, 2007)
This article lays a foundation for the debates that follow in the rest of the volume. It particularly focuses on the broad pertinent issues such as the historical develop- ment of private higher education in Africa. While we may largely talk about ‘pri- vate surge’, it argues that this may be a case of ‘resurgence’ as antecedents of private higher education existed at the same time as the establishment of public sector institutions or even before in some instances. The article also explores is- sues of the definition of private higher education as a way of preparing the reader to understand what the rest of the articles in the volume refer to when discussing the subject. It then discusses underlying factors in the establishment and growth of private higher education, pointing to issues that seem to be unique to the conti- nent and other developing countries. It then concludes by arguing that private higher education has a future in the continent, especially because it is required by the systems of higher education and the challenges and lessons this poses for governments. The article draws extensively from the rest of the articles in the volume, partly as a way of introducing their debates but also as an illustration of the richness of knowledge they contain, and it also draws from other international literature.
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Knowledge about safe motherhood and HIV/AIDS among school pupils in a rural area in Tanzania - Mushi, Declare; Mpembeni, Rose; Jahn, Albrecht (BMC Pregnancy and Childbirth, 2007)
The majority of adolescents in Africa experience pregnancy, childbirth and enter motherhood without adequate information about maternal health issues. Information about these issues could help them reduce their pregnancy related health risks. Existing studies have concentrated on adolescents' knowledge of other areas of reproductive health, but little is known about their awareness and knowledge of safe motherhood issues. We sought to bridge this gap by assessing the knowledge of school pupils regarding safe motherhood in Mtwara Region, Tanzania.We used qualitative and quantitative descriptive methods to assess school pupils' knowledge of safe motherhood and HIV/AIDS in pregnancy. An anonymous questionnaire was used to assess the knowledge of 135 pupils ranging in age from 9 to 17 years. The pupils were randomly selected from 3 primary schools. Underlying beliefs and attitudes were assessed through focus group interviews with 35 school children. Key informant interviews were conducted with six school teachers, two community leaders, and two health staffs.Knowledge about safe motherhood and other related aspects was generally low. While 67% of pupils could not mention the age at which a girl may be able to conceive, 80% reported it is safe for a girl to be married before she reaches 18 years. Strikingly, many school pupils believed that complications during pregnancy and childbirth are due to non-observance of traditions and taboos during pregnancy. Birth preparedness, important risk factors, danger signs, postpartum care and vertical transmission of HIV/AIDS and its prevention measures were almost unknown to the pupils.Poor knowledge of safe motherhood issues among school pupils in rural Tanzania is related to lack of effective and coordinated interventions to address reproductive health and motherhood. For long-term and sustained impact, school children must be provided with appropriate safe motherhood information as early as possible through innovative school-based interventions.
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How much did droughts matter? Linking rainfall and GDP growth in Zimbabwe - Richardson, Craig J. (African Affairs, 2007)
Journal Article How much did droughts matter? Linking rainfall and GDP growth in Zimbabwe Get access Craig J. Richardson Craig J. Richardson Craig J. Richardson is professor of Economics at Salem College, Winston-Salem, NC, USA Search for other works by this author on: Oxford Academic Google Scholar African Affairs, Volume 106, Issue 424, July 2007, Pages 463–478, https://doi.org/10.1093/afraf/adm013 Published: 24 April 2007
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Investigating the effects of metacognitive instruction in learning primary school science in some schools in Ethiopia - Sbhatu, Desta Berhe (PhDT, 2007)
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Adapting the Weather Research and Forecasting Model for the Simulation of Regional Climate in East Africa - Zhang, Xuejin (2007)
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Study of the tectonic and the volcanicity in the North Tanzania Divergence area (South Ending of the Kenya Rift). Petrological and geochemical characteristics of recent volcanism (0 – 8 My) and mantle sources. New constraints on the geodynamical environment. - Nonnotte, Philippe (2007)
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Up Where We Belong: Helping African American and Latino Students Rise in School and in Life - Thompson, Gail L. (2007)
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The training and expectations of medical students in Mozambique - Sousa, Fernando; Schwalbach, João; Adam, Yussuf; Gonçalves, Luzia; Ferrinho, Paulo (Human Resources for Health, 2007)
This paper describes the socio-economic profile of medical students in the 1998/99 academic year at the Universidade Eduardo Mondlane (UEM) Medical Faculty in Maputo. It aims to identify their social and geographical origins in addition to their expectations and difficulties regarding their education and professional future.The data were collected through a questionnaire administered to all medical students at the faculty.Although most medical students were from outside Maputo City and Maputo Province, expectations of getting into medical school were already associated with a migration from the periphery to the capital city, even before entering medical education. This lays the basis for the concentration of physicians in the capital city once their term of compulsory rural employment as junior doctors is completed. The decision to become a doctor was taken at an early age. Close relatives, or family friends seem to have been an especially important variable in encouraging, reinforcing and promoting the desire to be a doctor. The academic performance of medical students was dismal. This seems to be related to several difficulties such as lack of library facilities, inadequate financial support, as well as poor high school preparation. Only one fifth of the students reported receiving financial support from the Mozambican government to subsidize their medical studies.Medical students seem to know that they will be needed in the public sector, and that this represents an opportunity to contribute to the public's welfare. Nevertheless, their expectations are, already as medical students, to combine their public sector practice with private medical work in order to improve their earnings.
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Breaking the silence: an HIV-related educational intervention for medical students in Zimbabwe. - Houston, Stanley; Ray, Shuvanan; Chitsike, Inam; Mielke, Jens; Chingono, Alfred; Mutetwa, S; Gangaidzo, Innocent T. (PubMed, 2007)
A culture of silence surrounding HIV is a major contributor to continued HIV transmission and poor care for people living with HIV/AIDS.To encourage medical leadership in addressing stigma and fear related to HIV at individual and community levelsTo pilot a mini-course for final year medical students in Zimbabwe that demonstrates stigma-reduction knowledge and skills needed to communicate information about HIV to patients, to address ethical implications of testing versus not testing for HIV, to increase awareness of the medical and preventive benefits of knowing one's HIV status and showing people how to cope with the emotional burden of dealing with HIV everyday.Methods of proven effectiveness for training medical students in ethics and communication skills were used such as presentations by well respected role models and opinion leaders, role-playing, small group discussions, accompanied by materials indicating local resources, in three afternoon teaching sessions.University of Zimbabwe College of Medicine.60 medical students, six lecturers, two facilitators and a group of actors.Evaluation of the course by students showed appreciation of the course as measured on a scale of one to five for content and usefulness with requests for further inputs into the curriculum; model of mini-course that can be used by other medical schools in the southern Africa region and other areas of emerging HIV epidemics.A brief educational intervention can help medical students to cope with the extraordinary challenge of providing care in high HIV prevalence countries and may contribute towards better leadership in addressing HIV epidemics.
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The measurement of research output of public higher education institutions in South Africa : hurdle or handle? - Madue, S.M. (2007)
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RELATIONS AMONG INTERPARENTAL RELATIONSHIP QUALITY, MATERNAL DEPRESSIVE SYMPTOMS, PARENTING IN THE HOME ENVIRONMENT, AND PRE-SCHOOL CHILD BEHAVIOR IN AFRICAN AMERICAN, LOW-INCOME, SINGLE-MOTHER FAMILIES - Peters, Solveig Spellnes (2007)
