Teaching English poetic texts to Yemeni undergraduates a stylistic approach - Alaghbary, Ali; Suleiman, Gibreel Sadeq (2008)
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Chapter 4. The Impact of the Hegemony of English on Access to and Quality of Education with Special Reference to South Africa - Alexander, Neville (2008)
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9 - International Student Recruitment: South African Rationales - Bolsmann, Christian; Miller, Henry (Métropole (Rabat), 2008)
In this paper, we focus on the rationales for the recruitment of international stu- dents to universities in South Africa. Through the use of in-depth interviews with international officers at a cross-section of South African universities, we argue that there are competing and complementary rationales for the recruitment of international students. Some South African universities follow international trends in terms of international student recruitment while others adopt a different ap- proach. The analysis locates the rationales of international student recruitment as part of an internationalisation process within the context of globalisation.
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Interlanguage pragmatics of the Yemeni undergraduate learners of English problems and remedies a study in EFL - Eryani, Al; Mohammed, Abdullah Ali (2008)
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Fatal domestic accident from a 1.5 volt dry-cell battery explosion as seen in lagos state university teaching hospital, ikeja, lagos, Nigeria. - Fadeyibi, IO; Izegbu, MC; Benebo, A. S. (PubMed, 2008)
To illustrate the danger of wrong disposal of used dry-cell batteries in Lagos, Nigeria.Information was extracted from the case notes of a patient who died following the explosion of a 1.5 volt dry-cell battery. No post-mortem was performed because the death certificate was inadvertently issued and the body was buried hurriedly according to Islamic rites.A 53% burn involving the face, upper arm, trunk, and thigh was found on examination, in addition to inhalation injuries.Dry-cell batteries are highly explosive when heated. There is a need to educate the populace about their explosive nature and to keep batteries away from children.
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The Impact of HIV and AIDS on Higher Education Institutions in Uganda - Katahoire, Anne; Kirumira, Edward K. (2008)
It is widely known that the HIV and AIDS pandemics have serious impacts on different areas of society where prevalence is high. This study aims to determine the extent of such impacts on education notably how HIV and AIDS affect education institutions in Uganda. To do so it undertook a literature review and carried out a survey among staff and teachers in various higher education institutions nationwide. It attempts to identify some of the predisposing factors to HIV infection and proposes some measures to help mitigate its spread. Higher education plays an important role in human development as it provides the high-level skills necessary for entry into the labour market and the training essential for a myriad of skilled personnel such as teachers doctors and scientists. Furthermore it forms individuals that drive local economies support civil society teach children lead effective governments and make important decisions that affect an entire society. While this study aims to gather details facts and opinions of those delivering education those receiving it and those in its administration it is hoped that the voices of those who are more aware of the seriousness of the situation will ring out to those who have the power to take action in response to the problems and issues surrounding HIV and AIDS. (excerpt)
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12 TROPICAL GLACIERS, CLIMATE CHANGE, AND SOCIETY: FOCUS ON KILIMANJARO (EAST AFRICA) - Mölg, Thomas; Hardy, Douglas R.; Cullen, Nicolas J.; Kaser, Georg (2008)
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Variations in Spoken English Used by Teachers in Kenya: Pedagogical Implications - Njoroge, Martin C. (2008)
The research reported in this paper identifies and describes phonologi cal and grammatical variations in the English spoken by teachers at Kenyan primary school level, correlates the variations observed with the teachers’ amount of education completed in the English language and discusses pedagogical implications of the emergent patterns. First, the results indicate that the teacher’s spoken English varies from the British standard variety - the model of correctness at all the education tiers in Kenya - and second, that the amount of education a speaker has completed in the English language significantly influences language variability. The findings imply that if more primary school teachers were to receive further exposure to English grammar and phonology through the continuing education programs available in Kenyan universities, their spoken English would then vary less from the standard English and international mutual intelligibility would be improved.
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Emelda Ngufor Samba, Women in Theatre for Development John Tiku Takem, Theatre and Environmental Education in Cameroon - Okoye, Chukwuma (2008)
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6. Promoting Resilience and Coping in Social Workers: Learning from Perceptions about Resilience and Coping among South African Social Work Students - Smith, Linda K.; Drower, Sandra J. (2008)
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Inclusive or exclusive? An analysis of the missiological response of the Reformed Church in Africa (RCA) towards inhabitants of informal settlements - Verster, Pieter; Sukdaven, M; VanVuuren, S (2008)
The RCA is the youngest and smallest church within the Dutch Reformed family of churches. Its mission focus was predominantly on “Indians” in South Africa. With the repeal of all segregated legislation based on race classification, South Africa witnessed a larger and legal migration of people from rural to urban areas. This resulted in many “informal settlements” being established. This new development offered new challenges to the RCA churches. Whereas in the past the RCA focussed its mission on its own racial group (Indians), it had to now contend with mission to the “informal settlements” around its neighbourhood. This article assesses the perception and response of members of the RCA congregations, within the RCA Presbytery of Gauteng, towards the inclusion of “informal settlements” as also part of their mission focus.
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4. Lessons from Jerome’s Jewish Teachers: Exegesis and Cultural Interaction in Late Antique Palestine - Williams, Megan Hale (2008)
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An Investigation of Provision of Quality Basic Education in Ghana : A Case Study of Selected Schools in the Central Region - Ampiah, Joseph Ghartey (Journal of international cooperation in education, 2008)
This study explored how input factors are utilised at the classroom level to promote quality education. The study used schools perceived by the Ghana Education Service to have satisfactory learning outcomes at the Basic Education Certificate Examination results, with the hope that the findings will offer important lessons to schools with poor learning outcomes. Teaching and learning in the classrooms of six private and public (rural and urban) basic schools in two districts in the Central Region of Ghana were investigated. Six headteachers and 26 teachers whose classes or lessons were observed participated in the study. Stratified random sampling technique was used to draw 128 pupils from primary 3, 4, 6 and Junior High School form one for interview. Five research instruments were used for data gathering. The results showed that there were a number of similarities in the way sampled schools utilised input factors at the classroom level. The major differences between private and public schools were better English language usage of the pupils and greater availability and ownership of textbooks in the private schools compared to urban and rural pubic schools in that order.
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Editorial : Africa-Asia University Dialogue for Basic Education Development - Assié-Lumumba, N’Drı Thérèse (Journal of international cooperation in education, 2008)
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Training statistics teachers for Botswana senior schools: is it necessary? - Garegae, Kgomotso G. (2008)
The study sought teachers’ views on the need to train statistics teachers in Botswana. A purposive sample comprising 23 senior teachers and 30 ordinary teachers responded to an open-ended questionnaire soliciting their experiences about the teaching of statistics in schools. It was found that all teachers offering statistics had limited qualifications to teach statistics as they have been trained for mathematics teaching. The biggest challenges in statistical instructional practices were difficulties in solving questions and explaining concepts to students. The study findings suggest the necessity to train teachers so as to empower them with statistical pedagogical content knowledge and knowledge for teaching statistics.
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Training of Supervisors of Primary Schol Teacher Training Institutions and Quality of Basic Education in Niger : An Analysis of Profiles, Motivation and Working Conditions - Goza, Nana Aicha; Kallekoye, Zoumari Issa; Mounkaila, Harouna (Journal of international cooperation in education, 2008)
The study concerns the training of supervisors 1 of primary school teacher training institutions (ENI 2 ) in Niger with a particular focus on profiles, working conditions, and motivation. It aims at determining in what ways these variables influence or affect teaching activities. The results show that the variables related to profile and bad working conditions determine motivation which in turn affects classroom teaching behaviours.
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Teacher Professional Development in Tanzania : Perceptions and Practices - Komba, Willy L. M.; Nkumbi, Emmanuel (Journal of international cooperation in education, 2008)
This study focused on and critically analyses perceptions and practice of Teacher Professional Development by head teachers, primary school teachers, ward education coordinators, district education officers, school inspectors, and members of the school committee in six school districts. A total of 186 respondents were purposively sampled and reached. Data on the nature, importance, organization, motivation, adequacy of and support for Teacher Professional Development, were gathered using questionnaires, interviews and observation checklist. Qualitative responses were coded, categorized and analyzed into themes. Quantitative data were analyzed using frequencies and percentages. Majority respondents perceived Teacher Professional Development as being important because it improves the teacher professionally, academically and technically. However, most respondents thought it was inadequately supported and motivated. At all levels (national, district, ward and school levels), Teacher Professional Development was poorly coordinated and rarely budgeted for. The findings indicate a conception and practice of Teacher Professional Development which combines both the raising of teacher academic qualifications and professional growth. This study is a significant contribution to the understanding of Teacher Professional Development in developing countries contexts where general pedagogical knowledge takes precedence over the teacher’s knowledge of the subject matter.
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Evaluating a Participatory Approach to Information and Communication Technology Development; the Case of Education in Tanzania - Moens, Nicolaas P.; Broerse, Jacqueline E. W.; Bunders, Joske (International journal of education and development using information and communication technology, 2008)
ICT projects in Sub Sahara Africa have a high failure rate due to inadequate (participatory) approaches and contextual differences. This study evaluates the outcomes of a participatory and multi-stakeholder approach to develop ICT applications in education in Tanzania, called the Roundtable (RT) process. This process is an interpretive approach grounded in Constructive Technology Assessment (CTA). The outcomes are measured in terms of sustainability, scalability of projects and impact on users. Sense making and learning-by- doing are key words in order to ‘grow’ ownership. At sector level it turns out difficult to create a ‘paying’ market and to stimulate relevant policy making. The study compares the outcomes against a ‘norm’ on success and failure of ICT projects. Some difficulties with CTA are discussed. Based on this study we conclude that the CTA approach is a promising avenue, but further research is needed.
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Capacity Building for Teaching and Learning in Environmental Education: The Role of Public/Private Partnerships in the Mpumalanga Province of South Africa - Mokhele, Matseliso L.; Jita, Loyiso C. (Journal of international cooperation in education, 2008)
A recently mandated focus on environmental education (EE) in the basic education curriculum of South Africa requires that all children in grades 1 to 9 be introduced to environmental concepts and related content. Not many schools and teachers have the necessary knowledge and experience to make this major shift workable. Similarly, the capacity of the provincial education departments to support schools in the expected integration of EE is limited. How then do schools and teachers cope with this dilemma and demand for change? In this paper, we use the concept of opportunities to learn (OTL) to understand the capacity building processes in two schools within the South African province of Mpumalanga. Specifically, we discuss the interactions between governmental and non-governmental organisations (NGOs) in building the capacity of schools (and specifically teachers) to provide quality learning in EE. Data for the study was collected through document analysis and interviews with teachers and officials in the province. Our findings suggest that, on their own, local education departments have limited intellectual and material resources to build the schools’ instructional capacity for EE. In conclusion to this paper we posit a possible approach to developing such capacity through interactions between public and private resources and programmes for EE.
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Large Class Teaching in Resource-Constrained Contexts : Lessons from Reflective Research in Ugandan Primary Schools - Nakabugo, Mary Goretti; Opolot-Okurut, Charles; Ssebbunga, Connie Masembe; Maani, John S.; Byamugisha, Albert (Journal of international cooperation in education, 2008)
Since May 2006, the authors have been engaged in a study of large classes (70+ learners) in Uganda. The study was undertaken in two phases. First was the baseline survey in 20 schools among 35 teachers. Second was the reflective action phase involving ten teachers in 5 schools in order to develop further the strategies they had identified as having greater potential to facilitate teaching and learning in their large classes. The findings of the study showed that teaching and learning were constrained by large classes. The paper argues, however, that the immediate solution may not be class size reduction. Such approaches as increasing the number of teachers to allow more than one teacher per class, providing schools with the necessary resources and enabling teachers to develop the confidence and skills to improve the learning environment in large classes should be explored as alternatives to class size reduction.
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Introducing statistics at school level in south Africa the crucial role played by the national statistics office in training in-service teachers - North, Delia; Scheiber, Jackie (2008)
A new school curriculum, with substantial statistics content at all levels, is currently being phased in throughout South Africa. This paper focuses on a government roll-out plan that aims to upgrade the knowledge of in-service teachers in order to empower them to successfully engage with the statistics content of the new school syllabus.
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Opinion of a section of Nigerian physiotherapists on training and utilization of middle level worker - Obembe, OA; Onigbinde, AT; Adedoyin, RA; Adetlinmbi, OG (Journal of the Nigeria Society of Physiotherapy, 2008)
Delegation is the process of entrusting authority and responsibility to others. The support worliforce across the whole health care sector in some countries is growing in terms of number and developing in relation to its scope of activity but it appears as if Nigerian physiotherapists are divided in opinion on utilization ofmiddle level workers and there is still dearth ofempirical data to establish this. The primary aim ofthis study was to determine the opinions of physiotherapists on the utilization of physiotherapy assistants in delivering care and services. One hundred and jifty sevenphysiotherapists were surveyedfrom State and Teaching Hospitals in Nigeria using a purposive sampling technique. A structured q'uestionnaire was used to obtain demographic data, views and opinions about the training of physiotherapy assistants. The data were analyzed using descriptive statistics. The result showed that 71.8% of the respondents supported the usage of physiotherapy assistants as middle level workers. Also, 65.3% of the respondents supported the training of physiotherapy assistants. Furthermore, this study found that 87.3% ofthe respondents are aware that physiotherapists may delegate part oftheir duties to physiotherapy assistants. This study concluded that majority of the Nigeria physiotherapists surveyed in this study supported the usage and training of physiotherapy. Keywords: Delegation, Physiotherapy Assistants, Middle level workers, Training.
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The current teaching of statistics in schools in Uganda - Opolot-Okurut, Charles; Opyene-Eluk, Patrick; Mwanamoiza, Margaret (2008)
This paper describes the current state of teaching statistics in Ugandan schools at different levels. Different emphasis is placed on teaching statistics at primary, secondary and tertiary levels. Official documents on curricula and examination make explicit statements on what statistical ideas and techniques are to be taught in schools and suggest useful skills and capabilities that school graduates should acquire, but little of the qualities are visible on the ground. There is little emphasis on the application of these techniques in the context of real life problems. Various challenges on the teaching of mathematics and statistics in schools and the school-university transition are identified, which include the curricula, the teaching force, and the nature of the students and the shortage of teaching resources. These challenges maybe addressed through synchronising students with varied mathematics school backgrounds in their study of statistics, policy adjustments and continuous professional development.
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Universalizing Primary Education in Kenya : Is It Beneficial and Sustainable? - Sawamura, Nobuhide; Sifuna, Daniel N. (Journal of international cooperation in education, 2008)
Kenya has targeted universal primary education since its independence. In achieving such a goal the country introduced free primary education in 2003 and enrolments dramatically increased. However, in terms of quality, the education provided is not satisfactory. This paper examines the challenges in financing the implementation of free primary education and verifies the actual learning conditions at the school level with particular reference to the transition from primary to secondary education. The government tends to focus on the quantitative expansion of education, paying less attention to value, significance and effects of education for individuals. Furthermore, the significance of universalizing primary education is discussed from the viewpoint of people in the rural community. It is important to take interest not only in the “quantitative expansion of education for the nation” but also the “qualitative growth of individuals for the community.” Such emphasis may further enhance the benefits of schooling and encourage sustainable educational development.
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Statistics in the South African school curriculum: content, assessment and teacher training - Wessels, Helena (2008)
In this paper the status, content and assessment of statistics in South African primary and secondary school curricula are discussed. With the new school curriculum, fully implemented in 2005, the scope of statistics has been broadened considerably; teacher training has however not yet caught up with the requirements for the teaching of the subject. A survey of teacher training programmes presented at the universities in South Africa was done to determine the status and content of statistics education in these programmes. Results show that many of these programmes do not yet train statistics teachers adequately for their task to prepare learners to be statistically literate citizens and that very few statistics education research studies on the post graduate level have been completed in the country.
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Education in Tanzania: Losing the Future - Makamba, January (2008)
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The Effects of Massification on Higher Education in Africa - Mohamedbhai, Goolam (2008)
This study on the effects of massification on higher education in Africa is a follow-up to a study on higher education innovations in Sub-Saharan Africa undertaken by the WGHE in 2004. That study revealed that there were very few innovations reported by African higher education institutions on issues concerning optimal utilization of space, student accommodation, maintenance of physical facilities, etc., all of which relate directly to the massive increase of student enrolment, or massification. It was therefore decided to identify a few institutions to examine how they were addressing the challenges posed by massification in innovative ways, and share these experiences.
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Psychometric properties of the Multidimensional Anxiety Scale for Children (MASC) amongst Nairobi public secondary school children, Kenya - Ndetei, David M.; Khasakhala, Lincoln; Seedat, Soraya; Syanda, Judy; Ongecha-Owuor, Francisca; Kokonya, Donald; Mutiso, V. (Journal of child and adolescent mental health (Print), 2008)
Background: There are few psychometric instruments whose properties have been studied in a developing country's context. Aim: To determine the psychometric properties of the Multidimensional Anxiety Scale for Children (MASC) in Nairobi public secondary school children, Kenya. Method: Concurrent self-administration of the MASC and Children's Depression Inventory (CDI) to students in Nairobi public secondary schools. Results: The MASC had a high overall internal consistency alpha co-efficient (0.85) in the Kenyan sample, which is similar to Western findings, and is hence a reliable tool for measuring anxiety in the study population. It was also similar to the findings from two Western studies in the anxiety domains of physical symptoms, social anxiety, separation anxiety and harm avoidance. The correlation co-efficient with CDI was similar to Scandinavian findings. Conclusion: The MASC can be used in Kenyan children and, by extension, other Africa children.
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Privatisation and Private Higher Education in Kenya. Implications for Access, Equity and Knowledge Production - Oanda, Ibrahim Ogachi; Chege, Fatuma N.; Wesonga, Daniel M. (2008)
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Prevalence and factors associated with depression in HIV/AIDS patients aged 15–25 years at Aminu Kano Teaching Hospital, Nigeria - Sale, Shehu; Gadanya, Muktar A (Journal of Child & Adolescent Mental Health, 2008)
Objective: The objective of the study is to determine the prevalence and factors associated with depression in HIV/AIDS patients aged 15–25 years in Aminu Kano Teaching Hospital, Kano, Nigeria. Method: The study is descriptive and cross-sectional, and was carried out over a period of 16 weeks at Aminu Kano Teaching Hospital, Nigeria. The study population included HIV/AIDS patients in the age bracket admitted into the hospital's medical wards, and those attending the HIV/AIDS clinic. The Hospital Anxiety and Depression Scale (HAD) was administered to the respondents to screen for depression. Those who scored 8 and above were assessed clinically for depression using the International Classification of Disease Version 10 (ICD-10), and their depression classified into mild, moderate and severe. The severity of the depression of this group of patients was again classified as mild, moderate and severe using the Hamilton Depression Rating Scale (HDRS). Result: Of the respondents, 39.91% were found to be depressed, with stage of the disease, inability to afford medication, unemployment, lack of social support, inability to tolerate HAART and other drugs in the management of HIV, and CD4 cell (Cluster of Differentiation 4 T-lymphocytes subgroup, the cells specifically targeted by HIV) count level found to be associated with depression. Conclusion: Depression is a highly prevalent disorder in the study subjects. Based on these findings, it is recommended that a comprehensive psychiatric treatment strategy should be initiated using a biopsychosocial framework that includes psychopharmacological and psychotherapeutic intervention to reduce morbidity and mortality in affected patients.
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Higher Education Trends in Eritrea - Rena, Ravinder (Social Science Research Network, 2008)
Higher education has been viewed as a potential instrument of national economic development. Human resource development in Eritrea is important for making the nation self-reliant thus the efforts are exerted to achieve this objective. However, Eritrea has been facing so many challenges in its way to develop its own human resources. The objective of this paper is to delve the current changes in higher education in the country. An attempt is made to highlight what may be termed as tentative issues and lessons emerging from Eritrean higher education. By way of a summing up, some random thoughts are set out to provoke analysis and debate on the subject.
