Science Education in Tanzania: The Changing Content and Form of Science Teaching and Teacher Education - saki (2008)
openalex: W3119536468 mag: 3119536468
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PALESTINE AND PALESTINIANS: The Palestinian Press as a Shaper of Public Opinion 1929-1939: Writing Up a Storm - Sakr, Naomi (2008)
openalex: W85417013 mag: 85417013
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Can Medical Education in Libya Learn from the British Experience? - Salamat, Ahmed; Byrne, Aidan (Libyan journal of medicine, 2008)
"Can Medical Education in Libya Learn from the British Experience?." Libyan Journal of Medicine, 4(2), pp. 59–60
openalex: W4235285212
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An exploratory analysis of the use of multi-word units in national secondary school EFL textbooks in Egypt - Sallam, Abdelhay A. (2008)
openalex: W3197561091 mag: 3197561091
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A History of the Search for Teacher Unity in South Africa - Samuel, Harold E. (2008)
Stories of South Africa cannot be told separately from the struggle for freedom. The search for teacher unity is no exception. Indeed it could be seen as central to the struggle because the organized teaching profession was seen by many as an ideal platform from which the state could be challenged.
openalex: W2512780360 mag: 2512780360
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The Effect Of The Basic Education Teacher Diploma Training Programme (BETD) On Teachers' Productivity In Caprivi Region, Namibia LB1727.N3 S193 2008 f rb. - Samupwa, Austin Machana (2008)
Kajian ini bertujuan untuk mengenal pasti kesan program latihan pendidikan asas diploma perguruan di Negeri Caprivi, Naimibia ke atas produktivti guru. This study is undertaken to determine the influence of the Basic Education Teacher Diploma (BETD) training programme in Caprivi Region on the productivity of the teachers.
openalex: W2734914887 mag: 2734914887
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The "Ticas" of "Matema" of an African People: An exercise for the Brazilian Classroom. - Santos, Eliane Costa (DOAJ (DOAJ: Directory of Open Access Journals), 2008)
This article has as its central focus the examination of one of the ways that African culture can be introduced into the mathematics classroom, contributing to the transformation of this formal space of the classroom into an area in which culture is intertwined with scholarly knowledge through the transdisciplinarity of ethnomathematics. The thesis that permeates [this work] can be delineated as how African culture, through the representation of African Kente cloth looms, can contribute to the processes of teaching and learning in a mathematics classroom. The wefts are the theoretical references of Stuart Hall on culture and multiculturalism; D'Ambrosio on transdisciplinarity and ethnomathematics; Dennis on Kente cloth; and the weavers of Ghana on the technologies of Kente cloth. To find a general understanding, we locate Ghana on the African Continent, we quote the myths of the Kente looms, and finally, we present a proposal on how to create a transcultural connection between the knowledge of African culture and a mathematics classroom in Brazil.
openalex: W1480165817 mag: 1480165817
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Dare to Be Different': Enhancing life skills education for HIV prevention in South African schools - Sapiano, Tobey Nelson; Sohaba, Nathi; Esu-Williams, Eka (2008)
In South Africa, approximately 5.5 million people are living with HIV. One of the main strategies the South African Government has used to build HIV prevention awareness and promote behavior change among young people is school-based life skills education. Since 2000, the Horizons Program has conducted research exploring the impact of life skills education and other school-based HIV prevention activities on young South Africans. In contrast to the high HIV prevalence among youth ages 15–24, estimated to be over 10 percent, prevalence for youth ages 10–14 is estimated at just over 1 percent. People aged 10–14 are particularly receptive to messages about abstinence or delaying sex and being faithful. To improve HIV prevention for this age group, Horizons developed a program for sixth- and seventh-grade learners that emphasizes abstinence (A) and being faithful (B), while building upon existing condom (C) knowledge. Horizons also developed an AB life skills curriculum to supplement the school-based program, and a project team developed the Dare to Be Different (D2BD) module, which had a stronger focus on abstinence and partner reduction and helped fill serious gaps in the Life Orientation Curriculum.
openalex: W2615181060 mag: 2615181060
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African American College Students' Culturally Based Responses to Hypnosis - Sapp, Marty; Shropshire, Sonya; Kihslinger, Daun; Scholze, Steffanie; Gregas, Amanda; Byom, Tianna; Bernfeld, Steve; Liu, Jane P.; Chien, Ling-Lun; Gunasekaran, Priya; Thomas, Richardo (2008)
openalex: W4239044409
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Gender, Poverty and Disability in Kenya - Sarkar, Sayantan; Kiriti-Nganga, TW (2008)
openalex: W2287634722 mag: 2287634722
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Deepening QUality Education in Subsaharan Africa: skills training as key to steming immigration - Sarpong, Daniel Bruce (2008)
openalex: W2246437643 mag: 2246437643
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Teachers' Perceptions of Behaviour Difficulties in Primary Schools: A Madang Province Perspective, Papua New Guinea - Saun, Gabriel John (2008)
openalex: W2109116159 mag: 2109116159
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Community outreach project sends UNDA students to war-torn Uganda - Saunders, Moira (2008)
openalex: W1585877799 mag: 1585877799
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Nursing student gets hands-on experience at Nigerian hospital - Saunders, Moira (2008)
openalex: W1513942570 mag: 1513942570
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Teacher supply and demand for primary and secondary schooling in Namibia - Sayed, Yusuf; Bennell, Paul (2008)
openalex: W347741248 mag: 347741248
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Education In Southern Africa - Sayed, Yusuf; MacKenzie, I.Z.; Shall, Adrienne; Ward, Joanna (2008)
openalex: W143330694 mag: 143330694
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Mainstreaming Higher Education in National and Regional Development in Southern Africa - Sayed, Yusuf; MacKenzie, I.Z.; Shall, Adrienne; Ward, Joanna (2008)
Higher education in the 14 Southern African Development Community (SADC) countries represents a huge field in which no single agency has ever attempted to gather comprehensive data in the way that the Southern African Regional Universities Association (SARUA) has in its various 2008 studies. Nevertheless, selected data has frequently been collected by a number of different agencies for their own specific use. Some of this information has been used in the SARUA studies. It should be noted, however, that anomalies sometimes occur when such data is set against basic SARUA statistics. Even where this has occurred, SARUA researchers have presented exactly what they have found at the different sources.