Extensive literature links interparental relationship quality, particularly coparent conflict, with child behavior problems. Evidence suggests associations between and among interparental discord related to child-rearing disagreements, parenting difficulties, maternal depressive symptoms and child functioning. Experts assert that children function best when their biological parents have a stable marital relationship, and that interparental conflict can jeopardize the stability of the marriage, potential for marriage and the continuation of father involvement However, the preponderance of such research has investigated White, middle-class married or divorced families. Little is known about interparental relationship quality, family moderating factors and behavior problems of young children in African American, low-income, single- mother-headed families. Exploration of this problem is important because early childhood behavioral problems can persist and can contribute to children's academic underachievement and societal maladjustment. Grounded in the ecological and risk and resilience theoretical perspectives, this quantitative, cross-sectional survey design study investigated associations among interparental relations, maternal depressive symptoms, maternal parenting, and pre-school child behavior problems in African American, low-income, single-mother-headed families. With the cooperation of the Allegheny County Assistance Office, a randomly selected group of 100 mothers and their 3- or 4-year old children, participated in this study. This study used the Time 1 data from an NIMH-funded longitudinal study with Dr. Aurora Jackson as principal investigator. Hierarchical regression analyses were used. Contrary to research with White families, greater mother-reported interparental relationship problems were not associated with more child behavior problems. As hypothesized, fewer maternal depressive symptoms and more optimal maternal parenting were associated with fewer child behavior problems. Controlling for frequency of father contact did not affect relationships in the model. A post hoc finding showed that greater father contact was associated with fewer internalizing behavior problems. Neither fewer maternal depressive symptoms nor more optimal maternal parenting buffered the association between poor interparental relations and child behavior problems. These findings suggest further investigation particularly considering the extensive financial investments and programs funded by the African American Healthy Marriage Initiative. These programs intend to encourage marriage and strengthen poor families, yet have scant research about Black nonmarital, coparent relationships from which to inform these efforts.
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Cooperation on Congo volcanic and environmental risks - Tedesco, Dario; Badiali, L.; Boschi, E.; Papale, Paolo; Tassi, Franco; Vaselli, Orlando; Kasereka, C. M.; Durieux, Jacques; DeNatale, G.; Amato, A.; Cattaneo, M.; Ciraba, H.; et al. (Eos, Transactions American Geophysical Union, 2007)
On 17 January 2002, the Nyiragongo volcano (1.52°S, 29.25°E, 3469 meters above sea level), located about 18 kilometers north of Lake Kivu in the Democratic Republic of Congo, erupted, releasing a volume of 14–34 million cubic meters of lava. Lava flows originated from north‐south oriented fractures that rapidly developed along the southern flank of the volcano. Two lava flows divided the nearby city of Goma (∼500,000 people) into two parts, forcing a rapid exodus of the population into Rwanda. One of these lava flows ran into Lake Kivu, encroaching 60 meters below lake level with a submerged lava volume of 1 million cubic meters. About 15% of the town was directly affected, leaving approximately 120,000 people homeless. At least 170 people died as a direct consequence of the eruption.
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The "Sound" of Blackness: African American Language, Social and Cultural Identities, and Academic Success in a Middle School Language Arts Classroom - Williams, Cynthia Hansberry (2007)
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Yield of Tomato as Influenced by Training and Pruning in the Sudan Savanna of Nigeria - Muhammad, Aisha; Singh, Ajit (Journal of Plant Sciences, 2007)
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Modeling the impact of Eastern African elevation changes during the late Neogene : climate and vegetation responses - Ramstein, Gilles; Sepulchre, Pierre; Fluteau, Frédéric; Schuster, Mathieu; Tiercelin, Jean-Jacques; Brunet, Michel (HAL (Le Centre pour la Communication Scientifique Directe), 2007)
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Effectiveness of agricultural development training program: the cases of teff and livestock farmers of Alaba Woreda, Southern Ethiopia - Surur, O.O. (2007)
xii 1.Background 1 1.1. Problem Statement, 3Objectives of the St5 1.3 Research Questions 6 1.4. Scope and Significance of the Study 6 2. LITERATURE REVIEW 7 2.1. Overview and Definitions of Concepts 7 2.2. The Learning Cycle and Adult/Farmer Training 10 2.3. Participatory training 12 2.4. The Training Process 13 2.4.1. The Planning phase 13 2.4.2. The Implementation phase 16 2.4.3. The Monitoring and Evaluation phase 17 2.5. Analysis/Evaluation of Effectiveness of Training 17 2.6. Conceptual Frame Work 22 3. RESEARCH METHODOLOGY 24 3.1. Selection and Description of the Study Area 24 3.2. Selection of crop and livestock packages: 29 3.3. Selection of kebeles of the study 29 3.4. Selection of the respondents and sample size 31 3.5. Type of data and data collection methods 33 3.6. Data Analysis 36
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Gender Differences in the Educational Expectations of Urban, Low-Income African American Youth: The Role of Parents and the School - Wood, Dana; Kaplan, Rachel; McLoyd, Vonnie C. (Journal of Youth and Adolescence, 2007)
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Faculty Opinions recommendation of Drought-associated chikungunya emergence along coastal East Africa. - Epstein, Paul N. (2007)
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Low output from health professionals training schools contributing to human resources crisis in Malawi. - Muula, Adamson S; Maseko, Fresier; Nyando, M C; Msiska, Gladys (PubMed, 2007)
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Educating At-Risk Urban African American Children: The Effects of School Climate on Motivation and Academic Achievement. - Fenzel, L. Mickey; O’Brennan, Lindsey M. (2007)
Research on the processes relating school climate factors to student motivation and academic performance is sparse, especially for urban African American students placed at risk. The present study examines the mediating effects of student intrinsic motivation and teacher ratings of student academic engagement on the relation between school climate perceptions and student academic performance among 282 urban African American middle school students. Results provided support for the hypothesized model and suggest the importance that a school environment that the students find fair and enjoyable has on academic engagement among urban students placed at risk. Results also suggest the important role that teachers play in establishing such a climate.
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School tracks of Dominican and Moroccan young adults: a transatlantic comparison - Valk, Helga De (2007)
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A management framework for training providers to improve workplace skills development in South Africa - Bisschoff, Tom; Govender, Cookie M. (Education, Knowledge and Economy, 2007)
Deputy President, Ms Phumzile Mlambo-Ngcuka, says a skills revolution is necessary for South Africa's (SA) skills crisis. The SA skills revolution began with the skills legislation of 1998–1999 when the Departments of Labour and Education intended a seamless, integrated approach to rapid skills development. The National Skills Development Strategy, the Sector Education and Training Providers, the South African Qualifications Authorities and the National Qualifications Framework were established to drive the human resource and skills development revolutionary strategy. The purpose of this paper is to present the findings of the 2001–2003 research investigating an internal management framework for training providers, employers and managers to accelerate workplace skills development. An integrated, multimethod research model was employed to gather empirical evidence on skills practices. A robust quantitative survey was conducted within 600 organisations. Simultaneously, rich, descriptive data were gathered from managers and employees using a structured qualitative interview strategy. The integrated data pool was factor analysed. The research findings, conclusion and recommended framework were reported in a PhD thesis. The research findings reveal major gaps in the effectiveness of SA training providers to radically accelerate and improve workplace skills development as per national skills legislation, implementation and management criteria. If the skills revolution in SA is to succeed, training providers, in particular, must become less complacent, more assertive and fully equipped when participating in the skills development arena. Via this research, training providers will gain critical, reflective insight into their management framework for meeting skills legislative criteria and for managing training interventions and skills projects.
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Water used in urban schools in Gauteng North, South Africa - Oliver, Neil Norman (2007)
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Cultural Sensitivity and Health Promotion: Assessing Breast Cancer Education Pamphlets Designed for African American Women - Kline, Kimberly N. (Health Communication, 2007)
This study discusses the implications for cultural sensitivity of the rhetorical choices in breast cancer education materials developed specifically for African American audiences by national organizations. Using the PEN-3 model of cultural sensitivity as an analytic framework for a generative rhetorical criticism, this study revealed that adaptations have been made in some pamphlets to acknowledge African American cultural values related to community, self-reliance, spirituality, and distrust of the Western medical establishment, but many messages could be revised to achieve a more comprehensive, balanced, accurate, and audience-specific discussion of the breast cancer issue. Achieving cultural sensitivity in health promotion materials necessitates attention to nuanced meanings in messages, revision of questionable arguments and evidence, and avoidance of ambiguity.
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Students' responses to the insertion of popular culture into an English literature curriculum: A Rwandan case study - Nyirahuku, Bella (2007)