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'I am nothing just zero' : exploring the experiences of black unemployed teachers in a South African rural community. - Hlahla, Makwena Julia (2008)
A substantial body of international research exists dealing with the experiences of unemployment. However, there is relatively little research focusing on unemployed people with postgraduate degrees and no research on qualified unemployed teachers in South Africa. Against this background, this research explored the experiences of eight unemployed Black African teachers in a rural village in the Limpopo province, South Africa by means of face-to-face, in-depth interviews. The study found that the majority of those interviewed had chosen teaching because it had a vocation or calling and that this aspect of their career choice made their experiences of unemployment even more painful. It was also noted that being unemployed was a particularly difficult state to accept because of the emphasis on the importance of education in the communities from which the teachers came and the accompanying belief that a tertiary qualification would almost inevitably secure employment. It also found that the participants expressed a number of the negative experiences such as loss of self esteem and a sense of self worth. More specifically, it was found that the inability to fulfil the traditional gender role as head of a household was one of the most significant problems confronting the unemployed men. Additional findings of particular interest include the fact that by contrast with other research, this group of teachers did not experience the extent of social isolation so often found in the international literature. It was suggested that a possible explanation for this finding related to the particularly strong social ties that operate in Black African rural communities in South Africa. A number of suggestions concerning further research into the experiences of unemployed graduates are made in the concluding sections of the study. It is suggested, for example, that it would be useful to explore the extent to which the experiences of unemployed Black African teachers in urban communities relate to those described in this research. DEDICATION This research report is dedicated to my late daughter, Tlou Nthabiseng Hlahla, who passed away before this research was completed.
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A socio-cultural case study of a primary school system in Venda, South Africa. - Muthivhi, Azwihangwisi E. (2008)
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Quality Assurance in Nigerian University Education and Credentialing - Omoregie, Norah (Education 3-13, 2008)
According to BBC English Dictionary quality means degree of excellence, and of a high standard (Harper Collins; 1992). It is the combination of all the attributes and peculiar features that make one or an object fit for a purpose. In the simplest definition, quality is fitness for (Ramon-Yusuf, 2005). Quality assurance is the process of maintaining standards in products or services through inspection or testing of samples. Quality in Nigerian University Education is a multidimensional concept which should embrace all its functions and activities: teaching and academic programmes, research and scholarship, staffing, students, buildings, facilities, equipment, services to the community and the academic environment (UNESCO, 1998). Okebukola (2004) sees quality assurance in Nigerian Universities as a process of continuous improvement in the quality of teaching and learning activities which will be achieved via pathways of employing mechanisms, internal and external to the universities. It is ensuring that at least the provision of the Minimum Academic Standards (MAS) documents are attained, maintained and enhanced. The credentialing connotes the fittings of certificates, the diplomas and the degrees awarded by these universities to ensure employers, Nigerian Communities and International Communities that graduates of academic disciplines have attained an acceptance level of competence in areas of specialization and so are adequate for employment and further studies. Unfortunately, university education in which hitherto enjoyed tremendous global respectability and acceptability is fast loosing its high esteem in the face of labour market and members of community because the current certified Nigerian graduates lack acceptable level of competence in areas of specialization. Ifedili (2005) says many departments in various Nigerian Educational System are producing not so qualified graduates which have a negative chain effect in the economic, social and political development of the country. The Honourable Minister of Education regretted that foreign universities are reluctant to recognize Nigerian Universities Degrees and many parents are sending children to foreign universities for quality education (Osagie, 2005). In 2000, the World Bank commissioned a study on Labour Market Prospects of University Graduates in Nigeria to assess the effect of Nigerian Universities' curricular on the performance of Nigerian graduates. One of the major findings was that the production of graduates with critical skills had not met with the required needs of the economy (NUC, 2004). A large-scale national survey was jointly sponsored by NUC and Education Tax Fund (ETF) to determine the needs of the labour market that Nigerian University graduates are failing to meet. Samples of statements from those interviewed include: * Olusanya (2004:30) their training does not fit them for job situations * Basorum (2004:30) Oftentimes, there is nothing wrong with the curriculum ... the question is how fully have the contents of the curriculum been taught? * Adebowale (2004:31) Poor communication skills noticeable right from interviews; practical Orientation not sound due to lack of teaching and training resources; devoid of knowledge of biometrics and poor analytical minds Fifty-three percent of students in University of Benin agreed that the main purpose of being in the university is for certification (Ifedili: 2003). Aghenta (2001) declared that the quality of education in appears to be elusive because, the following five inputs into learning are not of the right quality. These are –Students:-their capacity and motivation to learn. –The subject to be learned –The teachers who know and can teach the subject –Time for learning Requisite tools for teaching and learning. Concern for Quality in Nigerian University Education System: Concern for Quality in Nigerian University education is most desirable for obvious reasons. …
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Management of Universal Basic Education Scheme (U.B.E.) for Qualitative Education in Nigeria. - Omotayo, Dare Michael; Ihebereme, Chioma; Maduewesi, Sir B. U. (Education 3-13, 2008)
In realization of the role which education plays in national development, the government of Nigeria has ventured into various educational policies and programmes with the great expectation that, the felt socio-economic and political needs of the citizenry would be met. For instance, the Universal Primary Education (UPE) was introduced nation-wide by the federal government of Nigerian in September 1976, with the major intention of taking care of the educational demands of Nigerians. Fafunwa (1986) remarked that a decade after the introduction of the UPE the educational outcomes showed that the national educational objectives were not fully realized due to certain national problems such as financial problems, insufficient competent teachers, over crowded classrooms, narrow curriculum content and high rate of drop-outs. In responses to the agitation for a more functional and qualitative educational systems a new educational system known as the 6-3-3-4 was introduced nation–wide in 1982 by the federal government of Nigeria. The educational system stressed the point that a child shall spend six years in primary school, three years in Junior Secondary School, another three years in Senior Secondary and four years in a tertiary institution. After a decade of the introduction of the 6-3-3-4 system of education, it was observed by educational analysts that there has been general lack of consistency in Nigerian's educational policies, the system and national objectives. This presupposes that the educational objectives of the 6-3-3-4 system of education have not been fully realized partly because of the inherent problems of the U.P.E which were not effectively tackled before the commencement of the new educational system. Furthermore, poor implementation strategy led to the non-attainment of the national objectives of the 6-3-3-4 system of education. This further led to the agitations for a more functional educational system that is very much relevant to the socio economic, political and cultural backgrounds of Nigerian. Therefore, as a positive reaction to the earnings of Nigerian the federal government under the leadership of President Olusegun Obasanjo introduced the Universal Basic Education (U.B.E) in 1999. Although the educational programme has commenced nation wide, there is a need to ask this question. Has the inherent problems which militated against the effective implementation and the attainment of the desired objectives of U.P.E and 6-3-3-4 systems of education been tackled to create favourable conditions for the implementation of the objectives of U.B.E? To provide an answer to this question, the paper discusses the management of UBE scheme for qualitative education in Nigeria. The concept of management as used in the context of this paper has been viewed as intelligent utilization of human, capital and material recourses directed towards the achievement of pre-determined objectives. This presupposes that resources available to a given organization should be prudently used for the purpose of goal attainment. Similarly, qualitative education can be viewed as specific standard of education attainable against the backdrop of the existing international standard. From another dimension Fafunwa (1986) viewed qualitative education as functional in nature and could empower the recipients to be useful members of the society through acquisition of certain basic skill, abilities, and competences. This means that education needs to be qualitative for the recipients in order to empower the recipients socially, economically, politically and scientifically. Universal Basic Education Programme and Objectives The introduction of the U.B .E is Nigeria's positive reaction to the Jontein Declaration of Education for all by the year 2000, and it also signifies its commitment to the total eradication of illiteracy. It sees education in its broadest sense of a close articulation of the formal, non formal and informal approaches as an instrument for the awakening and all–round development of the human potential. …
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Construction of meaning by second language students in access physics classes in Lesotho. - Qhobela, Makomosela (2008)
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Agricultural Students’ Perceptions of Farm Practical Year Programme at University of Agriculture, Abeokuta, Nigeria - Oloruntoba, A (2008)
Summary Farm Practical programme addresses the short comings in curricular of agricultural graduates enabling them to acquire knowledge and practical skills needed to become profi cient in agriculture. Th e study contributes in providing insights into perceptions of level 400 agricultural students regarding the Farm Practical Year (FPY) programme at the University of Agriculture, Abeokuta, Nigeria. A total of 261 sample students were selected through stratifi ed sampling procedure from 11 core agricultural departments and administered with pre-tested questionnaire. Results show that the programme provided students with ‘hands-on’ experience and opportunity to apply theory learnt in classroom to a real-life fi eld situation in which students had to adapt and solve problems on daily basis. Students also felt strongly that the farm practical would contribute to their professional career and employability on graduation. However, certain perceived problems were raised by students such as lack of on-campus accommodation, delay in payment of allowances and paucity of resources. It is recommended that greater eff orts are needed to mentor students to take active interest in farm practical while human and material resources strengthened to deliver this mandate.
openalex: W2097182465 mag: 2097182465
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Gender Differences in the Influence of Faculty–Student Mentoring Relationships on Satisfaction with College among African Americans - Strayhorn, Terrell L.; Saddler, Tonya N. (Journal of African American Studies, 2008)
openalex: W1996909660 mag: 1996909660
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Achieving Universal Primary and Secondary Education in Uganda Access and Equity Considerations - Essama-Nssah, B.; Leite, Phillippe G.; Simler, Kenneth (2008)
Education policy in Uganda has evolved over time from elitism to inclusiveness and is now at the center of the country's Poverty Eradication Action Plan (PEAP). This paper uses the 1992 and 2005 nationally representative household surveys to assess the impact of the 1997 Universal Primary Education (UPE) and the 2007 Universal Secondary Education (USE) policies. Both policies entail the abolition of school fees for these two levels of education. We find that UPE did reduce school fees paid by families at the primary level of education. The reduction in school fees in turn led to a significant improvement in both access to and equity in primary schooling. However the policy did not increase the likelihood of completing primary schooling nor did it have any spillover effects for secondary education. Simulations from a probability model show that USE is likely to induce a big surge in secondary enrolment similar to the one associated with UPE at the primary level of education. This policy also has the potential of significantly improving the distribution of post primary education and training opportunities. The feasibility of these potential outcomes depends however on investment in space and other complementary inputs at levels commensurate with the expected influx of students.
openalex: W404084136 mag: 404084136
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Climate change impact on SWAT simulated streamflow in western Kenya - Githui, Faith; Gitau, Wilson; Mutua, Francis; Bauwens, Willy (International Journal of Climatology, 2008)
Abstract Weather and climate extremes such as droughts and floods have far reaching impacts in Kenya. They have had implications in a variety of sectors including agriculture, water resources, health, energy, and disaster management among others. Lake Victoria and its catchment support millions of people and any impact on its ability to support the livelihoods of the communities in this region is of major concern. Thus, the main objective of this study was to assess the potential future climatic changes on the Nzoia catchment in the Lake Victoria basin, and how they might affect streamflow. The Soil and Water Assessment Tool was used to investigate the impact of climatic change on streamflow of the study area. The model was set up using readily available spatial and temporal data, and calibrated against measured daily streamflow. Climate change scenarios were obtained from general circulation models. Results obtained showed increased amounts of annual rainfall for all the scenarios but with variations on a monthly basis. All—but one—global circulation models (GCMs) showed consistency in the monthly rainfall amounts. Rainfall was higher in the 2050s than in the 2020s. According to climate change scenarios, temperature will increase in this region, with the 2050s experiencing much higher increases than the 2020s with a monthly temperature change range of 0–1.7 °C. The range of change in mean annual rainfall of 2.4–23.2% corresponded to a change in streamflow of about 6–115%. The analysis revealed important rainfall–runoff linear relationships for certain months that could be extrapolated to estimate amounts of streamflow under various scenarios of change in rainfall. Streamflow response was not sensitive to changes in temperature. If all other variables, e.g. land cover, population growth etc., were held constant, a significant increase in streamflow may be expected in the coming decades as a consequence of increased rainfall amounts. Copyright © 2008 Royal Meteorological Society
openalex: W2073260203 mag: 2073260203
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Improving education management in Madagascar: results and implications of an impact evaluation - Lassibille, Gérard; Tan, Jee‐Peng; Jesse, Cornelia (RePEc: Research Papers in Economics, 2008)
openalex: W2557197200 mag: 2557197200
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Improving education management in Madagascar: results and implications of an impact evaluation - Lassibille, Gérard; Tan, Jee‐Peng; Jesse, Cornelia (2008)
openalex: W3021787211 mag: 3021787211
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Racial and emotional factors predicting teachers' perceptions of classroom behavioral maladjustment for urban African American male youth - Thomas, Duane E.; Coard, Stephanie Irby; Stevenson, Howard C.; Bentley, Keisha L.; Zamel, Pamela (Psychology in the Schools, 2008)
Abstract The present study investigated the predictive influence of students' reactive emotional coping and racial socialization experiences on teachers' perceptions of classroom behavior adjustment problems. Participants were 148 African American male youth attending a secondary school in a large northeastern city. Behavioral outcomes included teacher ratings of student behavioral overactivity in different classroom situations. Results using hierarchical regression analyses show that measures of social rejection sensitivity, anger expression, and racial socialization predict teacher‐observed behavioral overactivity, with overt anger expression being the most powerful predictor. Findings suggest that racial socialization and particular styles of emotional coping are important determinants for teachers' impressions of classroom behavior for some African American adolescent males. Implications for future research and interventions with African American male youth in urban secondary schools are discussed. © 2008 Wiley Periodicals, Inc.
openalex: W2092994018 mag: 2092994018
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Understanding Long-Run African Growth: Colonial Institutions or Colonial Education? - Bolt, Jutta; Bezemer, Dirk (Journal of Development Studies, 2008)
Abstract Long-term growth in developing countries has been explained in four frameworks: ‘extractive colonial institutions’ (Acemoglu et al., 2001 Acemoglu, D., Johnson, S. and Robinson, J. A. 2001. The colonial origins of comparative development: an empirical investigation. American Economic Review, 91(5): 1369–1401. [Crossref], [Web of Science ®] , [Google Scholar]), ‘colonial legal origin’ (La Porta et al., 2004 La Porta, R., Lopez-de-Silanes, F., Pop-Eleches, C. and Shleifer, A. 2004. Judicial checks and balances. Journal of Political Economy, 112(2): 445–470. [Crossref], [Web of Science ®] , [Google Scholar]), ‘geography’ (Gallup et al., 1998 Gallup, J. L., Sachs, J. D. and Mellinger, A. D. 1998. “Geography and economic development. NBER Working Paper 6849”. Cambridge, MA: National Bureau of Economic Research. [Google Scholar]) and ‘colonial human capital’ (Glaeser et al., 2004 Glaeser, E. L., La Porta, R., Lopez-de-Silanes, F. and Shleifer, A. 2004. Do institutions cause growth?. Journal of Economic Growth, 9(3): 271–303. [Crossref], [Web of Science ®] , [Google Scholar]). In this paper we test the ‘colonial human capital’ explanation for sub-Saharan Africa, controlling for legal origin and geography. Utilising data on colonial era education, we find that instrumented human capital explains long-term growth better, and shows greater stability over time, than instrumented measures for extractive institutions. We suggest that the impact of the disease environment on African long-term growth runs through a human capital channel rather than an extractive-institutions channel. The effect of education is robust to including variables capturing legal origin and geography, which have additional explanatory power.
openalex: W1995138613 mag: 1995138613
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A Case-Control Study to Assess the Relationship between Poverty and Visual Impairment from Cataract in Kenya, the Philippines, and Bangladesh - Kuper, Hannah; Polack, Sarah; Eusebio, Cristina; Mathenge, Wanjiku; Wadud, Zakia; Foster, Allen (PLoS medicine, 2008)
The link between poverty and health is central to the Millennium Development Goals (MDGs). Poverty can be both a cause and consequence of poor health, but there are few epidemiological studies exploring this complex relationship. The aim of this study was to examine the association between visual impairment from cataract and poverty in adults in Kenya, Bangladesh, and the Philippines.A population-based case-control study was conducted in three countries during 2005-2006. Cases were persons aged 50 y or older and visually impaired due to cataract (visual acuity < 6/24 in the better eye). Controls were persons age- and sex-matched to the case participants with normal vision selected from the same cluster. Household expenditure was assessed through the collection of detailed consumption data, and asset ownership and self-rated wealth were also measured. In total, 596 cases and 535 controls were included in these analyses (Kenya 142 cases, 75 controls; Bangladesh 216 cases, 279 controls; Philippines 238 cases, 180 controls). Case participants were more likely to be in the lowest quartile of per capita expenditure (PCE) compared to controls in Kenya (odds ratio = 2.3, 95% confidence interval 0.9-5.5), Bangladesh (1.9, 1.1-3.2), and the Philippines (3.1, 1.7-5.7), and there was significant dose-response relationship across quartiles of PCE. These associations persisted after adjustment for self-rated health and social support indicators. A similar pattern was observed for the relationship between cataract visual impairment with asset ownership and self-rated wealth. There was no consistent pattern of association between PCE and level of visual impairment due to cataract, sex, or age among the three countries.Our data show that people with visual impairment due to cataract were poorer than those with normal sight in all three low-income countries studied. The MDGs are committed to the eradication of extreme poverty and provision of health care to poor people, and this study highlights the need for increased provision of cataract surgery to poor people, as they are particularly vulnerable to visual impairment from cataract.
openalex: W1996854965 mag: 1996854965
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Teacher migration impact: A Review in he context of quality education provision and teacher training in higher education in Southern Africa - Brown, Byron A. (South African journal of higher education, 2008)
Teacher mobility has become a common feature of the cross-border flows and transnational networks that constitute globalisation. International and intraregional migration of teachers is an important factor in education provision and management in countries in the Southern Africa region, for example Botswana and South Africa. In an increasingly global context of teacher migration, education practitioners continue to strive for quality education. But has the mobility of teachers mediated the quality of education, and what are the implication of this for teacher education and training in higher education? This article explores teacher migration trends and dimensions of quality education, and assesses the impact that such teacher mobility has on education quality dimensions. The implications of teacher migration for teacher training in higher education are also explored. The article argues that teacher mobility negatively impacts education quality dimensions as well as the demand dynamics on higher education institutions for teachers in the migration origin countries. These concerns represent one of the major exclusions in the existing reflections on quality education provision and teacher supply and demand.
openalex: W2055682552 mag: 2055682552
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North Atlantic Hurricanes Contributed by African Easterly Waves North and South of the African Easterly Jet - Chen, Tsing-Chang; Wang, Shih-Yu; Clark, Adam J. (Journal of Climate, 2008)
Abstract A majority of tropical cyclones in the North Atlantic develop from African easterly waves (AEWs), which originate along both the southern and northern flanks of the midtropospheric African easterly jet (AEWS and AEWn, respectively). The purpose of this note is to identify the contribution of AEWSs and AEWns to North Atlantic tropical cyclones that develop from AEWs. Applying a manual backtracking approach to identify the genesis locations of AEWS, it was found that the population ratio of tropical cyclones formed from AEWSs to those formed from AEWns is 1:1.2. Because the population ratio of AEWSs to AEWns is 1:2.5, the conversion rate of the former AEWS to tropical cyclones is twice as effective as the latter waves. In addition, it was found that AEWns travel farther and take longer to transform into tropical cyclones than AEWSs, which is likely because the AEWns are drier and shallower than AEWSs. An analysis of various terms in the moisture and vorticity budgets reveals that the monsoon trough over West Africa provides moisture and enhances low-level vorticity for both AEWns and AEWSs as they move off the West African coast. The monsoon trough appears to be of particular importance in supplying AEWns with enough moisture so that they have similar properties to AEWSs after they have traveled a considerable westward distance across the tropical Atlantic.