Student Number: 0209777E Master of Arts in English Education Faculty of Humanities, Social Sciences and Education
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Improving education quality in Egypt: an analysis of teacher effects on student outcomes - Williams, Julie (2007)
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Lecture: Owen student Ebenezer Aryee discusses his work in Sudan with the United Nations - Aryee, Ebenezer (2007)
Includes descriptive metadata provided by producer in MP3 file: Listen to a lecture by Ebenezer Aryee, contracts management officer with the United Nations' Mission in Sudan and Vanderbilt Owen Graduate School of Management student. Aryee answers questions following the lecture.
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Learning, product innovation, and firm heterogeneity in developing countries; Evidence from Tanzania - Goedhuys, Micheline (Industrial and Corporate Change, 2007)
Using firm data, this study investigates the various sources of firm learning, investment and linkages, and their importance for product innovation in Tanzania. The analysis reveals important differences in innovation strategies for foreign and local firms. Foreign innovative firms have stronger vertical linkages with other foreign firms and invest more in human and physical capital. Local firms offset these disadvantages through in-house R&D, connectivity, and collaboration with other local firms, proving to be more embedded in the local industrial structure.
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Beyond the Big House: African-American Educators on Teacher Education. - Jackson, Francesina R. (Multicultural Perspectives, 2007)
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Student Section- Maternal Diet During Postpartum Seclusion: AnEthnographic Study Among The Swahili Of Pemba, Tanzania - Thairu, Lucy (2007)
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Raising a Child with Intellectual Disabilities in Ethiopia: What Do Parents Say?. - Weldeab, Chernet Tekle; Opdal, Liv Randi (2007)
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Recognition of prior learning in a contemporary South African context : a non-formal educational approach - Moore, Alrika (2007)
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Contextual Theological Education in Africa and the Challenge of Globalization - Nadar, Sarojini (Ecumenical Review, 2007)
The Ecumenical ReviewVolume 59, Issue 2-3 p. 235-241 Contextual Theological Education in Africa and the Challenge of Globalization Dr Sarojini Nadar, Dr Sarojini Nadar Dr Sarojini Nadar is senior lecture in gender, religion and ethics at the School of Religion and Theology at the University of KwaZulu-Natal, South AfricaSearch for more papers by this author Dr Sarojini Nadar, Dr Sarojini Nadar Dr Sarojini Nadar is senior lecture in gender, religion and ethics at the School of Religion and Theology at the University of KwaZulu-Natal, South AfricaSearch for more papers by this author First published: 26 March 2009 https://doi.org/10.1111/j.1758-6623.2007.tb00630.xCitations: 4 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 onFacebookTwitterLinked InRedditWechat Citing Literature Volume59, Issue2-3April‐July 2007Pages 235-241 RelatedInformation
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Climate change mitigating and the clean development mechanism in the South African cement industry - Walker, Aletta Maria (2007)
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An integrative review of teaching reading in Kenyan primary schools - Commeyras, Michelle; Inyega, Hellen N. (Reading Research Quarterly, 2007)
ABSTRACTS This integrative review on the teaching of reading in Kenyan primary schools provides a foundation for the growing movement there to improve reading education. In gathering sources for this review, we took an inclusive historical stance. Thus, we did not dismiss research reports that lacked traditional indicators of quality such as being published in peer‐reviewed journals. We used multiple methods to find relevant research and associated documents, including two trips to Kenya. The review is organized by six topics: (a) language of instruction, (b) reading instruction, (c) reading materials, (d) reading culture, (e) assessment, and (f) teacher development. The review concludes with six proposals for policymakers, educational researchers, and teacher educators for the development of reading instruction based on what we learned in reviewing the literature. The first proposals are intended specifically to address the teaching of reading in Kenya, but they may be relevant to other sub‐Saharan nations. The final proposal encourages others to conduct similar reviews to make possible a handbook of reading in Africa. Esta revisión integradora sobre la enseñanza de la lectura en las escuelas primarias de Kenia proporciona fundamentos para el movimiento creciente para el mejoramiento de la educación en lectura. En la recolección de las fuentes de esta revisión tomamos una posición histórica abarcadora. Por ello no descartamos informes de investigación que carecieran de los indicadores de calidad tradicionales como haber aparecido en publicaciones evaluadas por pares. Usamos múltiples métodos para hallar investigaciones relevantes y documentos relacionados, incluyendox dos viajes a Kenia. La revisión se organiza en seis tópicos: (a) lengua de enseñanza, (b) enseñanza de la lectura, (c) materiales de lectura, (d) cultura escrita, (e) evaluación y (f) formación docente. La revisión concluye con cinco propuestas para elaborar políticas, formar investigadores en educación y capacitadores de docentes para el desarrollo de la enseñanza de la lectura basadas en aquello que aprendimos al revisar la literatura. Las primeras cuatro propuestas tienen como propósito específico abordar la enseñanza de la lectura en Kenia, si bien podrían ser relevantes también para otras naciones subsaharianas. La propuesta final estimula a otros a realizar revisiones similares para hacer posible un manual de la lectura en África. Diese integrative Betrachtung über den Leseunterricht in Kenias Grundschulen liefert einen Grundstock für die wachsende Bewegung dort zur Verbesserung des Leseunterrichts. Beim Zusammenstellen von Unterlagen für diese Betrachtung nahmen wir einen inklusiven historischen Standpunkt ein. Daher verwarfen wir nicht jene Forschungsberichte, denen traditionelle Indikatoren an Qualität fehlten, wie beispielsweise solche, die in fachbeurteilten Journalen publiziert sind. Wir nutzten mannigfache Methoden, um relevante Forschung und assoziierte Dokumente zu finden, einschließlich zweier Reisen nach Kenia. Die Betrachtung ist nach sechs Themen organisiert: (a) Unterweisungssprache; (b) Leseunterricht; (c) Lesematerialien; (d) Lesekultur; (e) Beurteilung; und (f) Lehrerweiterbildung. Die Betrachtung schließt mit fünf Vorschlägen für Richtlinienersteller, Bildungsforscher und Lehrerausbilder für die Entwicklung von Leseinstruktionen basierend auf dem, was wir aus der Betrachtung der Literatur erfuhren. Die ersten vier Vorschläge sind vorherrschend darauf bedacht, den Leseunterricht in Kenia anzusprechen, jedoch könnten sie auch für andere Nationen der Subsahara relevant sein. Durch den letzten Vorschlag werden Andere ermutigt, ähnlich gelagerte Betrachtungen durchzuführen, um ein Handbuch übers Lesen in Afrika zu ermöglichen. Cette revue intégrative de l'enseignement de la lecture dans les écoles primaires au Kenya fournit une base au mouvement qui se développe dans ce pays en vue d'y améliorer l'enseignement de la lecture. En rassemblant les sources pour réaliser cette revue, nous avons adopté un point de vue historique inclusif. Ainsi, n'avons nous pas écarté les rapports de recherche auxquels manquent les habituels indicateurs de qualité, tel que le fait d'être publié dans des journaux comportant une évaluation par des pairs. Nous avons utilisé des méthodes multiples pour trouver des recherches pertinentes et les documents correspondants, y compris deux voyages au Kenya. La revue est organisée en six thèmes: a) langue d'enseignement; b) enseignement de la lecture; c) matériel pédagogique; d) évaluation; e) formation des maîtres. Elle conclue par cinq propositions à l'intention des décideurs, des chercheurs en éducation et des formateurs de maîtres en vue d'un développement de l'enseignement de la lecture basé sur ce que nous avons appris en faisant cette revue de question. Les quatre premières propositions concernent spécifiquement l'enseignement de la lecture au Kenya, mais peuvent être valables pour d'autres nations sub‐sahariennes. La proposition finale encourage d'autres auteurs à effectuer des revues du même type afin de réaliser un manuel sur la lecture en Afrique. Настоящий обзор демонстрирует, насколько обоснованна потребность в совершенствовании методов обучения чтению в кенийских начальных школах. Собирая данные для обзора, мы руководствовались исключительно историческим подходом. Поэтому мы принимали во внимание любые источники, в том числе те, которые не соответствуют классическим индикаторам качества (например, не опубликованы в научных журналах с системой анонимного рецензирования). В поисках значимых источников и связанных с ними документов мы использовали разнообразные методы, включая две поездки непосредственно в Кению. Обзор состоит из шести разделов: (а) язык обучения, (б) обучение чтению, (в) материалы для чтения, (г) культура чтения, (д) оценка, и (е) повышение квалификации учителей. В заключение приводится пять идей о том, как улучшить обучение чтению. Они адресованы руководителям системы образования, ученым и преподавателям, работающим с учителями. Первые четыре идеи связаны непосредственно с ситуацией в Кении, но могут быть уместны при формировании политики по обучению чтению в сопредельных странах в районе пустыни Сахары. В заключение предлагается провести подобные обзоры в других странах региона, чтобы затем составить пособие по обучению чтению в Африке.
openalex: W2017401180 mag: 2017401180
Keywords: openalex:import