openalex: W2125038848 mag: 2125038848
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Language taught and Arabic dialect : what methodology and what training for the acquisition of communicative competence in standard Arabic ? : the case of Libyan secondary schools - Dardour, Farag (2008)
openalex: W4392231914
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Comparative Cost-Effectiveness Analysis Of Streptomycin And Ethambutol In The Treatment Of Tuberculosis In A University Teaching Hospital In Nigeria - Giwa, Al; Osagbemi, GK; Olayinka, B. O.; Giwa, Halima B. F. (African Journal of Clinical and Experimental Microbiology, 2008)
Healthcare organizations, governments and individuals have been forced by prevailing circumstances of economic crisis to be increasingly oriented towards cost containment due to escalating nature of health expenditure. Objective:The objective of this study is to determine the comparative cost effectiveness of various antituberculous therapeutic options and to make recommendation for the adoption of costeffectiveness evaluations in National Health Policy formulation and decision-making. MethodRetrospective cost effectiveness analysis was carried out for prescribed/dispended antibiotic to outpatients with tuberculosis among other infectious diseases in outpatients case notes between 2005 and 2007 in Ahmadu Bello University Teaching Hospital, Zaria Nigeria. ResultsThe result shows that ethambutol tablet cost N8.40/unit of effectiveness while streptomycin injection cost N81.50/unit of effectiveness in the treatment of tuberculosis.Ethambutol tablet therefore appears to be more cost effective than streptomycin injection.Subjecting the cost and effectiveness to sensitivity analysis did not change this conclusion.Statistical analysis shows that there is a statistically significant difference in the effectiveness (outcome) of ethambutol (95%) and streptomycin injection (76.73%) (X 2 =13.75 ; p<0.5).Therefore there is association between effectiveness and therapeutic option chosen with ethambutol tablet being a more cost effective option.The result of this study is significant because ethambutol is usually traded off for less cost-effective streptomycin in many cases even when there is no contraindication to the use of ethambutol.CONCLUSION Ethambutol tablet is more cost effective than streptomycin injection at their usual therapeutic doses in combination with isoniazed, rifampicin and pyrazinamide in the treatment of tuberculos 1 at the intensive phase.
openalex: W2131492348 mag: 2131492348
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Cultural Identity and Implementing a New Language-in-Education Policy in South African Schools - Holmarsdottir, Halla B. (2008)
openalex: W18325676 mag: 18325676
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Democracy, Identity, and Citizenship Education in South Africa: Defining a Nation in a Postcolonial and Global Era - Kubow, Patricia K. (2008)
openalex: W2177880971 mag: 2177880971
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STUDY OF COLORIST CULTURE OF ANCIENT OF EGYPT BY PRIMARY SCHOOL STUDENTS ANNOTATIONS - Nifatova, O.Yu. (Osvìtnìj vimìr (Print), 2008)
In the article «Study of color istical culture of Ancient Egypt of pupils at secondary school» gives her point of view about the substantial aspects of use the interesting facts about the coloristical culture of Ancient Egypt on the lessons offine art, method of study of this culture at secondary school.
openalex: W4302327925
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Entrepreneurship education in Lesotho secondary schools: pedagogical challenges - Nketekete, Malefetsane; Motebang, Maletele B. (Education, Knowledge and Economy, 2008)
The paper explores the extent to which the entrepreneurship education component of the business education curriculum in Lesotho secondary education is being implemented. The study was undertaken in 18 schools during 1998, 1999 and 2000. Different research methods such as video recording, interviews and document analysis were used. Results indicate that teachers mainly employ didactic methods of teaching, leaving little room for entrepreneurship development. This is reinforced by the type of examination questions asked. The types of questions asked do not reflect core values and skills central to entrepreneurship education. The findings suggest recommendations geared towards supporting teachers in espousing appropriate pedagogical methodologies to entrepreneurship during in-service and pre-service development.
openalex: W2032235298 mag: 2032235298
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The changing academic profession in higher education and new managerialism and corporatism in South Africa - Ntshoe, Isaac; Higgs, Philip; Higgs, Leonie G.; Wolhuter, Charl C. (South African journal of higher education, 2008)
This article is part of an international research project which is investigating the changing nature of the academic profession in twenty-two countries in the twenty-first century. This article focuses on the discourses of global competition; the permeation of a business ethos and higher education values; the quest for efficiency; diversification and changes in funding frameworks; and the increasing demand for higher education. The article draws from results of surveys made in the academic profession in South Africa in order to examine, firstly, the nature of the academic profession in South Africa and highlights the impacts of the global economy and new managerialism on institutional structures. Secondly, the article explores how these changes have brought about changes in the roles of academics and management in higher education institutions in South Africa. The article examines institutional demands on academics as a response to these changes, the permeation of business values and ethos in higher education institutions, and their implications for the academic profession and individual academics.
openalex: W2037995767 mag: 2037995767
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Re -making the Namibian teacher: A study of teacher reflection in an era of social transition and policy reform - Ralaingita, Wendi (2008)
openalex: W1938153551 mag: 1938153551
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Burnout of academic staff in South African higher education institutions - Rothmann, Sebastiaan; Barkhuizen, Nicolene (South African journal of higher education, 2008)
The objectives of this study are to assess the psychometric properties of an adapted version of the Maslach Burnout Inventory-General Survey (MBI-GS) for academic staff in South African higher education institutions and to investigate differences between the burnout levels of different demographic groups. A survey design was used, with stratified random samples (N = 595) taken of academics in six South African universities. Exploratory factor analysis with target rotations resulted in a three-factor model of burnout, consisting of Exhaustion, Mental Distance and Professional Efficacy. The scales showed acceptable internal consistencies and construct equivalence for two language groups. Practically significant differences were found in the burnout levels of academics with regard to their age.
openalex: W2128991778 mag: 2128991778
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Model of work-related ill health of academic staff in a South African Higher education institution - Rothmann, Sebastiaan; Barkhuizen, Nicolene; Tytherleigh, Michelle (South African journal of higher education, 2008)
The objective of this study is to investigate the relationships between burnout, ill health, job demands and resources, and dispositional optimism in a higher education institution in South Africa. A survey design was used. The study population (N = 279) consisted of academic staff working in a higher education institution. The Maslach Burnout Inventory – General Survey, The Life Orientation Test – Revised, Job Demands-Resources Scale and the Health subscale of the ASSET were used as measuring instruments. A good fit was found for a model in which burnout (exhaustion and cynicism) mediated the relationship between perceived high job demands and low availability of job resources, and ill health. Dispositional optimism had direct effects on burnout and ill health. During the past two decades, higher education institutions from all over the globe have been confronted with a series of complex changes, challenging their mandates, traditional practices, authority and organisational structures (Doyle and Hind 1998; Hugo 1998; Nixon, Marks, Rowland and Walker 2001). In particular, higher education institutions in South Africa are currently undergoing a process of transformation in an attempt to move away from the ethos and struggles inherited from the apartheid educational era towards a democratic society (Dlamini 1995; Hugo 1998). At the same
openalex: W2096222264 mag: 2096222264
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Toward a Model of M-Learning for Enhancing Dissemination of Information Among Nigerian Farmers - Boyinbode, Olutayo; Akintola, K.G. (Oriental journal of computer science and technology, 2008)
openalex: W3204191129 mag: 3204191129
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The effects of the neo-liberal agenda on education in some African countries - Brock‐Utne, Birgit (2008)
Through political decisions – in the North mostly willed decisions, in the South decisions forced on them by monetary institutions in the North – governments have dismantled national controls with capital movements, profits and foreign investments. By this willed or enforced political choice – the consequences of which has seldom been spelled out to the electorates – political leaders have removed those legal and administrative tools which might have protected local economic and social systems. Directed by Western interests the World Bank and the International Monetary Fund have used and continue to use their creditor powers to pressure first the poor debtor countries of the South and then the collapsing members of the former Soviet Union to turn their own battered economies into the same kind of unrestricted markets. Last but not the least the World Trade Organization (WTO) has become a vehicle for assuring that practically the whole world is opened for the unhindered operations of private capital. This ideology, which I here term globalization, leads to a democratic deficit, increases income differences and forces new groups into poverty.
openalex: W2479114905 mag: 2479114905
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Schooling and education for the San (Ju|'hoansi) in Namibia: Between a rock of colonialism and the hard place of globalization - Hopson, Rodney; Hays, Jennifer (2008)
For indigenous peoples around the world, schooling and education are fraught with extreme challenges within the current realities of globalization. Indigenous knowledge, perspectives, and pedagogy in Africa, Asia, and the Americas are rarely included in books and courses that deal with history and philosophy of education, and there is widespread belief that non-Western and indigenous educational traditions and realities are not comparable to Western educational traditions and have little to offer discussions about education (Reagan, 2005). That is, the larger discourse of educational thought and practice, as Timothy Reagan suggests in the quote preceding this introduction, has been extremely biased in its treatment of anything non-Western; instead simplistic misunderstandings and misrepresentations reify the larger effects of cultural and epistemological ethnocentrism, colonialism, and Western imperialism.
openalex: W2480980797 mag: 2480980797
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Multi-scale climate change modeling study over the Greater Horn of Africa - Bowden, Jared H. (2008)
openalex: W78011734 mag: 78011734
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Are peri-urban mangrove forests viable ?: effects of sewage pollution and wood exploitation on the structure and development of the mangroves of Mombasa, Kenya - Mohamed, Mohamed; Koedam, Nico; Dahdouh‐Guebas, Farid; Kairo, James Gitundu (2008)
openalex: W1755625678 mag: 1755625678
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Awareness, Access and Usage of E-Journal Resources of the Library, By the Students of Yaba College of Technology, Yaba –Lagos Nigeria. - Achonna, AU (Samaru Journal of Information Studies, 2008)
The study investigated students' awareness, access and usage of E -journal resources at the library of Yaba College of Technology, Yaba, Lagos.It examined the level of awareness, access and usage of E -journal resources among the students; and the problems they encounter in their bid to use the resources.The study revealed that the level of usage of the E -journal resources was low, and that lack of skill to use the resources, power outage and inadequate computers were some of the problems encountered by the students.The study recommended a conscious effort to be made to provide information skills training appropriate to individual needs of the students; and information retrieval skills training to be embedded in the curriculum, undertaken at an appropriate time and supported by academic staff.Lecturers are to emphasize and popularize information technology and its usage by talking about it and giving assignment that will motivate students to use the E -journal resources.It was also recommended that stable power supply and more computers should be provided to ensure constant, consistent and available services.
openalex: W2064749227 mag: 2064749227
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The International Classification of Function Disability and Health (ICF) in adults visiting the HIV outpatient clinic at a regional hospital in Johannesburg, South Africa - As, Melissa Van; Myezwa, Hellen; Stewart, Aimée; Maleka, Douglas; Musenge, Eustasius (AIDS Care, 2008)
In 2005, 16.6% of South Africans between 15 and 49 years of age were HIV positive. The advent of anti-retroviral therapy has led to improved longevity, CD4 counts and clinical well-being of people living with HIV/AIDS (PLWHA). Physical impairments, activity limitations and participation restrictions of PLWHA have profound effects on the Health-related Quality of Life and functional abilities of those with the disease, and understanding thereof may assist in the formulation of rehabilitation protocols, health care interventions as well as vocational and legislative policies. The International Classification of Function, Disability and Health (ICF) is a standardised tool, endorsed by the World Health Assembly for international use, which aims to classify functioning and disability. It is structured to assess body functions and structure, functional activities and associated personal and environmental factors.This study aimed to develop a profile of the level of functional activity, using the ICF Checklist, of an urban cohort of 45 South African individuals who are HIV positive attending an outpatient clinic at the Helen Joseph Memorial Hospital, Gauteng, South Africa. The results showed a high prevalence of physical impairments, participation restrictions and selective activity limitations and that environmental factors influence their level of ability. Specific impairments where patients had problems were mental functions (69% (n=31), sensory and pain – 71% (n=32), digestive and metabolic functions 45% (n=20) and neuromuscular 27% (n=12). Activity limitations included major life areas' 58% (n=26), interpersonal relationships 56% (n=25), mobility 40% (n=18) and general tasks and demands 38% (n=17). Limitations in mobility were significantly associated with problems of sensory functions (p=0.05), pain (p=0.006), neuromusculoskeletal and movement-related functions (p=0.006), muscle power (p=0.006) as well as energy and drive functions (p=0.001). The study identifies the level of function and ability of PLWHA, clinical markers, and how these affect the physical, psychological and social functioning of this population.
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Climate Forecast Information Can Help Poor African Farmers Adapt to Variations in Rainfall - Bharwani, Sukaina; Ziervogel, Gina (2008)
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African experiences: Learning and success (2008)
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Surgical Training in Libya: The Way Forward - Aa, Arifi; Bz, Zaidan; Mitiek, M.; Lunghi, Martin (Libyan Journal of Medicine, 2008)
The General Surgical Training Programmes worldwide are designed to ensure that the advanced surgical trainee in surgery achieves competency in knowledge, skill and attitude, both operative and non-operative in a wide range of common surgical conditions, enabling the trainee to practice competently as a surgeon.Therefore, the goal of the surgical training is to train broad-based, highly qualified surgical specialists who can provide excellence in the care of patients with a wide range of surgical diseases.To this end we have to strive to a training programme that emphasizes education over service, training in all major surgical subspecialties, and strong academic affiliations.
openalex: W1970579053 mag: 1970579053
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Faculty Opinions recommendation of Unwanted early sexual experiences among Belgian and South African university women students. - Cho, Yong-Hyun (2008)
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Racism, Assessment, and Instructional Practices: Implications for Mathematics Teachers of African American Students - Davis, Julius; Martin, Danny Bernard (Journal of Urban Mathematics Education, 2008)
Couched within a larger critique of assessment practices and how they are used to stigmatize African American children, the authors examine teachers’ instructional practices in response to demands of increasing test scores. Many mathematics teachers might be unaware of how these test-driven instructional practices can simultaneously reflect well-intentioned motivations and contribute to the oppression of their African American students. The authors further argue that the focus of assessing African American children via comparison to white children reveals underlying institutionally-based racist assumptions about the competencies of African American students. Strategies are suggested for helping teachers resist test-driven instructional practices while promoting excellence and empowerment for African American students in mathematics.
openalex: W1597371425 mag: 1597371425
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Quality of Life Differences In an African American and Caucasian Sample of Chronic Illness Patients: Assessment of Differential Item Functioning - Debb, Scott M.; Blitz, David L.; Choi, Seunh W. (The New School psychology bulletin, 2008)
The value of a health care intervention is judged by its impact on the quantity and quality of life (QOL) of an individual (Cella & Bonomi, 1996). When analyzing QOL data, results from the general population are often as- sumed to be equally representative of various subpopulations; however, establishing measurement invariance across different populations (e.g., racial and ethnic groups) is crucial for score interpretability. In this study, ordinal logistic regression (following Zumbo, 1999) was used to examine differential item functioning (DIF) in an African American and Caucasian sample of 898 cancer and chronic illness patients that had been administered a QOL questionnaire for use with chronic illness sufferers. Results indicated that significant differences in response patterns were present between the two groups. This has which have clinical implications pertaining to psychological assessment, conceptualization and intervention.
openalex: W2137163099 mag: 2137163099
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Interweaving Conceptualizations of Gender and Disability in the Context of Vulnerability to HIV/AIDS in KwaZulu-Natal, South Africa - Hanass-Hancock, Jill (Sexuality and Disability, 2008)
In KwaZulu-Natal disability and gender are associated with myths and stereotypes that exacerbate the vulnerability of people with disability (PWD) to HIV/AIDS. The present analysis results from a three year qualitative study of 25 people with disabilities and their caregivers. It outlines the interweaving patterns of stereotyping gender and disability and how this may increase the vulnerability of PWD to HIV/AIDS. The paper emphasizes that access to prevention and treatment is still an unfulfilled goal and that an enormous gap in service delivery persists. Sexual abuse and exploitation have become a major threat to fighting HIV/AIDS within the group of PWD. PWD are particularly vulnerable to HIV/AIDS through the threat of sexual abuse. Potential contributors to this are sexual purification rituals, sexual exploitation and the process of the judicial system. The notion that PWD are asexual, virgins, sexually overactive, cursed, dirty or clean increases their exposure to abuse and subsequently HIV/AIDS. Additionally, misconceptions regarding sexuality, gender and HIV/AIDS have exposed women and girls with disabilities, in particular, to abuse and HIV. Yet, effective responses are still scarce and people with disabilities are often denied access to sexual education as well as prevention and treatment of HIV/AIDS.
openalex: W2094099640 mag: 2094099640
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Towards a Mobile Education of the Sciences of Information in Morocco - Sbihi, Boubker; jazouli, Siham El (International Journal of Emerging Technologies in Learning (ijet), 2008)
This article aims to identify learning needs and continuing learning in information science at the ESI (Ecole des Sciences de lâ??Information which is the only school in Morocco which purpose is to ensure good training of librarians, archivists and librarians).
The first objective is to identify and understand the problems and obstacles faced by students at the school during their system of learning. Then, the present paper aims to identify and analyze the needs of professionals in the context of continuing learning. To achieve the objectives set, we have relied on the method of â??investigation on the groundâ?? as the most research method used for data collection. Besides, in order to make optimal use of new technologies, gain time and reduce the cost, we opted for the use of electronic questionnaire administrated, through the Internet, directly to students and professionals in the Information & Documentation (I&D).In addition to the questionnaire, and to deepen understanding of the data collected, ongoing discussions with them have been scheduled.
Finally, to meet the needs already identified, we intend to propose a strategy of learning to implement based on distance learning and teaching mobile.
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Hepatitis B virus infection and prevention in the dental clinic: knowledge and factors determining vaccine uptake in a Nigerian dental teaching hospital. - Sofola, OO; Uti, Omolara (PubMed, 2008)
hepatitis B virus (HBV) is a well recognised occupational risk for dental health care workers in an endemic area like Nigeria. It is however effectively vaccine preventable. There had been a suboptimal uptake of this vaccination.This study assesed the knowledge of respondents on pre-exposure prevention and post exposure management of HBV infection. It also investigated level of compliance with the vaccination and factors associated with non-compliance.The study was conducted by self-administered questionnaires distributed to clinical students and all cadres of staff working at the dental clinic of the Lagos University Teaching Hospital.159 persons participated. Knowledge of the infection was inadequate. There was an overall vaccination rate of 40.3%. However, dentists were significantly more likely to be vaccinated than either the other cadres of staff or the students (p = 0.014). Students had the poorest compliance. 54% of respondents gave reasons suggestive of complacency for non-uptake.Students and staff of the Dental School of the Lagos University Teaching Hospital are not adequately protected against HBV. We recommend mandatory immunisation of both students and-staffs before exposure to clinical practice
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Climate change drives speciation in the southern rock agama (Agama atra) in the Cape Floristic Region, South Africa - Swart, Belinda L.; Tolley, Krystal A.; Matthee, Conrad A. (Journal of Biogeography, 2008)
Abstract Aim Vicariance has played a major role in the evolution of the southern rock agama, Agama atra (Reptilia: Agamidae), and it is hypothesized that habitat shifts will affect small‐scale patterns of gene flow. The Cape Floristic Region (CFR) is known for high levels of diversity and endemism; thus we set out to investigate whether genetic structuring of CFR populations of A. atra corresponds to regional environmental shifts. Location Cape Fold Mountains and the Cape Floristic Region of South Africa. Methods The phylogeographical structure of 116 individuals of A. atra was determined by making use of 988 characters derived from two mitochondrial DNA fragments (control region and the NADH dehydrogenase subunit 2 coding region, ND2). Most animals originated from the CFR, but to gain a better understanding of the processes and patterns of dispersal within the species, 17 additional specimens from outside the CFR were also included and analysed in a phylogenetic context. Results Parsimony and Bayesian analyses revealed four distinct CFR clades (Cape clades) associated with geography. Phylogenetic analyses suggest that populations of A. atra in the CFR region are not entirely isolated from other populations, because some individuals from outside the CFR were nested within the four main Cape clades. The combined mitochondrial DNA data set revealed 59 distinct haplotypes in the CFR. Analysis of molecular variance ( amova ) confirmed the high degree of genetic structure among the Cape clades, with more than 75% of the genetic variation found among the geographical areas. A spatial amova suggested that a ‘central clade’ originally defined as one of the four Cape clades may contain several additional populations. The main cladogenesis of A. atra within the CFR is estimated to have taken place c . 0.64–2.36 Ma. Main conclusions Agama atra shows at least four distinct genetic provinces within the CFR region, which highlights the conservation importance of this biologically diverse area. The dates of separation among the clades coincide well with the documented Pleistocene climate fluctuations, which might have contributed towards the isolation among lineages; the congruent genetic structure of A. atra with other CFR taxa further supports vicariance as a main isolating factor.