Addressing the reading problems of selected learners of English as a foreign language in three schools in Tripoli, Libya - Fathali, Najla Al (2007)
openalex: W835023845 mag: 835023845
Keywords: openalex:import

Assessing the vulnerability of food crop systems in Africa to climate change - Challinor, Andrew J.; Wheeler, Tim; Garforth, Chris; Craufurd, Peter; Kassam, Amir (Climatic Change, 2007)
Africa is thought to be the region most vulnerable to the impacts of climate variability and change. Agriculture plays a dominant role in supporting rural livelihoods and economic growth over most of Africa. Three aspects of the vulnerability of food crop systems to climate change in Africa are discussed: the assessment of the sensitivity of crops to variability in climate, the adaptive capacity of farmers, and the role of institutions in adapting to climate change. The magnitude of projected impacts of climate change on food crops in Africa varies widely among different studies. These differences arise from the variety of climate and crop models used, and the different techniques used to match the scale of climate model output to that needed by crop models. Most studies show a negative impact of climate change on crop productivity in Africa. Farmers have proved highly adaptable in the past to short- and long-term variations in climate and in their environment. Key to the ability of farmers to adapt to climate variability and change will be access to relevant knowledge and information. It is important that governments put in place institutional and macro-economic conditions that support and facilitate adaptation and resilience to climate change at local, national and transnational level.
openalex: W2002467160 mag: 2002467160
Keywords: openalex:import