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Species, age and sex differences in type and frequencies of injuries and impairments among four arboreal primate species in Kibale National Park, Uganda - Arlet, Małgorzata E.; Carey, James R.; Molleman, Freerk (Primates, 2008)
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Direct interactional effects of three extension organisations on crop production and farmers' education in Northern Tanzania - Kiariro, Nzinyangwa (2008)
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Building Inclusive Libraries to Bridge the Digital Divide presented at the 3rd International Conference on E-Learning in Cape Town, South Africa, June 26-27, 2008 - Moisey, Susan D. (2008)
The session was well received, with approximately 40 participants attending the session. A number of conference attendees stayed afterward to ask questions – one remarked that this was the best session she had attended. Unfortunately, no attendees appeared to have a role in providing library support at their institutions. Still, experience has shown that this project tends to produce unexpected results, promoting values related to inclusion and accessibility. I am confident that the presentation will have an impact for at least some of the participants in their work. The article (attached) was included in the Conference Proceedings and is under consideration for publication in the peer-reviewed online journal “E-Learning.”
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Angolan Students and Community Members Celebrate Opening of New School - Shorey, Commander Denise; Command, U.S. Africa (2008)
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Conference Executive and Chaired a mini-track session at the 2008 3rd International Conference on E-Learning (ICEL) in Cape Town, South Africa, June 26-27, 2008 - Lee, Stella (2008)
I chaired the track on mobile learning with five presentations and led the panel discussion that followed. The topics included using cell phone instant messaging features to provide tutoring support for mathematics homework, project on the use of iPod for student video and audio interviews, using mobile technology to support the lack of infrastructure in African schools and the integration of e-learning and m-learning in South African classrooms. The emphasis was mostly on the African continent as mobile technology makes sense when there is a high adoption rate and the lack of general computing access in school. The session lasted from 1:30 pm til 4:30 pm and many good topics/issues emerged out of the panel.
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Evaluation of community based education and service courses for undergraduate radiography students at Makerere University, Uganda - Mubuuke, Aloysius Gonzaga; Kiguli-Malwadde, Elsie; Rosemary, Byanyima; Francis, Businge (Rural and Remote Health, 2008)
is the oldest health professionals' training institution in East Africa
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Factors influencing the preparation, support and training of South African expatriates - Vögel, Adolf Johan; Vuuren, Jurie Jansen Van (Acta commercii, 2008)
Purpose: The purpose of this paper is to determine if the independent variables; location of an international assignment, the age of an expatriate, the duration of an assignment and the management level of an expatriate, influence the preparation, support and training that they require for an international assignment. Design/Methodology/Approach: This formal, empirical study was undertaken using an electronic questionnaire that was distributed to expatriates who were on an international assignment. Expatriates who were on an international assignment were thought to be in the best position to respond to their preparation, support and training needs. Findings: The research found that the preparation, support and training required by South African expatriates are not influenced by the location of an international assignment, the age of the expatriate, the duration of an international assignment or the management level of the expatriate. Implications: The findings highlight the fact that human resource managers of South African multinational enterprises should provide all their expatriates with the same preparation, support and training, as well as identifies five requirements that should be included in all South African expatriate policies.
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Education in Eritrea: Developmental Challenges - Rena, Ravinder (Social Science Research Network, 2008)
The ongoing national reconstruction process of Eritrea is centered on educational reformation. The government of Eritrea placed educational policy on top priority for national development which demands the emergence of new class of trained youth blended with disciplined minds and skills instead of raw graduation. It had established about eight colleges at tertiary level within a short span of time to build human resource required for the present and future. In line with this, it laid down new policies and curricula suit to the immediate national scenario. This article analyzed the strengths and weaknesses of the educational policies, planning and the infrastructure requirements to meet the intended goal. It explored and analyzed Eritrean educational development and its key challenges. It also provided some useful insights for policy development. The data for the study were mainly collected from the reports of Ministry of Education and other colleges in Eritrea. The outcome of the educational reformation is expected to have a profound effect in the development of the country.
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Education, prenatal care, and poor perinatal outcome in Khartoum, Sudan - Hassan, Ahmed; Abubaker, Magid S; Radi, Elgoni A.; Adam, Ishag (International Journal of Gynecology & Obstetrics, 2008)
International Journal of Gynecology & ObstetricsVolume 105, Issue 1 p. 66-67 Brief communications Education, prenatal care, and poor perinatal outcome in Khartoum, Sudan Ahmed A. Hassan, Ahmed A. Hassan Faculty of Medicine, University of Khartoum, Khartoum, SudanSearch for more papers by this authorMagid S. Abubaker, Magid S. Abubaker Faculty of Medicine, University of Khartoum, Khartoum, SudanSearch for more papers by this authorElgoni A. Radi, Elgoni A. Radi Faculty of Medicine, University of Khartoum, Khartoum, SudanSearch for more papers by this authorIshag Adam, Corresponding Author Ishag Adam [email protected] Faculty of Medicine, University of Khartoum, Khartoum, SudanCorresponding author. P.O. Box 102, Department of Obstetrics and Gynecology, Faculty of Medicine, University of Khartoum, Khartoum, Sudan. Tel.: +249 912168988; fax: +249 183771211.Search for more papers by this author Ahmed A. Hassan, Ahmed A. Hassan Faculty of Medicine, University of Khartoum, Khartoum, SudanSearch for more papers by this authorMagid S. Abubaker, Magid S. Abubaker Faculty of Medicine, University of Khartoum, Khartoum, SudanSearch for more papers by this authorElgoni A. Radi, Elgoni A. Radi Faculty of Medicine, University of Khartoum, Khartoum, SudanSearch for more papers by this authorIshag Adam, Corresponding Author Ishag Adam [email protected] Faculty of Medicine, University of Khartoum, Khartoum, SudanCorresponding author. P.O. Box 102, Department of Obstetrics and Gynecology, Faculty of Medicine, University of Khartoum, Khartoum, Sudan. Tel.: +249 912168988; fax: +249 183771211.Search for more papers by this author First published: 05 December 2008 https://doi.org/10.1016/j.ijgo.2008.10.026Citations: 28Read 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 No abstract is available for this article.Citing Literature Volume105, Issue1April 2009Pages 66-67 RelatedInformation
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Religious education in the context of sub‐Saharan Africa: the Malawian example - Matemba, Yonah Hisbon (British Journal of Religious Education, 2008)
The argument in this paper is that in spite of the acknowledgement of plurality, many countries in sub‐Saharan Africa seem reluctant to introduce multi‐faith approaches preferring to maintain Christian confessionalism in religious education. Even in those countries where new approaches are being tried, there is some unwillingness to make wholesale changes throughout the school system. In some instances this state of affairs is precipitated not by educational policy but by the socio‐religious situation, which mirrors Christian ideals. This is better illustrated in the Malawian context where largely due in part to the historical Christian influence and for the fact Christianity is the major religion in the country, multi‐faith religious education introduced in schools was opposed. As a compromise to a difficult situation, government resolved to offer both multi‐faith religious education and the historical Bible knowledge on the school curriculum. Results of a school survey seem to indicate that Bible knowledge as opposed to multi‐faith religious education is still a favoured syllabus in schools, possible reasons of which are suggested. The conclusion is that efforts should be made to interest those still wary about multi‐faith religious education considering the benefits it can bring in a world today where heterogeneity rather than homogeneity is the acceptable reality.
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Acceptance and Discomfort from Atraumatic Restorative Treatment in Secondary School Students in Egypt - Farag, Abeer; Frencken, Jo E. (Medical Principles and Practice, 2008)
Objectives: To assess the level of acceptance and discomfort experienced by secondary school students when undergoing an atraumatic restorative treatment (ART) restoration. Subjects and Methods: Ninety secondary school students, aged 14 and 15 years, were included in the study. The ART restorations were prepared in 90 cavities and restored using an encapsulated high-viscosity glass ionomer. The depth of the cavities was judged from radiographs and clinically into outer, middle and inner third of dentine. Using a graded periodontal probe, cavity size was measured, into approximately half the width of the mesiodistal and buccolingual/palatal distance of the occlusal surface. The students were asked about the level of sensation experienced during cavity preparation immediately after completion of restoration. χ2-Test was used to test the effect of cavity depth and size on sensitivity from the teeth. Results: Of the 90 students, 6 (6.6%) and 26 (29.2%) experienced pain and discomfort, respectively, during cavity preparation, more often in large than in small cavities (p = 0.003) and in cavities extending into the inner third than in the middle and outer third of dentine (p < 0.0001). Only 1 student reported postoperative sensitivity. Conclusions: The ART approach to treat dental cavities was well accepted by this group of secondary school students. Only a few reported pain during cavity instrumentation, and this was more prevalent in large cavities and in cavities with the floor close to the pulp.
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Climate change and financial adaptation in Africa. Investigating the impact of climate change on the robustness of index-based microinsurance in Malawi - Hochrainer, Stefan; Mechler, Reinhard; Pflug, Georg Ch. (Mitigation and adaptation strategies for global change, 2008)
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Educational Needs and Barriers for African Refugee Students in Manitoba - Kanu, Yatta (Canadian Journal of Education, 2008)
This study investigated the educational needs and barriers for diverse African refugee students in two inner ‐ city high schools in Manitoba. Forty African refugee students, two principals, eight teachers, four parents, and four community leaders participated in the study. Five focus groups, individual interviews, and school and classroom ob ‐ servations were used to collect data. Results revealed that academic, economic, and psychosocial challenges facing African refugee students adversely affected their abil ‐ ity to integrate and cope well in school, thereby significantly reducing their socio ‐ economic opportunities. Policy implications and urgent reform measures such as forgiveness of refugee resettlement loans and better housing in safer neighbourhoods are suggested. Key words: War ‐ affected African refugee students educational needs, educational barriers,refugee student support programs, social integration and educational suc ‐ cess. Dans cet article, l’auteure analyse les besoins en education et les difficultes des eleves refugies venant du continent africain et frequentant deux ecoles secondaires situees dans des quartiers pauvres au Manitoba. Quarante eleves africains, tous des refugies, deux directeurs d’ecole, huit enseignants, quatre parents et quatre leaders communau- taires ont participe a cette etude. Cinq groupes de discussion, des entrevues indivi- duelles et des seances d’observation dans l’ecole et en classe ont ete utilises pour re- unir les donnees. Les resultats indiquent que les defis scolaires, economiques et psy- chosociaux auxquels font face ces jeunes africains refugies affectent leur aptitude a bien s’integrer et s’adapter a l’ecole, ce qui a pour effet de reduire nettement leurs possibilites socioeconomiques. L’auteure suggere des changements au niveau des politiques ainsi que des mesures de reforme urgentes, telles l’exoneration du rem- boursement des prets consentis pour l’aide a l’etablissement des refugies et l’amelioration des conditions de logement et ce, dans des quartiers plus surs. Mots cles : besoins en education des eleves refugies provenant de pays africains en guerre, obstacles a l’education, programmes d’assistance a l’intention des eleves refu- gies, integration sociale, reussite scolaire
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Maroon teachers: teaching the transatlantic trade in enslaved Africans (Choice Reviews Online, 2008)
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Race, schools & hope: African Americans and school choice after Brown (Choice Reviews Online, 2008)
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Shepheard Rogers, Patricia Maureen, (born 18 May 1947), leader of teachers’ professional development in Pakistan and Uganda; Mathematics Educator: Open University, since 1972; National Centre for Excellence in the Teaching of Mathematics, since 2010 (2008)
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Shepheard Rogers, Patricia Maureen, (born 18 May 1947), leader of teachers’ professional development in Pakistan and Uganda; Mathematics Educator: Open University, since 1972; National Centre for Excellence in the Teaching of Mathematics, since 2010 (2008)
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Solar power solution for Gambian school (World Pumps, 2008)
The quality of life of school children in The Gambia has improved thanks to the work of a European school and Mono Pumps. Their joint efforts meant that a solar pump system could be installed at a Gambian school, enabling the children to enjoy the benefits of running water for the first time. A GPS system allowed the pump to produce 30% more water per day than normally possible.
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Dust Storm Observations From OMI, MISR, and MODIS Over the Northern Africa - Ahn, C.; Torres, Omar; Bhartia, P. K.; Kahn, R. A.; Gassó, Santiago (AGUFM, 2008)
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The Deregulation of University Education in Nigeria: Implications for Quality Assurance. - Ajayi, Iyiade Adeseye; Ekundayo, Haastrup T. (Nebula, 2008)
Introduction The role of education as an instrument for promoting the socio-economic, political and cultural development of any nation can never be over-emphasised. According to Abdulkareem (2001), a nation's growth and development is determined by its human resources. The provision of the much-needed manpower to accelerate the growth and development of the economy has been said to be the main relevance of university education in Nigeria (Ibukun, 1997). Precisely, the National Policy on Education (2004) highlighted the aims of university education: 1. To contribute to national development through high-level relevant manpower training; 2. To develop and inculcate proper values for the survival of the individual and the society; 3. To develop the intellectual capability of individuals to understand and appreciate their local and external environments; 4. To acquire both physical and intellectual skills which will enable individuals to be self-reliant and useful members of the society; 5. To promote and encourage scholarship and community service; 6. To forge and cement national unity; and 7. To promote national and international understanding and interactions. The belief in the efficacy of education as a powerful instrument of development has led many nations to commit much of their wealth to the establishment of educational institutions at various levels. According to Ajayi and Ekundayo (2007), the funds allocated to higher education should not be considered as mere expense, but as a long-term investment of immense benefit to the society as a whole. The importance of university education to the individual in particular and the society in general has made the demand for university education increase astronomically in the last twenty years, resulting in a very high percentage of unsatisfied demand every year. See table 1. The demand for university education in the last 20 years is far greater than the supply. This is in spite of the phenomenal expansion in the publicly owned universities in Nigeria from 1 in 1948 to 56 in 2007. It is evident that the government alone cannot provide the much needed university education to the teeming applicants seeking places yearly–hence the involvement of private sectors. Historical Development of University Education in Nigeria The history of university education in Nigeria started with the Elliot Commission of 1943, which led to the establishment of University College Ibadan (UCI) in 1948. UCI was an affiliate of the University of London (Ike, 1976). According to Ibukun (1997), the UCI was saddled with a number of problems at inception ranging from rigid constitutional provisions, poor staffing, and low enrolment to high dropout rate. In April 1959, the Federal Government commissioned an inquiry (the Ashby Commission) to advise it on the higher education needs of the country for its first two decades. Before the submission of the report, the eastern region government established its own university at Nsukka (University of Nigeria, Nsukka in 1960). The implementation of the Ashby Report led to the establishment of University of Ife (now Obafemi Awolowo University, Ile-Ife) in 1962 by the Western region, Ahmadu Bello University, Zaria in 1962 by the Northern Region and University of Lagos (1962) by the Federal Government. Babalola et al (2007) posited that the University College, Ibadan became a full-fledged university in 1962. This meant that UCI, Ibadan and University of Lagos became the first two federal universities in Nigeria–the other three remained regional. In 1970, the newly created mid-western region opted for a university known as University of Benin. The six universities established during this period 1960-1970 are still referred to as first generation universities. Babalola et al (2007) remarked that during this period, universities in Nigeria were under the close surveillance of the government. …
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Breaking the Culture of Silence: Teaching Writing and Oral Presentation Skills to Botswana University Students - Akindele, Dele; Trennepohl, Brian (Language, Culture and Curriculum, 2008)
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Private technical and vocational education and training (TVET) and national development : The South African reality - Akoojee, Salim (2008)
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Food Production Impacts of Climate Change and Land Use Change in East Africa - Alagarswamy, G.; Moore, Nathan; Lofgren, Brent M.; Pijanowski, Bryan C.; Thornton, Philip K.; Olson, J.; Andresen, Jeffrey A.; Yanda, Pius Z.; Qi, Jiaguo (AGUFM, 2008)
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Health and social care curricula–future perspectives for learner experience in Europe and Africa. - ALAlami, Usama; Cooper, Ronald A. (PubMed, 2008)
National strategies are currently being implemented across the UK to deal with the rapid decline in lifestyle with special focus on the areas of smoking, drug and alcohol abuse, and sexually transmitted infections1. The responsibility for this in the UK lies with NHS health promotion teams. In South Africa, although health promotion is a directorate within the Social Sector Cluster within the Primary Health Care, there is a lack of experienced health promotion specialist to deliver such targets2. Both the UK and Africa are lagging behind in terms of reporting on their findings and experiences. The objective of the current study was to deliver workshops on healthy lifestyle to adolescents at schools and colleges in the West Midlands region of the UK. This would also be of interest to first and second generation African immigrants in the UK. The design of the questionnaires was based on our intuitive knowledge of pathophysiology and health. The bias to our questionnaire included gender and culture responses. Following agreement, the schools subsequently approached parents to secure their consent for participation in the workshops. A tick-box design questionnaire of five elements from selected schools incorporated strongly agree, agree, neither agree nor disagree, disagree, and strongly disagree ratings. Responses and measurements were compared using ANOVA incorporating multivariate and Chi-square statistical tests (SPSS 14.0 for Windows-XP, SPSS Headquarters, Chicago, Illinois). A confidence of 95% was agreed. The results of the current study indicated that interest and understanding were significantly (p<0.05) high and this was not gender specific. The use of medical images was shown to capture the audience by significantly (p<0.05) enhancing understanding. This successful approach should enlighten UK and immigrant Africans about the dangers of frivolous and unhealthy lifestyles. The success of the workshops was evident in the schools and colleges inviting us for subsequent talks.
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Potential Biosphere Response to Climate Change and its Impact on Regional Climate Prediction over West Africa - Alo, C. A.; Wang, G. (AGUFM, 2008)
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Teacher-Utilization in Teacher Training Colleges in the Volta Region of Ghana - Amedahe, Francis K.; Osafo-Acquah, Aaron (Journal of Educational Development and Practice, 2008)
The study investigated teacher-utilization in teacher training colleges in the Volta Region of Ghana. 1 wo hundred and four respondents completed the questionnaire and the interview guide on the mode of teacher utilization. It was found that the teaching load of majority of teachers in teacher training colleges in the Volta Region was below the minimum norm of 16.7 hours per week set by Ghana Education Service. Also, all the teachers spent more time on their teaching-related activities. Again, it was found that teachers with administrative responsibilities and those without administrative responsibilities differed in their rates of utilization though not significantly. However, considering teaching-related activities, majority of the teachers worked for more than the maximum of 40 hours per week. It is recommended that the present minimum load of 16.7 hours per teacher per week be reviewed because estimates given by respondents for teaching-related activities ranged between 45-90 hours per week.
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Does Gender Predict Medical Students’ Stress in Mansoura, Egypt? - Amr, Mostafa; Gilany, Abdel Hady El; El-Hawary, Aly (Medical Education Online, 2008)
Background: Medical education is perceived as being stressful with negative effects on students’ mental health. However, few studies have addressed the influence of gender on stress in medical students.Aim: To compare male and female medical students in Egypt on sources of stress, perception of stress, anxiety, depression, physical symptomatology, and personality profile.Methods: Data were collected through an anonymous self-administered questionnaire covering socio-demographic data, stressors, perceived stress scale, physical wellbeing factors, the Hospital Anxiety and Depression scale as well as neuroticism and extraversion subscales of the Eysenck Personality Questionnaire.Results: Stressors were reported by 94.5% of the total sample with equal gender proportions. Univariate analysis indicated that female students scored higher than males on depression and neu-roticism scales while male and female medical students were similar on level of perceived stress, number of stressors, clinical anxiety, physical well-being factors and the extraversion scale. Multivariate logistic regression revealed that the independent predictors of a high stress level were the presence of more than five stressors, clinical anxiety and depression, and increased scores on the global sickness index and on the extraversion and neuroticism sub-scales.Conclusion: Despite there being no significant difference in perceived stress according to gender, females were less likely to cite relationship problems with teachers and substance abuse as sources of stress. Moreover, females scored significantly higher than males on depression and neuroticism scales.
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Interpreting Skills of Senior Secondary School Students in Elective Biology in the Central Region of Ghana. - Anthony-Krueger, Christian (Journal of Educational Development and Practice, 2008)
Investigation was made into students* proficiency at interpreting biological diagrams, an important component of senior secondary school certificate examination (SSSCE) in Biology Paper 2. In all 303 elective biology students, aged between 15 and 24years made up of 159 males and 144 females in urban and rural senior secondary schools were randomly selected for the study. A performance task was the instrument used to determine the interpreting skills of the students. Majority of the students seem not able to interpret biological diagrams. Sex, age and the type of school the students attended were found not to be related to their performance at interpreting biological diagrams. Nevertheless, a greater proportion of females than males exhibited the same level of performance in interpreting biological diagrams. The major implication of the results for science education is that a lot of data interpretation exercises should be included in the teaching of biology.