Assessing the vulnerability of food crop systems in Africa to climate change - Challinor, Andrew J.; Wheeler, Tim; Garforth, Chris; Craufurd, Peter; Kassam, Amir (Climatic Change, 2007)
Africa is thought to be the region most vulnerable to the impacts of climate variability and change. Agriculture plays a dominant role in supporting rural livelihoods and economic growth over most of Africa. Three aspects of the vulnerability of food crop systems to climate change in Africa are discussed: the assessment of the sensitivity of crops to variability in climate, the adaptive capacity of farmers, and the role of institutions in adapting to climate change. The magnitude of projected impacts of climate change on food crops in Africa varies widely among different studies. These differences arise from the variety of climate and crop models used, and the different techniques used to match the scale of climate model output to that needed by crop models. Most studies show a negative impact of climate change on crop productivity in Africa. Farmers have proved highly adaptable in the past to short- and long-term variations in climate and in their environment. Key to the ability of farmers to adapt to climate variability and change will be access to relevant knowledge and information. It is important that governments put in place institutional and macro-economic conditions that support and facilitate adaptation and resilience to climate change at local, national and transnational level.
openalex: W2002467160 mag: 2002467160
Keywords: openalex:import; openalex:yes

Factors influencing water consumption in South African schools - Oliver, Neil Norman; Brümmer, Diederick Gerhardus (Journal of Engineering, Design and Technology, 2007)
Purpose Schools throughout South Africa, as with many other institutional facilities, are becoming increasingly pressured to reduce operating costs. Utility costs are often overlooked as opportunities to reduce school operating costs. Whilst environmental management is the responsibility of every school governing body, and should be addressed in a holistic and responsible manner, the reduction of water consumption may provide not only environmental benefits, but also cost savings to the institution. The purpose of this study, whilst reinforcing the need for water use management within schools, is to provide a structured approach to identify opportunities for water use reduction within these facilities. Design/methodology/approach Practical interventions, available to school management, are illustrated relating water conservation to cost savings and the preservation of water as a scarce national resource, assisting non‐technical school managers to identify possible applications. Findings Water conservation in the form of reduced consumption will have varied impacts. These include environmental benefits and direct and indirect cost savings. Originality/value The paper offers recommendations regarding the installation of pressure reducing devices, water strainers, and non‐return equipment, use of irrigation of sports fields and gardens, and regular and consistent monitoring.
openalex: W1970794251 mag: 1970794251
Keywords: openalex:import

Joint attention and word learning in Ngas-speaking toddlers in Nigeria - Childers, Jane B.; Vaughan, Julie; Burquest, Donald A. (Journal of Child Language, 2007)
This study examines infants' joint attention behavior and language development in a rural village in Nigeria. Participants included eight younger (1 ;0 to 1 ;5, M age = 1 ;2) and eight older toddlers (1 ;7 to 2;7, M age= 2;1). Joint attention behaviors in social interaction contexts were recorded and coded at two time points six months apart. Analyses revealed that these toddlers were producing more high-level joint attention behaviors than less complex behaviors. In addition, the quality and quantity of behaviors produced by these Nigerian children was similar to those found in other cultures. In analyses of children's noun and verb comprehension and production (in relation to the number of nouns or verbs on a parental checklist), parents reported proportionally more verbs than nouns, perhaps because Ngas has some linguistic characteristics that are similar to languages in which a noun bias is not seen (e.g. Mandarin Chinese). An examination of the interrelations of joint attention and language development revealed that joint attention behaviors were related to both noun and verb development at different times. The set of results is important for understanding the emergence of joint attention in traditional cultures, the comprehension and production of nouns and verbs given the specific linguistic properties of a language, and the importance that early social contexts may have for language development.
openalex: W2153094030 mag: 2153094030
Keywords: openalex:import

Prevalence of behavioural and emotional problems among Egyptian primary school children - Abdelhamid, Asmaa; Howe, Amanda; Reading, Richard (2007)
openalex: W615171417 mag: 615171417
Keywords: openalex:import

Maternal mortality in a Nigerian teaching hospital - a continuing tragedy - Aboyeji, A P; Ijaiya, M A; Fawole, A A (Tropical doctor, 2007)
openalex: W4229965484
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Maternal mortality in a Nigerian teaching hospital - a continuing tragedy - Aboyeji, AP; Ijaiya, MA; Fawole, Adegboyega A (Tropical Doctor, 2007)
The aim of this review is to determine the maternal mortality ratio (MMR) in a Nigerian tertiary health institution (University of Ilorin Teaching Hospital, Ilorin, Nigeria). The review was done through a retrospective analysis of maternal mortality records. The MMR for the 6-year period (1997-2002) was 825 per 100,000 live births. The common causes of maternal mortality included severe pre-eclampsia/eclampsia, 30 (27.8%); haemorrhage, 22 (20.4%) and complications of unsafe abortion 16 (14.8%). Grandmultiparous and patients aged 40 years and above were at the highest risk. This hospital-based MMR is very high and when compared with previous reports showed a 150% increase. Most of the maternal deaths are, however, preventable. Increased efforts at educating women, improvement of the socioeconomic conditions of the populace and strong political commitment in making emergency obstetric care available in rural and district hospitals are some of the measures that need to be adopted to reduce this avoidable tragedy.
openalex: W2037429475 mag: 2037429475
Keywords: openalex:import

The pattern and outcome of abdominal injuries in a Nigerian teaching hospital serving the rural and semi-urban communities - Adesunkanmi, A. R. K.; Lawal, Adebayo; Babalola, OladimejiRanti (Injury Extra, 2007)
openalex: W2016428133 mag: 2016428133
Keywords: openalex:import