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Prevalence and Risk Factors of Gender-Based Violence Among Female College Students in Awassa, Ethiopia - Arnold, Dodie; Gelaye, Bizu; Goshu, Miruts; Berhane, Yemane; Williams, Michelle A. (Violence and victims, 2008)
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Africa-Asia university dialogue for basic education development (Special issue: Quality of education in Africa: Africa-Asia university dialogue for basic education development (1)) - Assié-Lumumba, N’Drı Thérèse (国際教育協力論集, 2008)
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The Dilemma of the Teacher and the Learner of English in the Non-Native English Classroom : the Case of Cameroon - Atechi, Samuel N. (HAL (Le Centre pour la Communication Scientifique Directe), 2008)
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Famines, Earthquakes, Plagues: Natural Disasters in Ottoman Syria in the Writings of Visitors - Ayalon, Yaron (Osmanlı Araştırmaları, 2008)
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Risk factor or social vaccine? The historical progression of the role of education in HIV and AIDS infection in Sub-Saharan Africa - Baker, David P.; Collins, John; León, Juan (Prospects (Paris), 2008)
openalex: W2082616102 mag: 2082616102
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Climate driven changes in salinity of East African Rift Valley lakes through 2050 - Ballatore, Thomas J.; Muhandiki, Victor S.; Sato, Kanako (AGU Fall Meeting Abstracts, 2008)
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Educational Quagmires: Balancing Excellence and Equity for African American Students in the 21st Century - Beachum, Floyd D.; Lewis, Chance W. (Multicultural learning and teaching, 2008)
Problems facing African Americans students are complex and numerous. In this article, we describe current educational contexts (i.e., high standards, accountability, and standardized test scores). In addition, we discuss the realities confronting African American students through Wests (1994) lenses of paranoia and poverty. Finally, we present how these issues can be addressed.
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Retrospects and Prospects of Multicultural Teacher Education in the Higher Education Institutions of Ethiopia: Adama University in Focus - Bedada, Mekuria Z. (The Ethiopian Journal of Education, 2008)
The objective of this research was to assess the retrospects and prospects of multicultural teacher education in Ethiopia in general and in Adama University in particular. A descriptive survey research method was used in the study. The subjects of the study include officials working at the various positions of the university, students of the university, and 150 teachers. The subjects were selected using purposive, stratified and simple random sampling techniques. To collect the data, questionnaire, interview, and focused-group discussions were employed. The data were analyzed using quantitative and qualitative approaches. Results of the study revealed that except addressing gender issues, Adama University did not practise multicultural teacher education. To help the University exercise multicultural teacher education, recommendations like arranging adequate short and long term trainings to raise the awareness of the instructors about multicultural teacher education, revising the current curricula and integrating them with multicultural education, developing a guideline for multicultural teacher education, giving multicultural teacher education as a course across departments in higher learning institutions, etc. are suggested.
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Ethiopian instructors experience with accomodating EFL students' learning styles at Bahir Dar University - Boersma, Emily (2008)
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An Examination of Reading and Discipline Data for Elementary and Secondary African American Students: Implications for Special Education - Bowman‐Perrott, Lisa; Lewis, Chance W. (Multicultural learning and teaching, 2008)
The achievement gap between African American students and their Caucasian peers has been of concern for quite some time in the field of education (Orfield, Losen, Wald, & Swanson, 2004). As a result, this article examined high?stakes reading test scores for 4,135 African American students in grades 3 through 10 in a Midwestern school district. Specific emphasis was placed on examining data for students identified with emotional and behavioral disorders (E/BD; n=90). Also, discipline records were examined to determine the relationship between student test performance and discipline referrals. Recommendations are provided for relevant stakeholders to help improve the academic achievement of African American students with and without disabilities.
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Service-learning in MBA programs in South Africa - Carmichael, Teresa; Rijamampianina, Rasoava (DOAJ (DOAJ: Directory of Open Access Journals), 2008)
openalex: W2619424408 mag: 2619424408
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A Two Year Study of Factors Contributing to Hearing Loss in Mozambique - Clark, Jackie L. (Community Ear and Hearing Health, 2008)
openalex: W4312324561
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Prospective Principals' Openness to Organizational Change and the Education of African American Students - Cooper, Robert G.; Peebles, Lucretia D. (Multicultural learning and teaching, 2008)
The purpose of this article is to report the findings of a research study that sought to examine and describe prospective principals attitudes and perceptions regarding current efforts to transform urban education for the betterment of African American Students. Given the current wave of reforms targeted at schools serving large numbers of African American students is driven by policies emanating from President Bushs No Child Left Behind legislation, this study focuses on prospective principals openness to the changes required by this federal legislation. This investigation is an attempt to assess the extent to which a principal preparation program at a large public university in the state of California is meeting its goal of preparing urban school administrators to transform urban education in the state of California. It explores the connection between the beliefs of prospective principals and the support of urban school reform.
openalex: W2326013693 mag: 2326013693
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Egyptian E-Learning University: Case Study - Dakroury, Y. (2008)
This paper introduces a case study of the Egyptian e-learning university (EELU) as the first higher education institution in Egypt that adopts e-learning model for teaching and learning. The EELU case study presents the experience of applying the characteristics and framework of e-universities. The objective of the author is to help the reader understand what has been set out to do and how and to convey lessons learned. The paper begins with an introduction section to familiarize the reader with the university. The following sections are about e-learning definitions and concepts, Characteristics of an efficient e-learning and e-university framework applied to EELU. The paper ends with a conclusion and lessons learned.
openalex: W2548825317 mag: 2548825317
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Education students in Zambia - comparative education in action - Davies, Daniel (2008)
This paper reports on a study visit for undergraduate education studies students from Bath Spa University to Mufulira, Zambia, established in 2005. They were self-funding and participating in a second year undergraduate module entitled ‘Education in Africa’ which examines generic educational and development issues through case studies in different African countries. The visit builds on a link with Mufulira College of Education and affords students the opportunity to work within different primary school contexts for a period of three weeks. The paper argues that this visit represents an exercise in first-hand comparative education study, since their assignments reveal that students have reflected in some depth on the cultural contexts within which their classroom observations have been made. The discussion reflects upon the impacts of the visit and issues raised by it.
openalex: W1550455633 mag: 1550455633
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Physical performance characteristics of South African male and female Emergency Care students (ECS) - Davies, Simeon; Naidoo, Navindhra; Parr, Bridget M (Ergonomics SA : Journal of the Ergonomics Society of South Africa, 2008)
The physical capacity of emergency care practitioners (ECPs) plays a key role in their ability to carry out rescue and life-saving duties. Irrespective of the emergency scenario males and females are expected to be able to do the same tasks. This study assessed the differences in physical work capacity of male and female emergency care students (ECSs). Twenty males and 18 female students participated in the study. All mean anthropometric and physiological values between males and females were significantly different (p<0.05) with the exception of BMI, while in the performance assessments the females only outperformed males in sit-ups. In terms of cardio-respiratory measures the females demonstrated a congruency ratio of 76.21 compared to males, more specifically relative VO2 max (ml.kg.min-1) males = 47.91 (±7.76) versus females = 37.26 (±6.85). Males were significantly stronger than females (p<0.01) in all measured strength parameters and females achieved a congruency ratio of 64.03 compared to males. In conclusion these findings demonstrate that the mean performance characteristics of male and female ECS are significantly different. Exercise and conditioning intervention strategies need to be considered and implemented to ensure, where possible, that applicants are able to achieve the minimum physiological, fitness and strength profiles that enable them to competently execute their emergency care work.
openalex: W1539455611 mag: 1539455611
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A Strengths-Based Approach to Promoting Prosocial Behavior Among African American and Latino Students - Day‐Vines, Norma L.; Terriquez, Veronica (Professional School Counseling, 2008)
This article presents an overview of a strengths-based school discipline initiative that was developed in response to the high suspension and expulsion rates of African American and Latino male students at a racially diverse, urban high school in California. A school task force made up of adult and youth stakeholders devised a series of interventions that included student-led efforts to improve discipline policies and procedures. The initiative builds on the Strengths- Based School Counseling framework explicated by Galassi and Akos (2007), which stimulates and promotes personal accountability, leadership, resiliency, self-management, and social competence in students as opposed to merely reducing student deficits.
openalex: W2000626801 mag: 2000626801
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Is a liberal conception of university autonomy relevant to higher education in Africa - Divala, Joseph Jinja (2008)
openalex: W812403535 mag: 812403535
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Sexually Transmitted Disease Prevention: Knowledge, Attitudes, and Practices Among School Pupils in Rural Ghana - Duong, Le Quyen; Debpuur, Cornelius; Kahn, Kathleen (International Journal of Infectious Diseases, 2008)
Background: STD-prevention education programs for adolescents should take into account sex differences. However, limited data are available on how adolescent boys and girls differ in knowledge, attitudes, and practices regarding STD prevention. This study was conducted to examine sex differences in the Kassena-Nankana district, Ghana. Methods: Secondary data analysis of a cross-sectional KAP survey of sexual and reproductive health conducted among junior secondary school pupils in the Kassena-Nankana district in 2005. Responses from 3,011 schoolboys and 3,214 schoolgirls aged 10–19 years were analysed using StataTM version 9.0 software. Results: The study found that all school pupils had unsatisfactory knowledge about STDs, although boys tended to be more knowledgeable than girls. In terms of attitude towards condom use, a higher percentage of boys (70%) felt confident about insisting on condom use whenever they have sex compared with girls (61%). However, boys were more likely to be involved in sexual risk behaviors than their female counterparts. Eighteen percent of boys and 8% of girls reported being sexually experienced. Boys started having sex earlier than girls (at 14.5 years compared with 15.1 years). Sixty-two percent of boys had ever had sex with two or more sexual partners compared with 32% of girls. The average number of lifetime sexual partners of boys and girls was 4.2 and 2.5 respectively. The percentage of youth reporting non-use of condoms during the last sexual intercourse was higher in boys (37%) than in girls (29%). Differences between boys and girls were observed in the association of knowledge and attitudes regarding STD prevention with sexual activities. Conclusion: Results from the study show sex differences in knowledge, attitudes, and practices regarding STD prevention among school pupils. This underlines the need for specific STD-prevention education programs for each sex. Some suggestions on how to design these programs are provided.
openalex: W2051785646 mag: 2051785646
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High-resolution mapping of large gas emitting mud volcanoes on the Egyptian continental margin (Nile Deep Sea Fan) by AUV surveys - Dupré, Stéphanie; Buffet, Georges; Mascle, J.; Foucher, Jean-Paul; Gauger, S.; Boetius, Antje; Marfia, C. (Marine Geophysical Research, 2008)
Two highly active mud volcanoes located in 990–1,265 m water depths were mapped on the northern Egyptian continental slope during the BIONIL expedition of R/V Meteor in October 2006. High-resolution swath bathymetry and backscatter imagery were acquired with an autonomous underwater vehicle (AUV)-mounted multibeam echosounder, operating at a frequency of 200 kHz. Data allowed for the construction of ~1 m pixel bathymetry and backscatter maps. The newly produced maps provide details of the seabed morphology and texture, and insights into the formation of the two mud volcanoes. They also contain key indicators on the distribution of seepage and its tectonic control. The acquisition of high-resolution seafloor bathymetry and acoustic imagery maps with an AUV-mounted multibeam echosounder fills the gap in spatial scale between conventional multibeam data collected from a surface vessel and in situ video observations made from a manned submersible or a remotely operating vehicle.
openalex: W2008605143 mag: 2008605143
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Research training should be emphasized for Nigerians postgraduates in the medical specialties. - Ep, Laabes (Nigerian Journal of Clinical Practice, 2008)
openalex: W2416400456 mag: 2416400456
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Na2O and Trace Elements Behavior in Trachytes and Phonolites at Suswa Volcano, Kenya: the Result of Combined Magma Mixing and Volatile-rich Na-Trace Element Fluids - Espejel-García, V. V.; Anthony, Elizabeth Y.; Ren, Minghua; MacDonald, Raymond J.; Skilling, I. P.; White, John C. (AGU Fall Meeting Abstracts, 2008)
openalex: W3138498428 mag: 3138498428
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Shear Velocity Structure of the Cameroon Volcanic Line Region from Rayleigh Wave Phase Velocities - Euler, G. G.; Wiens, Douglas A.; Shore, P.; Tibi, Rigobert; Nyblade, A.; Reusch, A. M.; Koch, Franklin W. (AGUFM, 2008)
openalex: W3011696306 mag: 3011696306
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The Magmatic Evolution of Dabbahu Volcano, Afar, Ethiopia - Field, Lorraine; Blundy, Jon; Yirgu, G. (AGU Fall Meeting Abstracts, 2008)
openalex: W3020323620 mag: 3020323620
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An integrated climate service strategy for African drought monitoring and prediction: linking information to action - Funk, Chris; Verdin, J. P.; Rowland, J. Kirk; Budde, Michael (AGU Fall Meeting Abstracts, 2008)
openalex: W3170623797 mag: 3170623797
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The Performance of Students in Relation to Examination Malpractices in Secondary Schools in Mandera Central District, North Eastern Province, Kenya - Gabow, Mohamed Sheikh (2008)
A Research Report Submitted to the Institute of Open and Distance Learning in Partial Fulfillment for the Requirements of the Award of Bachelor’s Degree in Education (Science) of Kampala International University
openalex: W3036832996 mag: 3036832996
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Teaching strategies to facilitate breast cancer screening by African-American women. - Gibson, Lynette M (Journal of National Black Nurses' Association: JNBNA, 2008)
The objective of this paper is to report on the recent literature concerning coverage of breast cancer epidemiology, the barriers to breast cancer screening, and the strategies to facilitate screening by African-American women. Based on these findings, the author suggests culturally appropriate techniques to be used to promote breast cancer screening in African-American women. Barriers to breast cancer screening in African-American women include emotional reasons, spiritual/religious reasons, fatalism, logistic concerns, lack of knowledge, and lack of follow-up by health-care professionals. Numerous strategies that have been targeted toward African-American women are reported. These include storytelling, witnessing, and testimonies; providing social support and having social support networks; and conducting multifaceted programs that include culturally specific breast health information. Based on the literature reviewed, the author suggests some examples of creative and culturally appropriate techniques that have been implemented with African-American women and that have resulted in positive feedback. These examples include the use of testimonies, photographs, prose, narratives, poetry, and quotations.
openalex: W2993260430 mag: 2993260430
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Training of supervisors of primary school teacher training institutions and quality of basic education in Niger: an analysis of profiles, motivation and working conditions (Special issue: Quality of education in Africa: Africa-Asia university dialogue for basic education development (1)) - Goza, Nana Aicha; Kallekoye, Zoumari Issa; Mounkaila, Harouna (国際教育協力論集, 2008)
openalex: W428268984 mag: 428268984
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Space science education in Egypt and the 2006 solar eclipse - Hady, Ahmed A. (Advances in space research, 2008)
The space science research has been started in Egypt since 1910 by measuring the solar constant as indication of solar radiation at Helwan Observatory. The solar sunspot studies and its influence on the Nile flooding was erected and operated at Helwan as a first solar station in Egypt during 1957. Zeiss-Coude’ refractor was installed in 1964. Astronomy and space science educations started in Egypt at the university level since 1936 at Department of Astronomy and Meteorology of Cairo University. Undergraduate and graduate education in Egypt will be discussed in this work. The total solar eclipse observations on 25th February, 1952 in Khartoum have been done by on Egyptian–French group by using the Worthington Camera. Several international groups observed the total solar eclipse on 29 March 2006, in El-Saloum (Egypt). A coordinated effort partly undertaken in the frame of the French–Egyptian scientific cooperation permitted joined simultaneous eclipse observations of the solar corona. Several Ground base instrumental set-up has been prepared. Spaceborne quasi-simultaneous EIT and Lasco observations of SoHO have been used as well as TRACE observations in Lyman-alpha of HI. W-L images taken with and without a radial filter are processed to show the magnetic structure of the corona. Polarization analysis is performed to study the F-corona in the outer corona. Several filters have been obtained to show the distribution of the emission measures of the inner and middle corona. Spectra were obtained over several emission lines.
openalex: W1994266961 mag: 1994266961
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Aiming High for African Caribbean Pupils - Haynes, Jo (The Sociological Review, 2008)
openalex: W1518449521 mag: 1518449521
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Depths of Magma Storage Beneath Fogo Volcano, Cape Verde Islands - Hildner, Elliot; Klügel, Andreas (AGUFM, 2008)
openalex: W3016439361 mag: 3016439361
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Volcanic flow deposits on the flanks of Long Island, Papua New Guinea: lavas or pyroclastics? - Hoffmann, Gary; Silver, Eli A.; Day, Simon (AGUFM, 2008)
openalex: W3010969117 mag: 3010969117
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The effect of multilingual policies on performance and progression in reading literacy in South African primary schools - Howie, Sarah J.; Venter, Elsie; Staden, Surette van (Educational Research and Evaluation, 2008)
South Africa's rich multicultural society is reflected by 11 official languages. The Language in Education policy stipulates that children should start learning at school in their home language until Grade 3. In most schools, the language of instruction for all subjects changes in Grade 4 from an indigenous African language to English, which means that more than 80% of South African pupils learn in a language different to their home language. This paper seeks to ascertain (a) to what extent South African pupils are proficient readers in the language in which they have received reading instruction for 4 years, (b) what differences in achievement become evident between pupils in Grade 4 and Grade 5, and (c) the relationship between South African pupils' performance in the test language and home language. Statistics from the Progress in International Reading Literacy Study (PIRLS) 2006 were applied to determine differences in achievement.
openalex: W2007971497 mag: 2007971497
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Bacteriospermia and sperm quality in infertile male patient at University of Benin Teaching Hospital, Benin City, Nigeria - Ibadin, O.K.; Ibeh, Isaiah Nnanna (Malaysian Journal of Microbiology, 2008)
Male Urogenital tract infection plays an important role in men infertility.Asymptomtic bacteriospermia has been regarded as of the contributing factor to male infertility.In this study, 87 semen samples of infertile men attending the Human Reproduction Research Programme and Invitrofertilization unit (HRRP/IVF) of University Benin Teaching Hospital were evaluated Bacteriologically using standard Bacterial culture method.Standard semen analysis was performed according to WHO guidelines.Among the total cases, 36 (41.4%) showed at least one pathogen.Staphylococcus aureus (16.1%),Staphylococcus Saprophyticus (9.1%), Escherichia Coli (6.9%) Proteus mirabilis (3.4%) Klebsiella spp (2.3%) Pseudomonas aerouginosa (1.1%) and Proteus vulgaris (2.3%).There was a significant relation between bacteriospermia and the rate of number of total motility and morphologically abnormal sperms (p < 0.0001.)The quality of sperm motility was significantly decreased in contaminated semen.The percentage of morphologically normal sperm was lower in this study.Staphylococcus aureus Staphylococcus saprohyticus and Echerichia coli were the most common pathogen with negative effects on sperm motility and morphology in this study.Moreover presence of bacterospermia and Leukocytospermia did not correlate with each other (P > 0.05).It seems that leukocytopermia is not a good maker to predict bacteriospermia.
openalex: W2553328378 mag: 2553328378
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1-D velocity model for Syria from local earthquake data - Ibrahim, Rami; Takenaka, Hiroshi (2008)
We performed inversion to estimate a 1-D velocity model of the crust and uppermost mantle under Syria with station corrections following the procedure proposed by Kissling et al. (1994), where simultaneous inversion for structure and hypocenters was carried out, using data of 542 selected events from the Syrian National Seismological Network during 1995-2004. we determined both P-wave velocity (Vp) and S-wave velocity (Vs) models. In addition to the optimal 1-D velocity model the inversion provided a set of station corrections. Using this new model we relocated the 542 selected events. The comparison between the previous solutions and the new solutions shows improvements of the total RMS values, which suggests that it is possible to improve the accuracy of hypocenter determination by this new model.