Iron status of adolescent girls from two boarding schools in southern Benin - Alaofè, Halimatou; Zee, J.A.; O’Brien, Huguette Turgeon (The FASEB journal, 2007)
Iron deficiency is the most prevalent micronutrient deficiency in the world, particularly in developing countries. Blood samples and a qualitative food frequency questionnaire on iron and vitamin C rich foods were obtained in 180 adolescent girls aged 12 to 17 years living in two boarding schools from South Benin. Iron deficiency, defined as either serum ferritin <20 μg/L or serum ferritin 20–50 μg/L plus two of the following parameters: serum iron <11 μmol/L, total iron binding capacity >73 μmol/L or transferrin saturation <20%, was found in 32% of subjects. Anemia (hemoglobin (Hb) <120 g/L) was found in 51% of adolescents, while 24% suffered from iron deficiency anemia (iron deficiency and Hb <120 g/L). After adjusting for confounding factors (age, mother's and father's occupation, household size) in a logistic regression equation, subjects having a low meat consumption (beef, mutton, pork) (<4 times a week) were more than twice as likely to suffer from ID (odd ratio (OR) 2.43 and 95% confidence interval (CI) 1.72–3.35; P=0.04). Adolescents consuming less fruits (<4 times a week) also had a higher likelihood of suffering from ID (OR=1.53; 95%CI=1.31–2.80; P=0.03). Finally, subjects whose meat consumption was low, were twice as likely to suffer from iron deficiency anemia (OR=2.24; 95%CI=1.01–4.96; P=0.04). The prevalence of iron deficiency represents an important health problem in these Beninese adolescent girls. A higher consumption of iron rich foods and of promotors of iron absorption (meat factor and vitamin C) is recommended to prevent iron deficiency in these subjects.
openalex: W575971242 mag: 575971242
Keywords: openalex:import

The school-to-work transition of young people in Syria - Alissa, Sufyan; States, Ilo Regional Office for Arab (2007)
Analyses the main factors that determine school-to-work transition among the youth and explores the characteristics of youth in the different stages of transition and the factors behind easy and difficult transitions into the labour market.
openalex: W218538989 mag: 218538989
Keywords: openalex:import

Validity of the Pittsburgh Sleep Quality Index (PSQI) among Nigerian university students - Aloba, Olutayo; Adewuya, Abiodun O.; Ola, Bolanle; Mapayi, Boladale (Sleep Medicine, 2007)
Sleep-related problems and detection of them remain largely an unidentified public health issue, especially among university students. This study aims to assess the validity of the Pittsburgh Sleep Quality Index (PSQI) among Nigerian university students.Five hundred and twenty students completed the PSQI, the 12-item General Health Questionnaire (GHQ-12) and questionnaires pertaining to socio-demographic details. The students were then interviewed for the diagnosis of insomnia according to the Diagnostic and Statistical Manual of Mental Disorders, Fourth edition (DSM-IV) and the International Classification of Sleep Disorders, revised criteria (ICSD-R).The PSQI was of moderate value in screening for insomnia, with the best cut-off score at 5 (sensitivity 0.720, specificity 0.545, overall correct classification rate 0.554). The correlation between the PSQI and the GHQ-12 was 0.252 (p<0.001). A 3-factor model was generated by principal component analysis.The psychometric value of PSQI in screening for insomnia among Nigerian students was moderate compared to what has been obtained in Western cultures. Nonetheless, it is still a useful instrument in the detection of sleep problems in this population.
openalex: W1973918561 mag: 1973918561
Keywords: openalex:import

Assessment of the Vocational Maturity of Adolescent Students in Owerri Education Zone of Imo State, Nigeria - Amadi, Chinyere Christy; Joshua, Monday T.; Asagwara, C.G. (Journal of Human Ecology, 2007)
The study primarily investigated the vocational maturity and occupational preferences of adolescent students in Owerri Education Zone of Imo state, Nigeria. The sample consisted of 600 senior secondary three students drawn from a population of 23,229 senior secondary school students. The instrument used for data collection was a 40-item questionnaire. Statistical tools used were the population t-test and one way analysis of variance. Some of the finding were: (a) that students were vocationally matured in four dimensions of vocational maturity namely: self knowledge, occupational information, involvement in decision making and independence in decision making (b) that gender had no significant influence on three out of four dimensions of vocational maturity.
openalex: W2183857631 mag: 2183857631
Keywords: openalex:import

Diarrhoea-associated parasites in HIV-1 seropositive and sero-negative patients in a teaching hospital, Northwest Ethiopia. - Andualem, Berhanu; Kassu, Afework; Moges, Feleke; Gedefaw, Molla; Diro, Ermias; Mengistu, Getahun; Andargie, Gashaw (PubMed, 2007)
to determine the prevalence and type of intestinal parasites in HIV infected and uninfected patients with diarrhea.A cross-sectional study was conducted at Gondar University hospital, Northwest Ethiopia, between March 2003 and October 2004.A total 312 consecutive diarrheic patients were included in the study. Stool specimens were collected and examined for intestinal parasites following direct, formol-ether concentration and modified acid fast staining methods.Among the patients, 63.8% were found to be HIV seropositive. The prevalence of intestinal parasites in HIV seropositive and seronegative diarrheic patients was 30.6% and 33.6%, respectively. The most prevalent parasites were Strongyoides stercoralis (9.0%) and Entamoeba histolytica (8.3%) followed by Ascaris lumbricoides (5.4%) and Cryptosporidium species (5. 1%).The prevalence of intestinal parasites in diarrheic patients was very high. Institution of appropriate intervention measures are needed to reduce morbidity in such patients.
openalex: W2336003025 mag: 2336003025
Keywords: openalex:import