openalex: W2472388329 mag: 2472388329
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Mother Tongue-Based Bilingual Education in Nigeria: Attitudes and Practice - Igboanusi, Herbert (International Journal of Bilingual Education and Bilingualism, 2008)
Abstract Although Nigeria's National Policy on Education provides for a multilingual policy involving the learning of a child's L1 or language of the immediate community (LIC), one of the three major or national languages (i.e. Hausa, Igbo and Yoruba) and English, this policy has not been effectively implemented. This paper reviews the problems and challenges of bilingual education in Nigeria and suggests ways in which bilingual programmes may be implemented successfully in the country to the maximum benefit of the students and the entire nation. To determine the attitude of students, teachers, parents and administrators towards bilingual education, the study solicited the responses of 1000 participants from five different states. The results show that the respondents preferred education in both English and the mother tongue (MT) and were not positively disposed to the use of only one of them. It is also interesting that a majority of the respondents wanted the use of the MT beyond the first three years of primary education.
openalex: W4237817652
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Anthropometric data of the foot of Nigerian University Students : research note - Ismaila, Salami Olasunkanmi (Ergonomics SA : Journal of the Ergonomics Society of South Africa, 2008)
Anthropometric data of Nigerians is scanty but is needed for proper ergonomic design. The primary aim of this survey is to obtain the anthropometric data of the foot for the improvements in the design of footwear. A random sample of one hundred (100) human subjects was taken and their ages were between 18 and 28 years (mean of 22.6 years). Seventy (70) of the sample were male while thirty (30) were female. Four dimensions were measured from the individual foot with the use of a Vernier Caliper namely; the inner length, outer length, height and breadth. The study presents anthropometric data for the fifth, fifty and ninety five percentiles for.
openalex: W2263550242 mag: 2263550242
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Opening the doors of learning : Changing schools in South Africa, Pam Christie : book review - Jansen, Jonathan D. (Perspectives in Education, 2008)
In seven chapters covering just over 200 pages, the book deals with commonplace foci in the sociology of education: conceptual frameworks for studying change; the goals and purposes of schooling; educational change within the context of globalization and the knowledge economy; education and national development; education policy making in the democratic state; schools and classrooms as places of learning; and the ethical challenges of educational change.
openalex: W412582452 mag: 412582452
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[Comparison of annual risk for tuberculosis infection (1994-2001) in school children in Djibouti: methodological limitations and epidemiological value in a hyperendemic context]. - Jj, Bernatas; Ali, Mohamed A.; H, Ali Ismaël; A, Barreh Matan (Médecine tropicale : revue du Corps de santé colonial, 2008)
The purpose of this report was to describe a tuberculin survey conducted in 2001 to assess the trend in the annual risk for tuberculosis infection in Djibouti and compare resulting data with those obtained in a previous survey conducted in 1994. In 2001 cluster sampling allowed selection of 5599 school children between the ages of 6 and 10 years including 31.2% (1747/5599) without BCG vaccination scar. In this sample the annual risk of infection (ARI) estimated using cutoff points of 6 mm, 10 mm, and 14 mm corrected by a factor of 1/0.82 and a mode value (18 mm) determined according to the mirror method were 4.67%, 3.64%, 3.19% and 2.66% respectively. The distribution of positive tuberculin skin reaction size was significantly different from the normal law. In 1994 a total of 5257 children were selected using the same method. The distribution of positive reactions was not significantly different from the gaussian distribution and 28.6% (1505/5257) did not have a BCG scar. The ARI estimated using cutoff points of 6 mm, 10 mm, and 14 mm corrected by a factor of 1/0.82 and a mode value (17 mm) determined according to the mirror method were 2.68%, 2.52%, 2.75% and 3.32 respectively. Tuberculin skin reaction size among positive skin test reactors was correlated with the presence of a BCG scar, and its mean was significantly higher among children with BCG scar. The proportion of positive skin test reactors was also higher in the BCG scar group regardless of the cutoff point selected. Comparison of prevalence rates and ARI values did not allow any clear conclusion to be drawn, mainly because of a drastic difference in the positive reaction distribution profiles between the two studies. The distribution of the skin test reaction's size 1994 study could be modelized by a gaussian distribution while it could not in 2001. A partial explanation for the positive reaction distribution observed in the 2001 study might be the existence of cross-reactions with environmental mycobacteria.
openalex: W2411064672 mag: 2411064672
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School Prevalence Surveys on Soil Transmitted Helminths and Schistosomiasis, Rwanda - Josh, R.; Blaise, Koné Atioumounan; Denise, María; Eugène, R; Nadine, R.; Gaspard, K.; Corine, K.; Deville, Marie-Alice; Fenwick, A (International journal of infectious diseases, 2008)
Background: The effective control of intestinal helminthic infections requires identifying their prevalence and the local contributing factors, particularly among high-risk groups. Very little and/or recent data are available in Rwanda, where intestinal helminthic infections are thought to be a major health issue. Objectives: To obtain an accurate estimate of prevalence for schistosomiasis and soil-transmitted helminths (STHs) infections among school children in 8 selected districts. The prevalence estimates will be used to produce maps of predicted risk for each infection. Methods: A cross sectional study, involving 3052 school children, was conducted between September and October 2007. Stool specimens were examined using the Kato-Katz method in order to determine the prevalence of intestinal schistosomiasis and STHs. The prevalence of urinary schistosomiasis was established by testing for micro-haematuria using dipsticks. Results: A total of 3100 school children from 48 schools in 8 districts were randomly selected to participate in the study. Only 3052 children (49.7% male and 50.3% female) presented themselves with the proper consent forms, provided proper stool samples and completed the information form, with an overall response rate of 98.4%. Six species of intestinal helminths were identified with an overall prevalence of 64.5% for STH infections. The predominant parasite was Ascaris lumbricoides which was observed in 37.1% of the students, followed by Trichuris trichiura in 28.3%, Ankylostoma duodenale in 27.8% and. Schistosoma mansoni infection was found in 2.7% of the students overall but the prevalence per district varied from 0% to 44%. No case of urinary schistosomiasis was found. Conclusion: In these 8 districts surveyed, Mass Drug Administration (MDA)with Albendazole against STHs is required targeting preschool and school age children, women of childbearing age and other high-risk groups. For schistosomiasis, MDA with Praziquantel shall target the school age children, women of childbearing age and other high-risk groups only in the endemic areas.
openalex: W2037817246 mag: 2037817246
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Education and vulnerability: the role of schools in protecting young women and girls from HIV in southern Africa - Jukes, Matthew; Simmons, Stephanie; Bundy, Donald (AIDS, 2008)
Education has a potentially important role to play in tackling the spread of HIV, but is there evidence that this potential is realized? This analysis combines the results of previous literature reviews and updates them with the findings of recent randomized controlled trials and a discussion of possible mechanisms for the effect of schooling on vulnerability to HIV infection. There is a growing body of evidence that keeping girls in school reduces their risk of contracting HIV. The relationship between educational attainment and HIV has changed over time, with educational attainment now more likely to be associated with a lower risk of HIV infection than earlier in the epidemic. Educational attainment cannot, however, be isolated from other socioeconomic factors as the cause of HIV risk reduction. The findings of this analysis suggest that the equitable expansion of primary and secondary schooling for girls in southern Africa will help reduce their vulnerability to HIV. Evidence of ineffective HIV prevention education in schools underlines the need for careful evidence-based programme design. Despite the challenges, recent provisional evidence suggests that highly targeted programmes promoting realistic options for young adults may lead to safer sexual behaviour. Targeted education programmes have also been successful in changing students' attitudes to people living with HIV and AIDS, which is associated with testing and treatment decisions. This reduction in stigma may be crucial in encouraging the uptake of voluntary counselling and testing, a central strategy in the control of the epidemic. Expansions of carefully designed and evaluated school-based HIV prevention programmes can help to reduce stigma and have the potential to promote safe sexual behaviour.
openalex: W1977473202 mag: 1977473202
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Geochemistry and geochronology of mafic rocks from Bamenda Mountains (Cameroon): Source composition and crustal contamination along the Cameroon Volcanic Line - Kamgang, Pierre; Chazot, Gilles; Njonfang, Emmanuel; Tchoua, Félix M. (Comptes Rendus Geoscience, 2008)
Mafic rocks from the Bamenda volcanic province along the Cameroon Volcanic Line have been dated from 17 to 0 Ma. Associated with some trachytes and rhyolites, this volcanism covers a period of more than 25 Ma. The studied rocks are basalts to mugearites. Most of them have been contaminated by continental crust during their transit to the surface. The oldest rocks are the most contaminated. One group of samples shows high Eu, Sr and Ba contents. This characteristic is not due to crustal contamination process, but has a mantle source origin. We argue that these characteristics have been acquired by mixing of melts formed by partial melting of mantle pyroxenites with melts formed in mantle peridotites. Such pyroxenites have been observed as mantle xenoliths in the Adamaoua province, and their chemical and isotopic compositions are consistent with such a model. Les roches basiques de la province volcanique de Bamenda, appartenant à la Ligne Volcanique du Cameroun, ont été datées entre 0 et 17 Ma. Associées aux roches acides (trachytes et rhyolites), le volcanisme de cette province s’étale sur plus de 25 Ma. Les roches étudiées vont des basaltes à des mugéarites. La plupart ont été contaminées par la croûte continentale pendant leur remontée vers la surface, les roches les plus vieilles étant les plus contaminées. Certaines roches présentent de fortes teneurs en Eu, Sr et Ba, qui ne sont pas en relation avec les phénomènes de contamination crustale, mais trouvent leur origine dans la source des magmas. Les données géochimiques présentées sont en accord avec une origine des magmas dans cette région, par mélange entre des magmas issus de la fusion partielle de pyroxénites et des magmas issus de la fusion de péridotites.
openalex: W2019092926 mag: 2019092926
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Selected factors affecting girls’ participation in primary school education in Barwessa Division of Baringo District, Kenya - Kipkulei, Benjamin Chemng’as (2008)
openalex: W2582569429 mag: 2582569429
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Effect of impaired cognition on hypertension outcomes in older urban African Americans. - Klymko, Kay Wrona; Artinian, Nancy T.; Washington, Oliva G M; Lichtenberg, Peter A.; Wal, Jillon S. Vander (PubMed, 2008)
The Fuld Object Memory Evaluation and MacNeill Lichtenberg Decision Tree are useful screening tools to detect cognitive impairments that may be associated with difficulty in hypertension-related self-care and blood pressure outcomes. The results of a pilot study exploring the effect of cognition on hypertension-related self-care and blood pressure outcomes among African-American elders are described.
openalex: W1587007836 mag: 1587007836
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The use of language criteria for admission to higher education in South Africa: issues of bias and fairness investigated - Koch, Elize; Dornbrack, Jacqui (Southern African Linguistics and Applied Language Studies, 2008)
The implementation of the new National Senior Certificate (NSC) has necessitated the setting of new admission criteria for higher education (HE), both nationally and at an institutional level. In addition to setting their own point criteria in relation to the NSC, many institutions have chosen to set additional language criteria for admission, which have a bearing on only one or two languages (the current language(s) of teaching and learning, English and Afrikaans), despite the fact that these institutions have adopted multilingual language policies which include one or more African languages as additional languages of teaching and learning. This article problematises this response. A case study of an HE institution is presented, firstly in order to highlight the processes adopted by the institution's newly developed Language Policy Implementation Committee (LPIC) to challenge the English-only criteria proposed initially, and, secondly, to provide empirical evidence of the bias and differential access that would result from such English-only criteria. The discussions between members of the LPIC and the admissions committees led to the adoption of multilingual language admission criteria, even though the main language of learning and teaching (LoLT) has remained English.
openalex: W2053719680 mag: 2053719680
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Teacher professional development in Tanzania: perceptions and practices (Special issue: Quality of education in Africa: Africa-Asia university dialogue for basic education development (1)) - Komba, Willy L. M.; Nkumbi, Emmanuel (国際教育協力論集, 2008)
openalex: W424893898 mag: 424893898
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Learning about sustainable oil palm production: a guide for training smallscale farmers in West and Central Africa - Koona, P.; Bakoumé, Claude; David, S.; Mva, J. Mva (2008)
openalex: W3029868659 mag: 3029868659
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A Case-Control Study to Assess the Relationship Between Poverty and Visual Impairment from Cataract in Kenya, Philippines and Bangladesh - Kuper, Hannah; Polack, Sarah; Eusebio, Cristina; Mathenge, Wanjiku; Wadud, Zakia; Foster, Allen (RePEc: Research Papers in Economics, 2008)
The aim of this study was to examine the association between visual impairment from cataract and poverty in adults in Kenya, Bangladesh, and the Philippines. A population-based case–control study was conducted in three countries during 2005–2006. Cases were persons aged 50 y or older and visually impaired due to cataract (visual acuity , 6/ 24 in the better eye). Household expenditure was assessed through the collection of detailed consumption data, and asset ownership and self-rated wealth were also measured. In total, 596 cases and 535 controls were included in these analyses (Kenya 142 cases, 75 controls; Bangladesh 216 cases, 279 controls; Philippines 238 cases, 180 controls). [PLoS Medicine December 2008].
openalex: W3124799466 mag: 3124799466
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Transformational leadership : challenges for leaders at the National Institute for Higher Education in the Northern Cape (South Africa) - Laubscher, Teresa (2008)
openalex: W2158600341 mag: 2158600341
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‘Hey, Teacher, Speak Black Please’: The Educational Effectiveness of Bilingual Education in Burkina Faso - Lavoie, Constance (International Journal of Bilingual Education and Bilingualism, 2008)
Abstract Africa's educational systems are undergoing a quiet revolution. As these systems move away from working exclusively in the old colonial languages, usually English or French, bilingual schools which use local indigenous languages are springing up in many regions of Africa. This paper points out the historical processes driving the bilingual education movement in Burkina Faso. Since 1997, a school's parent association has been able transform the unilingual school in their community to a bilingual school. Bilingual education means a transitional system starting with the children's first language and gradually transferring to French. Another characteristic of bilingual schools is that they add cultural activities (story telling, songs, dance, music) and productive activities (agriculture, cattle rearing, woodworking) to the basic curriculum. This paper analyses the impact of this emerging new pedagogy on the teachers and students. The analysis is based on the author's experience teaching in Burkina Faso in 2003 and her fieldwork in 2006. The data is collected from two months of descriptive-analytical classroom observations. This paper argues that bilingual education improves student and community participation. The paper also looks at teacher practices and how bilingual education affects their relation with their pupils.
openalex: W4248081145
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Developing a policy analysis framework to establish level of access and equity embedded in South African health policies for people with disabilities - Law, Francoise Bernadette (2008)
Thesis (MSc (Interdisciplinary Health Sciences. Speech-Language and Hearing Therapy. Centre for Rehabilitation Studies))–Stellenbosch University, 2008.
openalex: W2764817013 mag: 2764817013
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Synthesis of Research on the Role of Culture in Learning Among African American Youth: The Contributions of Asa G. Hilliard, III - Lee, Carol D. (Review of Educational Research, 2008)
This article synthesizes selected historical, philosophical, and empirical research of Asa G. Hilliard, III and discusses theoretical linkages between that body of research and empirical studies of learning and development among African American youth in the field of Black psychology.
openalex: W2161738773 mag: 2161738773
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Intensity of a training session during Ramadan in fasting and non-fasting Tunisian youth football players - Leiper, J. B.; Watson, Phil; Evans, Gethin H.; Dvořák, Jiří (Journal of Sports Sciences, 2008)
Abstract Heart rate was measured in 79 young male soccer players during training in the third week of Ramadan. Forty-eight players were practising Ramadan fasting, while the other 31 players were eating normally. All participants trained for 60–80 min at an ambient temperature of 25–28°C and relative humidity of 50–53%. Heart rate, which was measured throughout the training session, was marginally higher in the fasting (mean 144 beats · min−1, s = 25) than in the non-fasting (139 beats · min−1, s = 23) group (P < 0.001). When assessed as the percentage of heart rate reserve utilized, however, the training load was similar for both groups (62%, s = 8). No difference was detected in training intensity for the fasting and non-fasting groups when quantified by either training impulse (253, s = 139 and 253, s = 108, respectively) or training load indicator (222, s = 123 and 179, s = 49, respectively). The overall subjective rating of perceived exertion of the training session reported 20 min after finishing training was similar for the fasting (12, range 6–17) and non-fasting (12, range 7–17) groups, which was comparable (P = 0.16) to the mean value for the entire week (13, range 8–16). A similar finding was observed in the players' subjective appraisal of the difficulty of training of the individual session and for the whole week's training. Overall exercise load measures indicated that there was no biologically significant difference between the fasting and non-fasting groups during training in the third week of Ramadan.
openalex: W2092618709 mag: 2092618709
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Metals pollution in freshly deposited sediments from river Mingoa, main tributary to the Municipal lake of Yaounde, Cameroon - Léopold, Ekengele Nga; Jung, Myung Chae; Auguste, Ombolo; Ngatcha, Ngounou; Georges, Ekodeck; Lape, Mbome (Geosciences Journal, 2008)
openalex: W2039756180 mag: 2039756180
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African American Students and No Child Left Behind Legislation: Progression or Digression in Educational Attainment - Lewis, Chance W.; Hancock, Stephen D.; James, Marlon; Larke, Patricia J. (Multicultural learning and teaching, 2008)
The No Child Left Behind (NCLB) federal legislation has dramatically changed the way schools and school districts measure educational attainment for all students. In this article, the researchers examine whether African Americans have progressed or digressed in their educational attainment five years after the implementation of NCLB. To provide a clear picture on the status of educational attainment for African American K?12 public school students across the United States, an analysis of data from the National Assessment of Educational Progress (NAEP) was utilized. This analysis was grounded in the theory of structural inequality. Finally, recommendations to K?12 educational practitioners along with education policy makers and funding agencies are discussed.
openalex: W2332201698 mag: 2332201698
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Underlying Mechanisms Affecting Institutionalisation of Environmental Education Courses in Southern Africa - Lupele, Justin (DOAJ (DOAJ: Directory of Open Access Journals), 2008)
This paper discusses the underlying causal mechanisms that enabled or constrained institutionalisation of environmental education in 12 institutions in eight countries in southern Africa. The study was carried out in the context of the Southern Africa Development Community Regional Environmental Education Support Programme’s Course Development Network (CDN). This paper reports on part of the author's doctoral study and draws on critical realism as the ontological lens. Data analysis was done by means of a retroductive mode of inference, as articulated by Danermark, Ekstrom, Jakosben and Karlsson (2002). The paper demonstrates that there are a number of underlying causal mechanisms, which may enable or constrain institutionalisation of environmental education. They include factors at play at both national and institutional level; namely, responsiveness to national and institutional needs, recognition and ownership, accreditation and certification, institutional culture and politics, short course support structure and support from colleagues. As part of the discussions of the results of the study, I have advanced some retroductive theories that suggest causal mechanisms beyond the empirical data based on the participants’ experiences and events in the CDN.
openalex: W1807073292 mag: 1807073292
Keywords: openalex:import

REE partitioning between apatite and melt in a peralkaline volcanic suite, Kenya Rift Valley - Macdonald, Ray; Bagiński, Bogusław; Belkin, Harvey E.; Dzierżanowski, Piotr; Jeżak, Lidia (Mineralogical Magazine, 2008)
Abstract Electron microprobe analyses are presented for fluorapatite phenocrysts from a benmoreite-peralkaline rhyolite volcanic suite from the Kenya Rift Valley. The rocks have previously been well characterized petrographically and their crystallization conditions are reasonably well known. The REE contents in the M site increase towards the rhyolites, with a maximum britholite component of ~35 mol.%. Chondrite-normalized REE patterns are rather flat between La and Sm and then decrease towards Yb. Sodium and Fe occupy up to 1% and 4%, respectively, of the M site. The major coupled substitution is REE 3+ + Si 4+ ↔ Ca 2+ + P 5+ . The substitution REE 3+ + Na + ↔ 2Ca 2+ has been of minor importance. The relatively large Fe contents were perhaps facilitated by the low fO 2 conditions of crystallization. Zoning is ubiquitous and resulted from both fractional crystallization and magma mixing. Apatites in some rhyolites are relatively Y-depleted, perhaps reflecting crystallization from melts which had precipitated zircon. Mineral/glass (melt) ratios for two rhyolites are unusually high, with maxima at Sm (762, 1123).