Diabetes and impaired fasting glucose in rural and urban populations in Futa Jallon (Guinea): prevalence and associated risk factors - Baldé, N.M.; Diallo, I.; Baldé, Mamadou Diouldé; Barry, Ibrahima Sory; Kaba, Losseni; Diallo, M.M.; Kaké, Amadou; Camara, Alioune; Bah, D.; Barry, Megan; Sangaré-Bah, M.; Maugendre, D (Diabetes & metabolism, 2007)
The authors present the results of the first survey conducted among the population of the Futa Jallon province in Guinea on the prevalence of diabetes mellitus (DM) and impaired fasting glucose (IFG) and associated risk factors for diabetes. A random sample of the study population selected by cluster house sampling method included 1537 Guineans (807 women and 730 men) aged 35 years and above in urban (Labé) and rural (Fellö Koundoua-Tougué) areas. Participants were examined and administered a capillary whole blood glycemia test. The mean age of subjects was 49.4 years. Participation rate was 77%. Overall crude diabetes and IFG prevalence were 6.1% and 13.4%, respectively. The age-adjusted prevalence of diabetes using the standardized age distribution of Segi was 6.7% (95% CI: 5.5–7.9%). Subjects in the urban area had twice as much DM as in the rural area (OR 2.0, 95% CI: 1.3–3.2). Out of the 94 subjects with DM, 66 had no prior history of disease. Urban location, age, waist to hip ratio, excess waist circumference, hypertension, raised systolic and diastolic blood pressures were significantly positively associated with DM. In multivariate analysis, only age (P = 0.002) and waist circumference (P < 0.05) remained independently associated with DM. The prevalence of DM was higher than expected in urban and rural areas. The data support the conclusion that prevalence of DM is expected to increase with the aging of the population. The factors associated with diabetes are potentially modifiable. Therefore, primary prevention through lifestyle modifications may play a critical role in the control of DM. Diabète et hyperglycémie modérée à jeun en milieu rural et urbain au Fouta Djallon (Guinée) : prévalence et facteurs de risque. Les auteurs présentent les résultats de la première enquête de population menée au Fouta Djallon en Guinée sur la prévalence du diabète sucré, de l'hyperglycémie modérée à jeun (HMJ), et les facteurs de risque associés au diabète. Un échantillon aléatoire de 1537 guinéens (807 femmes et 730 hommes) âgés de 35 ans et plus a été sélectionné et examiné à partir d'un tirage au sort des habitats, en milieu rural (Fellö Koundoua–Tougué) et urbain (Labé). Les participants ont été examinés et une glycémie capillaire réalisée. L'âge moyen des sujets inclus dans l'étude était de 49,4 ans. Le taux de participation était de 77 %. Les prévalences globales du diabète et de l'HMJ étaient respectivement de 6,1 et 13,4 %. La prévalence du diabète standardisée pour l'âge de la population mondiale était de 6,7 % (IC 95 % : 5,5–7,9 %). La fréquence du diabète était deux fois plus importante chez les sujets vivant en milieu urbain comparativement à ceux vivant en milieu rural (Odds ratio : 2,0 ; IC 95 % : 1,3–3,2). Parmi les 94 sujets diabétiques, 66 n'étaient pas connus auparavant. L'habitat en milieu urbain, l'âge, le rapport du tour de taille (TT) sur le tour de hanche, l'excès de TT, l'hypertension, ainsi que l'augmentation de la pression artérielle (PAS) systolique et celle de la pression artérielle diastolique (PAD) étaient positivement et significativement associés au diabète. En analyse multivariée, seuls l'âge (P = 0,002) et l'excès de TT (P < 0,05) demeuraient indépendamment associés au diabète. La prévalence du diabète était plus importante qu'attendue en zone urbaine et en zone rurale. Les résultats suggèrent une progression de la prévalence du diabète avec le vieillissement de la population. Les facteurs de risque associés au diabète sont potentiellement modifiables. De ce fait, la prévention primaire par les changements du style de vie peut avoir un rôle majeur à jouer dans le contrôle du diabète.
openalex: W2131650605 mag: 2131650605
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Research partnership with underserved African-American communities to improve the health of older persons with disability: a pilot qualitative study - Bari, Mauro Di; Suggs, Patricia K.; Holmes, Latonia; Farmer, Deborah F.; Williams, Sharon; Pahor, Marco; Jackson, Sharon (Aging Clinical and Experimental Research, 2007)
openalex: W2054042823 mag: 2054042823
Keywords: openalex:import

Never Too Young to Lead: Gifted African American Males in Elementary School - Bonner, Fred A.; Jennings, Michael (Gifted Child Today, 2007)
openalex: W1870125217 mag: 1870125217
Keywords: openalex:import

Radio literacy and life skills for out-of-school youth in Somalia (Special issue: Vulnerable, excluded, invisible & ignored: the margins of education for all) - Brophy, Michael; Page, Emma (国際教育協力論集, 2007)
openalex: W1042112440 mag: 1042112440
Keywords: openalex:import