openalex: W2147740592 mag: 2147740592
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Planning for the future : exploring possibilities of using indigenous languages as language of instruction in education, the Zimbabwe experience - Magwa, Wiseman (2008)
openalex: W2115809949 mag: 2115809949
Keywords: openalex:import

Rites of passage to adulthood: traditional initiation schools in the context of HIV/AIDS in the Limpopo Province, South Africa - Malisha, Lutendo; Maharaj, Pranitha; Rogan, Michael (Health, Risk & Society, 2008)
The HIV/AIDS epidemic and its disproportionate effect on the lives of young people has been a source of major concern in South Africa. Research has, until now, focussed on the broad cultural determinants of risky sexual behaviour among this group and on the barriers that impede the promotion of health seeking behaviour in the context of HIV/AIDS. Still missing is a dedicated investigation into the role of traditional rites of passage customs in influencing the sexual behaviour of young people. This article presents the findings from a study investigating the perceptions of young people from Venda, a former South African homeland under apartheid, of the cultural and educational importance of traditional initiation schools. The results of the study suggest that traditional initiation schools remain both an important rite of passage and source of sexual information for many young people. However, it is also discovered that initiation schools are not currently providing young people with the relevant information to adopt health-seeking behaviour in the era of HIV/AIDS.
openalex: W2158274179 mag: 2158274179
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Dynamical Downscaling of Climate Change Projection over the African Region using the Regional Climate Model (RegCM3) - Mariotti, Laura; Sylla, Mouhamadou Bamba; Coppola, Erika; Rauscher, Sara A.; Piani, C.; Giorgi, Filippo (AGU Fall Meeting Abstracts, 2008)
Email: mariotti@ictp.it , coppolae@ictp.it ABSTRACT Results are presented from regional climate model experiments over the African region. Simulated present day climate (1990 to 2007) is examined and compared to climate projections for the 1990 to 2007 period. The model used is the resident regional climate model at the International Centre for Theoretical Physics referred to as RegCM. Horizontal resolution was fixed at 50km as an optimal compromise between computing power and model performance. For the present day simulation, referred to here as the ‘control’ case, boundary conditions were derived from the ERAInterim database. The projected climate simulation, referred to here as the ‘scenario’ case, is intended to respond to a forcing described by the A1B emission scenario. The boundary conditions were derived from the global climate simulation carried out with the ECHAM5 model. The control simulation (forced by ERA-Interim) performs quite well in terms of temperature and precipitation during the eighteen years of validation. The bias differences for RegCM compared with CRU dataset show the West African Monsoon penetrates too far northward during the summer, resulting a negative precipitation bias over the Guinea Coast (Sylla MB. Et al. 2009). With ECHAM forcing we found an opposite bias to that of the ERA-Interim: the monsoon is located too far southward; this illustrates the important of the boundary conditions. The scenario simulation shows a warming of 0.5 to 6 degrees for the period 2081-2100 compared to present day everywhere on the continent and for all seasons. In general, future increases in temperature correspond with areas of decrease precipitation. For example, over the Sahel region precipitation decreases by 40% while the temperatures increases by almost 5 degrees. If precipitation decreases, temperatures can increase due to both reduced cloud cover and a decrease in soil moisture and latent heat flux (i.e., a greater Bowen ratio). Compared to the ECHAM change signal we notice a slightly bigger warming over the Guinea Coast both for summer and winter season. The GCM precipitation change signal over the western African region show a drying of the Sahel and an increase of precipitation over the Guinea Coast. In the regional model the same dipole is shown but slightly shifted to the south. If we compute the two model precipitation regression on to the SST anomaly mean index over the Guinea Coast we obtain a similar precipitation anomaly pattern.
openalex: W1618741032 mag: 1618741032
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Effect of Ramadan fasting on some biochemical and haematological parameters in Tunisian youth soccer players undertaking their usual training and competition schedule - Maughan, Ronald J.; Leiper, J. B.; Bartagi, Zakia; Zrifi, Rym; Zerguini, Yacine; Dvořák, Jiří (Journal of Sports Sciences, 2008)
Abstract Competitive Muslim athletes often have to train and compete during the holy month of Ramadan when they abstain from food and drink from sunrise to sunset. In this study, we investigated the effect of Ramadan fasting on some biochemical and haematological parameters in 78 Tunisian junior male soccer players aged 16–19 years who continued their usual schedule of daily training and weekly competition. The study population was divided into four groups based on the time of day of sampling (am or pm) and on whether they were fasting (48 players: 28 am and 20 pm) or non-fasting (30 players: 14 am and 16 pm). Resting venous blood samples were collected approximately 3 weeks before Ramadan, after 2 and 4 weeks of Ramadan, and 3 weeks after the end of Ramadan. Some small, but statistically significant, modifications were observed in circulating concentrations of haemoglobin, ferritin, transferrin, creatinine and cortisol, but the mean values for all variables were always within the reference ranges. The minor changes observed during Ramadan may be explained by changes in patterns of food consumption, activity patterns and by hypohydration. The results suggest that the combination of the changes in eating time and frequency during Ramadan fasting, together with the continuation of normal training load, has no marked effect on the blood profiles of these adolescent athletes. Keywords: Blood profilehydrationstresselectrolytes Acknowledgements The costs of this study were met by grants from F-MARC (FIFA Medical Assessment and Research Centre) and from the Tunisian Football Federation. R. J. Maughan is a member of the Science Advisory Board of the Gatorade Sports Science Institute, for which he receives a small honorarium. None of the other authors has a real or potential conflict of interest to declare.
openalex: W2154651888 mag: 2154651888
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Comparison of Repeating Magnitude 2 Earthquakes Near the SAFOD Site, California, With Similar-Magnitude Mining-Induced Earthquakes in South Africa - McGarr, A.; Fletcher, J. B.; Boettcher, M. S.; Ellsworth, William L. (AGU Fall Meeting Abstracts, 2008)
openalex: W3123826380 mag: 3123826380
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An observational cross-sectional investigation of foodservice management and general management practices in schools running the National School Nutrition Programme (NSNP) in the formal and informal urban areas of Pietermaritzburg, KwaZulu-Natal, South Africa - Meaker, Jill (2008)
There is convincing evidence linking school feeding to improved educational outcomes. The Primary School Nutrition Programme (PSNP) was first implemented in 1994 and aimed to improve educational outcomes by alleviating short-term hunger and improving school attendance and punctuality. Responsibility for the programme was transferred from the Department of Health (DoH) to the Department of Education (DoE) in 2004 and the name was changed to the National School Nutrition Programme (NSNP) at this time. Previous evaluations of the PSNP / NSNP had reported problems associated with foodservice management and general management aspects of the programme. The study was a cross-sectional, observational investigation of foodservice management and general management practices in primary schools running the National School Nutrition Programme (NSNP) in Pietermaritzburg, KwaZulu-Natal. Twenty-three schools were visited to investigate practices at each school relating to compliance with DoE menus and prescribed service time of the meal, the food delivery system and utilities available. The food handling and hygiene training and practices and general management practices linked to the NSNP were investigated. Most of the schools (78%) were using the DoE menus but only half (52%) served the meal at or before 10h00, which is an ongoing problem. Receiving and storage procedures were adequate at most schools. Food quality does not appear to be a problem in the Pietermaritzburg schools. The lack of expiry dates on food packages remains a problem area and should be addressed. Most of the schools had a designated kitchen area but these facilities could be upgraded. Most schools cooked on gas and 35% of schools had no running water in the kitchen. Kitchens should, at least, have hot and cold running water and adequate working space. Most schools reported that they run out of gas during the month. The monthly DoE allocation for gas should be reviewed to ensure schools have enough gas for the whole month. The holding time for cooked food should be kept to a minimum to minimise the risk of food poisoning. Some schools had insufficient plates (26%) and cutlery (35%). Standardised portion sizes were served at 70% of schools and food handlers reported that learners usually finish all the food. Food handlers at 70% of the schools had received training in food safety and hygiene but 26% of these had only received training once. Training was found to be significantly associated with hand washing (p=0.002), clean uniforms (p=0.036)
openalex: W2150577855 mag: 2150577855
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DOES MOTHER'S EDUCATION MATTER IN CHILD'S HEALTH? EVIDENCE FROM SOUTH AFRICA^1 - Medrano, Patricia; Rodríguez, Catherine; Villa, Édgar (South African Journal of Economics, 2008)
Abstract Using the 1993 South Africa Integrated Household Survey, this paper studies the effect that mother's education through the knowledge channel has on children's health using height for age Z‐scores as health measure. Under a two‐stage least square methodology we find that an increase in 4 years on mother's education (approximately 1 standard deviation) will lead to an increase of 0.6 standard deviations on her child's height for age Z‐score. We also find, as the medical literature suggests, support for the hypothesis that mother's education is more important for children older than 24 months of age.
openalex: W2017403202 mag: 2017403202
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Necessary Versus Sufficient Conditions for Using New Languages in South African Higher Education: A Linguistic Appraisal - Mesthrie, Rajend (Journal of Multilingual and Multicultural Development, 2008)
openalex: W4250822479
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Impact of climate change on the terrestrial hydrology of a humid, equatorial catchment in Uganda - Mileham, Lucinda (2008)
Predicted future warming in equatorial Africa, accompanied by greater evaporation and frequent heavy precipitation events, is expected to have substantial but uncertain impacts on terrestrial hydrology. Current low-resolution (~250km) General Circulation Models (GCM) are of limited use to regional and local-scale decision support systems for climate change impacts. Quantitative analyses of the impact of climate change at the local scale requires the improved representation of land-surface characteristics that is afforded by dynamical downscaling of GCM output (HadCM3) using a higher resolution (<50 km) Regional Climate Model (RCM). In this study, precipitation simulated by the RCM, PRECIS (Providing Regional Climates for Impact Studies), is validated at regional (236 000 Km2) and catchment scales (2 100km2) and used to quantify the impacts of climate change on runoff and groundwater recharge in the River Mitano catchment of south-western Uganda using a semi-distributed soil moisture balance model (SMBM). PRECIS represents well the spatial and temporal distribution of precipitation but substantially overestimates its magnitude at regional and catchment scales. SMBMs explicitly account for changes in soil moisture and enable assessments of climate change on groundwater by partitioning effective precipitation into groundwater recharge and runoff. The semi-distributed SMBM, calibrated with daily station data a 15-year period (1965-1980), estimates a mean annual recharge of 104 mm•a{-1} and mean annual surface runoff of 144 mm•a{-1}. PRECIS predicts a 17% increase in catchment precipitation accompanied by increased precipitation intensity and a 53% increase in potential evapotranspiration by 2070-2100, based on A2 SRS emission scenarios. Under these future conditions, a 62% increase in mean annual recharge to 159 mm•a{-1} is predicted. This doctoral thesis presents one of the first catchment-scale, hydrological models driven by a RCM in east Africa and one of the first quantitative assessment of the catchment-scale impacts of climate change on groundwater in the humid tropics.
openalex: W80013750 mag: 80013750
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Capacity building for teaching and learning in environmental education: the role of public/private partnerships in the Mpumalanga province of South Africa (Special issue: Quality of education in Africa: Africa-Asia university dialogue for basic education development (1)) - Mokhele, Matseliso L.; Jita, Loyiso C. (国際教育協力論集, 2008)
openalex: W434543024 mag: 434543024
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Epidemiology and clinical predictors of GAβHS among students in Alexandria, Egypt - Moneim, Mohamed Abdel; Hashish, Mona H. (International Journal of Infectious Diseases, 2008)
Pharyngotonsilitis in one of the most common respiratory diseases in the community among childhood. Nearly 28% - 40% are estimated to be caused by GAβHS which is considered the most important etiological pathogen in the terms of complications. Objectives: To study the epidemiology and to determine the clinical predictors of GAβHS pharyngitis. Methods: A cross- sectional study was conducted over a period of one year where primary and preparatory school children (600) attending school health insurance clinics and suffering from pharyngotosilitis were screened. The data collection tools included questionnaire interview inquiring about demographic data, clinical data and a throat swab was taken for culture on a 5% sheep blood agar plate then subjected to Bacitracin susceptibility. Chi square tests were used, Logistic regression analysis was performed to predict the significant variables that were significantly associated with GAβHS. Results: the overall prevalence of GAβHS pharyngitis was 30.3%, and the peak prevalence was in spring. The Prevalence of GAβHS decreased with age, positive cultured cases reported family history of rheumatic fever, recent contact with pharyngotosilitis cases. The predictive clinical criteria for GAβHS pharyngitis were tender anterior cervical lymph node, enlarged lymph node, a history of contact with cases, limb pain and enlarged tonsils. Conclusion: further researched are needed to reevaluate continually the clinical sings associated with GAβHS in the light of epidemiologic and demographic characteristics.
openalex: W2073507906 mag: 2073507906
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A tracer study to evaluate the impact of the Department of Primary Education programmes of the University of Botswana on the education sector of Botswana - Monyatsi, Pedzani Perci (2008)
One of the aims of the Botswana education since independence was to improve the primary level as a foundation of the whole education system. As a result, the Government of Botswana, in collaboration with other partners the world over, engaged in the mammoth task of improving the primary education sector. One such endeavour was the establishment of the Department of Primary Education in 1991 with the main aim of improving primary education in any way possible. However, since its inception in 1991 and the changes which are taking place since then, no major study if any was ever carried out to holistically assess the impact of the Department of Primary Education’s program on the education system. This study utilized combined quantitative and qualitative approaches using a questionnaire survey and interviews. The results show that the Department of Primary Education had had a positive impact on graduates of primary education though with some challenges, which were highlighted. The highlighted concerns need prompt attention if the impact were to be wholly positive.
openalex: W2146903128 mag: 2146903128
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Volatile Chemistry of the 2007 to Present Explosive Eruption of Oldoinyo Lengai Volcano, East African Rift - Moor, J. de; Fischer, Tobias P.; King, P. L.; Sharp, Zachary D.; Shaw, A. M.; Mangasini, F. (AGU Fall Meeting Abstracts, 2008)
openalex: W3082366658 mag: 3082366658
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Landscape feedbacks, Climate Change, and Food Production Risk in East Africa - Moore, Nathan; Pijanowski, B.C.; Lofgren, Brent M.; Alagarswamy, G. (AGUFM, 2008)
openalex: W2995102516 mag: 2995102516
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The Impact of Training Courses on the Development of West Bank Public Music Teachers as Viewed by their Fellow Teachers and Headmasters - Mousa, Ahmad (An-Najah University Journal for Research - B (Humanities), 2008)
This study touches upon the impact of academic training and preparation on Music teacher’s academic performance. It apparently pinpoints the teachers’ needs for suitable training courses. A special questionnaire was designed as a major tool to achieve the purpose of this study. The questionnaire, which aimed at eliciting responses from a number of Music teachers, has yielded the following results: 1. Teachers’ teaching skills have enhanced by 74%. 2. Teachers have learned new teaching methods and skills. 3. There were significant differences in four sections of the questionnaire. 4. There were no significant differences between teachers and their headmasters (principals) with reference to the belief that teachers have benefited from the training courses. 5. Variables such as gender, experience, qualifications and number of training courses show no significant statically differences. Recommendations: - More training courses should be offered for music teachers to get them acquainted with technological developments in their field of study. - More practical training courses are needed particularly in playing musical instruments. - The competence - based teacher education should be adopted. - The research findings verify that the project is achieving its over goals. يهدف البحث إلى الكشف عن الأثر الذي يتركه الإعداد والتدريب الأكاديمي لمعلمي الموسيقا على أدائهم التدريسي خلال عملهم، وكذلك التعرف على احتياجات المعلمين والمعلمات لبرامج التدريب الملائمة والتأكد من أن المشروع يحقق أهدافه الموضوعة. ولتحقيق هذه الأهداف صمم الباحث استبانة لقياس ذلك، ولقد أظهرت نتائج الدراسة أن معلمي ومعلمات الموسيقا الذين التحقوا بهذه الدورات اكتسبوا مهارات وأساليب جديدة بدرجة عالية بلغت نسبة (74%). وبينت النتائج أن المعلمين اكتسبوا طرائق جديدة لعرض الأغاني والأناشيد المدرسية وتقديمها بطريقة أفضل واكتسبوا مهارات جديدة في تكوين الجوقات الموسيقية ومهارات جديدة لتحقيق الاتصال والتواصل من خلال الموسيقا حيث حصلت هذه الأساليب والمهارات على أعلى نسبة بين الفقرات. وأظهرت النتائج أيضاً أن هناك فروقاً ذات دلالة إحصائية بين مجالات الاستبانة الأربعة بين المجال الثاني والأول لصالح المجال الثاني، وكذلك بين المجال الثالث والأول لصالح المجال الثالث. ولم تظهر النتائج أية فروق ذات دلالة إحصائية بين استجابة المعلمين ومدراء مدارسهم وهذه النتيجة تفيد بأن معلمي الموسيقا ومدراء مدارسهم على قناعة تامة بأن التدريب الذي تلقاه المعلمون ساهم بشكل رئيس في تطوير معلوماتهم وأساليبهم ومهاراتهم وقدراتهم وأنهم وظفوا هذه الخبرات الموسيقية الجديدة في عملية التعليم. كما لم تظهر النتائج فروقاً ذات دلالة إحصائية تعزى لمتغير الجنس، والخبرة، والمؤهل الأكاديمي، وعدد الدورات. وخلص الباحث إلى عدد من التوصيات كان أهمها: 1. ضرورة عقد المزيد من الدورات اللازمة لمعلمي الموسيقا واطلاعهم على الأساليب الحديثة والتطور التكنولوجي الذي حدث في مجال تخصصهم، 2.وكذلك عقد دورات جديدة لباقي المعلمين الذين لم يلتحقوا بهذه الدورات حيث التحق بهذه الدورات نسبة 50% من المعلمين فقط. 3. التركيز على الجوانب العملية في الدورات التدريبية خصوصاً وأن نتائج البحث قد بينت حاجة المعلمين للمزيد من الدورات الخاصة بالعزف. 4. اتباع ما يعرف بمدخل الإعداد والتدريب القائم على الكفاءات (Competency – Based Teacher Education) في التعرف على الكفاءات التدريبية اللازمة لمعلمي الموسيقى عند رصد و تقدير الاحتياجات التدريبية لهم. 5. تؤكد نتائج البحث أن المشروع يعمل على إنجاز أهدافه المرحلية.
openalex: W146761236 mag: 146761236
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African American Adolescents and Menthol Cigarettes: Smoking Behavior Among Secondary School Students - Muilenburg, Jessica L.; Legge, Jerome S. (Journal of Adolescent Health, 2008)
Purpose This paper examines the impact of smoking menthol cigarettes among secondary students, primarily African Americans, across five measures of smoking behavior. Methods Data were gathered from a 2006 survey of six secondary schools in a large urban area in the southeastern United States. Ordered logit analysis is employed to estimate race and menthol effects on cigarette consumption. Results African American youth smoke at lower rates than white adolescents; menthol smokers consume cigarettes at higher rates irrespective of race. Most importantly, there is a strong interaction effect with black menthol smokers demonstrating the highest levels of cigarette consumption. Conclusions There is a need to provide adolescent and adult African Americans accurate information on the dangers of menthol cigarettes. Any proposed legislation should consider the special problems of menthol and its relationship to high cigarette consumption, especially for African American adolescents.
openalex: W2106914717 mag: 2106914717
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The effects of family poverty on Academic Performance of Pupils in Primary Schools in Kamwangi Division Thika District Kenya. - Mwangi, Francis K. (2008)
A report submitted to the Institute of Open and Distance Learning Kampala International University in Partial Fulfillment for the Requirements for the Award of Bachelors Degree in Early Childhood and Primary Education.
openalex: W3015788185 mag: 3015788185
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Large class teaching in resource-constrained contexts: lesson from reflective research in Ugandan primary schools (Special issue: Quality of education in Africa: Africa-Asia university dialogue for basic education development (1)) - Nakabugo, Mary Goretti; Opolot-Okurut, Charles; Ssebbunga, Connie Masembe; Maani, John S.; Byamugisha, Albert (国際教育協力論集, 2008)
openalex: W218628292 mag: 218628292
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What Selected Basic Schools in Western Zambia are Best At in Environmental and Sustainability Education - Namafe, CM (DOAJ (DOAJ: Directory of Open Access Journals), 2008)
This paper outlines a research project which was conducted on the theme of ‘Education for sustainable development: Enhancing quality and relevance of education for all’. The study was part of a partnership of five southern African universities who joined forces in a research programme under the support of the SADC Regional Environmental Education Programme based at Howick in South Africa. The aim of the research programme was to contribute to the debate on how Education for Sustainable Development (ESD) could enhance the provision of quality education for all in southern Africa. This aim was set within the following broad research question: How can environment and sustainability education programmes contribute to the quality and relevance of education for all in southern Africa? Tackled from the perspective of the University of Zambia, the starting point for our research was to acknowledge that many ESD researchers in southern Africa, and possibly elsewhere, needed to develop competence in sustaining the perception that the majority of the region’s population had areas of strength which merely needed to be identified and then empowered through research. In this regard, this paper reports on a research project which was configured with this assumption in mind; that is, what selected basic schools of Western Zambia were best at in environmental and sustainability education.
openalex: W1590050309 mag: 1590050309
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Aftershock distribution of a M 2.1 earthquake near a geologic structure boundary in a deep South African gold mine - Naoi, Makoto; Kwiatek, Grzegorz; Yabe, Yasuo; Philipp, Joachim; Nakatani, Masao; Igarashi, Toshihiro (AGU Fall Meeting Abstracts, 2008)
openalex: W3094901277 mag: 3094901277
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The International HIV Dementia Scale Is a Useful Screening Tool for HIV-Associated Dementia/Cognitive Impairment in HIV-Infected Adults in Yaoundé-Cameroon - Njamnshi, Alfred K.; Djientcheu, Vincent de Paul; Fonsah, Julius Y.; Yepnjio, Faustin N.; Njamnshi, Dora M.; Muna, W. F. T. (Journal of acquired immune deficiency syndromes (1999), 2008)
Objective: As a baseline for a series of studies on HIV-associated dementia (HAD), we sought to assess the usefulness of the recently developed International HIV Dementia Scale (IHDS) as a screening tool for HAD or HIV-associated cognitive impairment (HACI) in HIV-positive adults in Yaoundé-Cameroon. Design: The frequency of HAD/HACI is largely unknown in resource-limited countries. In Cameroon, few studies suggest that HAD may be frequent but no specific study had so far investigated the problem. We therefore used a case-control study design involving HIV-positive adults as cases and HIV-negative individuals as controls to determine the usefulness of the IHDS as a screening instrument. Methods: HIV-positive adults followed up in an HIV outpatient clinic were matched to HIV-negative subjects for age and sex and screened using IHDS. Results: Overall, 204 HIV-positive individuals and 204 HIV-negative subjects were screened. The HIV-positive subjects had a significantly lower IHDS mean total score of 10.87 compared with the HIV-negative subjects with a score of 11.28 (P = 0.00). Abnormal scores (≤10) on the IHDS were found in 21.1% of the HIV-positive subjects and in 2.5% of the HIV-negative subjects (P = 5.0 × 10−10). Conclusions: These results suggest that the prevalence of possible HAD/HACI may be higher in Cameroon than the previous estimates and demonstrate that the IHDS can be used as a screening tool for HAD in Cameroon. We therefore suggest that all studies on HAD in Cameroon should strategically start with the IHDS as a screening tool.
openalex: W2023408746 mag: 2023408746
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Language in education and language development in Zimbabwe - Nkomo, Dion (Southern African Linguistics and Applied Language Studies, 2008)
This article analyses the language in education policy of Zimbabwe. It attempts to highlight the factors that informed the formulation of this policy, as well as the challenges and constraints that have affected its implementation. The country's language in education policy can be traced back to the colonial history of the country, when formal education was introduced by missionaries. Since then, unconvincing efforts have been made to improve the policy; and because of a number of challenges and constraints, as discussed in this article, success has thus far been very limited. Finally, the article highlights the contributions of higher education institutions in the country towards the success of the language in education policy.
openalex: W1983271410 mag: 1983271410
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Gender differences in university students' HIV/AIDS-related knowledge and sexual behaviours in Malawi: a pilot study - Ntata, Pierson; Muula, Adamson S; Siziya, Seter; Kayambazinthu, Edrinnie E. (SAHARA-J, 2008)
A cross-sectional study was conducted among first-year university students in Malawi to determine distributions of HIV/AIDS-related knowledge, and sexual behaviours. A total of 314 (199 male and 115 female) students were eligible to participate, and of these 221 (70.4%) participated in the survey. Generally, levels of HIV/AIDS-related knowledge were similar between sexes. Overall, 68.9% of students of both sexes felt that they knew enough about HIV/AIDS. Altogether, 83.3% of students reported that they knew where to access HIV testing on campus, but only 19.0% reported that they knew their HIV status. Some 60.3% of students who had never been tested intended to have an HIV test. A history of having ever been tested was not associated with sex. Most (68.4%) students felt that they were not at risk of acquiring HIV infection. Overall, 66.8% of students knew where to get a condom on campus, and 38.7% stated that they knew exactly how to use it. About half (52.6%) of the students used a condom at last vaginal sexual intercourse. Having multiple sex partners in the last 12 months was reported by 40.4% of students.
openalex: W2085785028 mag: 2085785028
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Gender differences in university students' HIV / AIDS-related knowledge and sexual behaviours in Malawi : a pilot study : brief report - Ntata, Pierson; Muula, Adamson S; Siziya, Seter; Kayambazinthu, Edrinnie E. (SAHARA : Journal of Social Aspects of HIV / AIDS Research Alliance, 2008)
A cross-sectional study was conducted among first-year university students in Malawi to determine distributions of HIV / AIDS-related knowledge, and sexual behaviours. A total of 314 (199 male and 115 female) students were eligible to participate, and of these 221 (70.4%) participated in the survey. Generally, levels of HIV / AIDS-related knowledge were similar between sexes. Overall, 68.9% of students of both sexes felt that they knew enough about HIV / AIDS. Altogether, 83.3% of students reported that they knew where to access HIV testing on campus, but only 19.0% reported that they knew their HIV status. Some 60.3% of students who had never been tested intended to have an HIV test. A history of having ever been tested was not associated with sex. Most (68.4%) students felt that they were not at risk of acquiring HIV infection. Overall, 66.8% of students knew where to get a condom on campus, and 38.7% stated that they knew exactly how to use it. About half (52.6%) of the students used a condom at last vaginal sexual intercourse. Having multiple sex partners in the last 12 months was reported by 40.4% of students. Une etude transversale a ete realisee parmi les etudiants de premiere annee en universite au Malawi pour determiner la distribution des connaissances relatives au VIH / SIDA et les comportements sexuels. Au total, 314 etudiants (199 hommes et 115 femmes) ont ete selectionnes pour y participer. Un total de 221 (70.4 %) sur les 314 etudiants eligibles a participe a l'etude. Generalement, les niveaux de connaissances relatives au VIH / SIDA etaient similaires selon les sexes. Dans l'ensemble, 68.9% des etudiants des deux sexes pensaient en savoir suffisamment sur le VIH / SIDA. En tout, 83.3% des etudiants ont rapporte qu'ils savaient ou acceder a un test de depistage sur le campus et seulement 19.0% des etudiants ont rapporte connaitre leur etat serologique. Quelques 60.3% des etudiants qui n'avaient jamais ete testes ont essaye de passer un test de depistage du VIH. Le fait de n'avoir ete jamais teste n'etait pas associe aux rapports sexuels. La majorite (68.4%) des etudiants pensait ne pas courir le risque d'une infection par le VIH. Dans l'ensemble, 66.8% des etudiants savaient ou aller pour se procurer un preservatif sur le campus, et 38.7% des etudiants ont declare savoir exactement comment s'en servir. Environ la moitie (52.6%) des etudiants a utilise un preservatif au cours du dernier rapport sexuel vaginal. Le fait d'avoir eu plusieurs partenaires sexuels au cours des 12 derniers mois a ete rapporte par 40.4% des etudiants.
openalex: W2600612171 mag: 2600612171
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Steering the South African higher education sector towards transformation : research article - Ntshoe, Isaac (Perspectives in Education, 2008)
This article explores the extent to which funding is used to steer the public higher education sector towards meeting the social, political and economic imperatives of post-1994 South Africa. It argues that the design of the funding framework influenced the direction of higher education after 1994, and that funding mechanisms explicitly or implicitly further both the public and the private good dimensions of higher education. It suggests that the previous funding mechanisms in South African higher education were linked to the policy of separate development, which resulted in inequalities along racial lines. The article concludes that the current funding framework does in some respects contribute to the realisation of the government's aim to redress past imbalances and inequities in the higher education sector. It further concludes that the government needs to create a framework that would give markets the opportunity to form partnerships with the government to impart skills.
openalex: W187243737 mag: 187243737
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Steering the South African Higher Education Sector towards Transformation. - Ntshoe, Isaac; Villiers, Pierre de (Perspectives in Education, 2008)
openalex: W1603145169 mag: 1603145169
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Influence of Socio-Economic and Prestige Factors on Career Aspirations of Secondary School Students in Ghana - Ocansey, Frederick (Journal of Educational Development and Practice, 2008)
The study examined the influence of some selected socio-economic and prestige factors on the career aspirations of secondary school students in Ghana. Variations in the influence of the factors on students’ career aspirations based on their demographiccharacteristics were also investigated. Participants consisted of 1075 males and 1265 females (N=2340) randomly selected from 22 senior secondary schools through a multistaged stratified sampling. A survey instrument with a Cronbach Alpha reliabilitycoefficient of a = 0.85 was used. Data were analysed with percentages, mean, standard deviation and Analyses of Variance (One-way). Results revealed that socio-economic and prestige factors have high influence on students’ career aspirations. Students’ desire to help improve community life was reported as the most significant socio-economic factor that influences their career aspirations. Significant differences in the influence of socioeconomic and prestige factors on students’ career aspirations were reported in respect of school setting and school-type. Implications of the findings for counselling and human resource development are discussed. This includes the need for career counsellors to recognize the relevant socio-economic and prestige factors that influence students’ aspirations in their career guidance sessions to enable them better assist their clients.
openalex: W4292064155
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Correlating antibiotic consumption with antimicrobial resistance of uropathogens in a university teaching hospital in Lagos, Nigeria. - Oduyebo, OO; Onwuezobe, IA; Olayemi, SO; Akintunde, AS (PubMed, 2008)
This study was carried out to correlate the antibiotic consumption rates with the antibiotic resistance rates of uropathogens in Lagos University Teaching Hospital.Urine specimens obtained over 18 months (between January 2005 and June 2006) were processed for microscopy culture and sensitivity, and records of antibiotics dispensed during the same periods were reviewed. Significant bacteriuria was performed by the standard loop method. Isolation and identification of organisms was by standard laboratory methods. The antibiotic consumption calculator of Monnet (ABC calc version 3) was used to classify the antibiotics into ATC classes and to calculate the numbers of daily defined doses. The 6-monthly antibiotic resistance and consumption rates were compared using Pearson's correlation coefficient. For analysis, the period of study was divided into three.Except for co-trimoxazole the rates of consumption of all antibiotics were higher in the second period than the first period of the study and highest in the 3rd period for ciprofloxacin, and ceftazidime. This correlated with an increase in the rates of resistance for some antibiotics during the 2nd and 3rd periods. While a steady increase in consumption of ciprofloxacin correlated with a steady increase in the resistance rates from the 1st to the 3rd periods, a steady increase in consumption of ceftazidime was associated with an increased resistance rate from the 2nd to 3rd periods.Increased consumption of the antibiotics tested, most noticeably, ciprofloxacin and ceftazidime correlated with increased resistance rates. There is need for urgent interventions like formulation of antibiotic policies and education of staff on the appropriate use of antibiotics to reduce the development of resistance.
openalex: W1567897065 mag: 1567897065
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The prevalence of hearing loss among schoolchildren with chronic suppurative otitis media in Nigeria, and its effect on academic performance. - Olatoke, Fatai; Ologe, Foluwasayo E.; Nwawolo, C C; Saka, MJ (PubMed, 2008)
We conducted a cross-sectional study to determine the prevalence of hearing loss among 1,500 Nigerian schoolchildren aged 9 to 15 years who had chronic suppurative otitis media (CSOM). We also attempted to ascertain the effect that this hearing loss had on their academic performance. The study population was drawn from three schools in different socioeconomic tiers-low (n = 300), medium (n = 400), and high (n = 800). Overall, CSOM was present in 35 of these children (2.3%)-12 from the low-status school (4.0%), 11 from the middle-status school (2.8%), and 12 from the high-status school (1.5%); the overall difference in prevalence among the three schools was statistically significant (chi(2) = 6.40; degrees of freedom [df] = 2; p = 0.04). In all, 52 ears were affected by CSOM; of these, 18 (34.6%) had a pure-tone average (PTA) within normal limits, 20 (38.5%) had a mild conductive hearing loss, and 14 (26.9%) had a moderate loss. All but 2 of 160 control ears (1.2%) had hearing thresholds within normal limits. The difference in PTAs across groups was statistically significant (chi(2) = 114.89; df = 2; p< 0.001). As for academic performance, cumulative average test scores were significantly lower in the CSOM patients than in the controls-chi(2) = 14.57; df = 3; p = 0.002. At the higher end of the academic scale, scores of 66% and higher were obtained by 40.0% of patients and 51.3% of controls, and scores of 50 to 65% were achieved by 20.0% of patients and 37.5% of controls. At the lower end, scores of 40 to 49% were obtained by 31.4% of patients and 6.3% of controls, and scores of 39% and lower were obtained by 8.6% and 5.0%, respectively. We conclude that hearing loss was a significant sequela of CSOM in our study population and that it had an adverse effect on their academic performance. Children in the low socioeconomic group appeared to be more vulnerable.
openalex: W2433134399 mag: 2433134399
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Community-based infant hearing screening for early detection of permanent hearing loss in Lagos, Nigeria: a cross-sectional study - Olusanya, Bolajoko O.; Wirz, Sheila; Luxon, LM (Bulletin of The World Health Organization, 2008)
Objective To determine the feasibility and effectiveness of a community-based universal infant hearing screening programme for detecting permanent congenital and early-onset hearing loss (PCEHL) in Lagos, Nigeria.Methods This is a cross-sectional study in which all infants aged 3 months or under attending four bacille Calmette-Guérin (BCG) immunization clinics accounting for over 75% of the BCG coverage in the study location were screened by community health workers between July 2005 and April 2006.Screening followed a two-stage protocol involving transient evoked otoacoustic emissions and automated auditory brainstem responses.The main outcome measures were screening coverage, referral rates, return rates for second-stage screening and evaluation, yield and age at PCEHL diagnosis.Findings In total, 2003 (88%) of 2277 eligible infants attending the four BCG clinics were successfully screened between July 2005 and April 2006 at a mean age of 17.7 days, with no parent declining screening.The majority (55.2%) were born outside a hospital and, of such infants, 77% were born in traditional herbal maternity homes.The overall referral rate for diagnostic evaluation was 4.1%.Only 61% (50/82) of those referred returned for evaluation, and 45 of them were confirmed with PCEHL.Additionally, 11 infants who had previously passed the first screening stage were also found to have PCEHL, resulting in a yield of 28 per 1000 (56/2003).The mean age at diagnosis was 51 days.The sensitivity, specificity and positive predictive value of the first screening stage were 80.4%, 99.7% and 90.0%, respectively.The positive likelihood ratio was 268, while the negative likelihood ratio was 0.2.Conclusion Routine hearing screening of infants attending BCG immunization clinics by community health workers was feasible and effective for the early detection of PCEHL in Lagos, Nigeria.However, an efficient tracking and follow-up system is needed to improve return rates for second-stage screening and diagnostic evaluation.
openalex: W2103331365 mag: 2103331365
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Entertainment–Education Radio Serial Drama and Outcomes Related to HIV Testing in Botswana - Pappas-DeLuca, Katina A.; Kraft, Joan Marie; Galavotti, Christine; Warner, Lee; Mooki, Maungo; Hastings, Phil; Koppenhaver, Todd; Roels, Thierry H.; Kilmarx, Peter H. (Aids Education and Prevention, 2008)
Makgabaneng is an entertainment–education radio serial drama written and produced in Botswana to promote prevention of HIV. This effort is part of the national response to HIV/AIDS. Broadcast of the serial drama began in August 2001, and two new 15-minute episodes air each week. We examined associations between exposure to Makgabaneng and outcomes related to HIV testing, including stigmatizing attitudes, intention to be tested, talking with a partner about testing, and testing for HIV, among 555 sexually active respondents. The four measures of exposure to Makgabaneng were frequency of listening, duration of listening, talking about the program, and attentiveness to and identification with relevant characters. Data were collected approximately 18 months after the drama began airing. We found positive associations between exposure to the program and intermediate outcomes, including lower level of stigmatizing attitudes, stronger intention to have HIV testing, and talking to a partner about testing. Although associations were identified with all four measures of exposure, increased duration of listening was associated with more positive outcomes than the other measures. This finding suggests that longer term exposure to entertainment–education programming may be important for behavior change.
openalex: W2108804261 mag: 2108804261
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Education for Sustainable Development: Knowledge and environment in South African schooling - Peden, MI (DOAJ (DOAJ: Directory of Open Access Journals), 2008)
The United Nations’ launch of the Decade of Education for Sustainable Development in 2005 has focused international attention on the concept of education for sustainable development (ESD). This paper covers the emergence of ESD in relation to environmental education in South Africa. It critiques the core concept, sustainable development, and identifies a trend in ESD to de-value a knowledge base, particularly in relation to the natural environment. A sociology of knowledge perspective is used in conjunction with the writer’s own experiences in environmental education. A critical/social realist approach is proposed as a way past the impasse of traditional education versus the progressivism of ESD. A disciplinary knowledge base is seen as foundational in teacher education and schooling in order to develop environmentally literate and responsible citizens. Strategies to achieve this include the introduction of a few selected environmental issues across the curriculum, making use of selected teachers rather than all teachers, and including core environmental literacy courses in teacher education.
openalex: W1795851292 mag: 1795851292
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Injury and social determinants among in-school adolescents in six African countries - Peltzer, Karl (Injury Prevention, 2008)
Background: There is a lack of data on injury and its social correlates among in-school adolescents in Africa. Objectives: To estimate the prevalence of injury among adolescents in six African countries, and to examine the consistency of associations cross-nationally between sociodemographics, social risk factors, and the occurrence of adolescent injury in Africa. Design: Cross-sectional national data from the Global School-based Health Survey (GSHS) conducted in six African countries between 2003 and 2004. Setting: Surveys administered in classrooms. Subjects: The sample included 20 765 students aged 13–15 years from six African countries (Kenya, Namibia, Swaziland, Uganda, Zambia, Zimbabwe) chosen by a two-stage cluster sample design to represent all students in grades 6, 7, 8, 9, and 10 in each country. Results: The mean percentage over all the countries of adolescents reporting one or more serious injuries within the past 12 months was 68.2%, ranging from 38.6% in Swaziland to 71.5% in Zambia. In multivariate regression analysis, risk behaviors were associated with annual injury prevalence, with the highest odds for loneliness, followed by hunger, truancy, depression, smoking, and drug use. The observed risk for all injuries, as well as injuries related to sports, motor vehicles, fighting, and burns, increased consistently with increasing number of risk behaviors. Conclusions: A high annual injury prevalence was found, and risk-taking played a role in the etiology of injury. There is a need to consider an integrated approach to injury etiology in planning injury prevention and safety promotion activities for schoolchildren, paying particular attention to lifestyle factors that have the potential to influence risk of injury.
openalex: W2071651887 mag: 2071651887
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Social Support and Suicide Risk among Secondary School Students in Cape Town, South Africa - Peltzer, Karl (Psychological reports, 2008)
The aim of this study was to investigate social support including daily activities in a sample of secondary school students at low and high risk for suicide in Cape Town, South Africa. The sample included 1,157 students (Grade 9, 28.2%, Grade 10, 43.3%, and Grade 11, 28.4%); 30.9% were boys and 69.1% were girls, M age = 15.8 yr. (SD = 1.6). The racial background was mainly Coloured (from mixed descent) (84.6%) with a minority of African Black (10.5%), White, (2.1%), and Indian/ Asian (1.8%). Bivariate analyses showed Low Risk more than High Suicide Risk students reported significantly more teacher support, peer support, parental support, and personal control. Stepwise logistic regression indicated for boys none of the four social support variables and personal control associated with suicide risk, while for girls lack of peer and parental support were associated with high suicide risk. Among eight different activities, only for girls was lack of social activities associated with high suicide risk. Interventions influencing the posited mediating variables, i.e., social support resources and personal life skills competences, should be enhanced.
openalex: W2148119292 mag: 2148119292
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