openalex: W2263598407 mag: 2263598407
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Preparing Students in Africa for Social Entrepreneurship in Mobile Technology: Current and Future Efforts in Senegal - Scharff, Christelle; Wasilewska, Anita; Bousso, Mamadou; Ndiaye, Ibrahima; Gassama-Mbaye, Mbarou (2008)
Preparing Students in Africa for Social Entrepreneurship in Mobile Technology: Current and Future Efforts in Senegal
openalex: W335107501 mag: 335107501
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Education & development : Africa : education for action - Schellekens, J.P. (2008)
openalex: W2955849923 mag: 2955849923
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Master Class climate change adapation for policy makers in agriculture and natural resources management in East Africa - Scheltinga, C.T.H.M. Terwisscha Van; Verhagen, A.; Woodhill, A.J.; Geene, J. van (2008)
openalex: W2584831618 mag: 2584831618
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Vernacular mud brick architecture in the Dakhleh Oasis, Egypt and the design of the Dakhleh Oasis Training and Archaeological Conservation Centre - Schijns, W.H.M.; Kaper, Olaf E.; Kila, Joris D.; Oasis, Dakhleh; Mills, A.J. (2008)
openalex: W658106236 mag: 658106236
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Geological atlas of Africa : with notes on stratigraphy, tectonics, economic geology, geohazards, geosites and geoscientific education of each country - Schlüter, Thomas; Trauth, Martin H. (2008)
openalex: W1549328723 mag: 1549328723
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Mural, Painting and Art Education Project with African Refugees and the African Community Center of West Michigan - Schoenborn, Carrie; Eggers, Jill (2008)
openalex: W204441852 mag: 204441852
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South African teachers’ ability to argue: The emergence of inclusive argumentation - Scholtz, Zena; Braund, Martin; Hodges, Merle; Koopman, Robert; Lubben, Fred (International Journal of Educational Development, 2008)
This paper explores the argumentation ability of ten science teachers in two South African schools on opposite ends of the resource spectrum. Toulmin's model is used to analyse individual contributions in six group discussions. The findings show that levels of argumentation improve with teachers’ involvement in the development of teaching resources and the closeness of the argumentation task. The nature of the arguments is permeated by inclusiveness, thus precluding the use of rebuttals, traditionally a requirement for high-quality arguments. Based on the ubuntu worldview, a model of inclusive argumentation is proposed with implication for teaching and a scheme of assessable levels of argumentation.
openalex: W2006250386 mag: 2006250386
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Education and democracy in the Gambia: reflections on the position of development projects in a small African state - Schweisfurth, Michele (2008)
openalex: W1626917846 mag: 1626917846
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South African Educators’ Perceptions of Barriers to the Identification of Gifted Black and Second Language Learners - Scott-Carrol, Joy M. (The International Journal of Learning: Annual Review, 2008)
openalex: W2489239049 mag: 2489239049
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7. INFORMATION AND COMMUNICATION TECHNOLOGIES (ICTS) AND THE QUALITY OF EDUCATION: CASE OF THE NATIONAL UNIVERSITY OF LESOTHO, ROMA - Sefotho, Monaheng Maximus (2008)
Within a short time, information and communication technologies (ICTs) have become basic building blocks of modern societies. Schools and universities that use them seem to have a greater reputation than those that do not. Scholars (i.e. Toure, Tchombe, & Karsenti, 2008) argue that appropriate use of ICTs in education deepens the quality of teaching and learning. In Africa, learners are increasingly interested in ICTs. Yet in Lesotho, as in other some countries on the continent, internet connectivity and accessibility and use of ICTs are poor. The National University of Lesotho (NUL) is the only public institution with full internet connectivity. This paper presents the results of a study on perceptions of how ICTs use contributes to the quality of education at NUL. Respondents concurred that access to technology is necessary for all subject areas, including use of word processing and, for research, use of the internet. The majority of respondents expressed frustration regarding the limited accessibility and quality of ICTs, owing to the large student population and meagre resources. They explained how this leads to a frustrating learning environment and negatively impacts the quality of teaching and learning. In general there is an outcry for the improvement of ICTs facilities and services. It is recommended that the National University of Lesotho strive to satisfy the demands for ICT-assisted learning by mobilizing resources and building partnerships. A shift is required, from lecturer-centred to learner-centred learning.
openalex: W2556813457 mag: 2556813457
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South Africa and the Dynamics of International Student Circulation - Sehoole, Molathlegi (2008)
openalex: W4243257302
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Contractualisation de la fonction enseignante et comportement des maitres au primaire: Cas du Benin [Contractualisation of teachers function and comportement of teachers: Benin's Case] - Senou, Barthélemy Mahugnon (MPRA Paper, 2008)
This paper aim to study the impact of teacher status on the behaviour of Benin’s primary school teachers in the context of the growing expansion of the hiring of non civil servant teachers. To address this issue we estimate both negative binomial model and linear instrumental variable model to assess the effect of to be either civil servant or non civil servant teacher both on the absenteeism frequency and the end of year performance of pupils in primary school. We find that the fact to be non civil servant teacher negatively affect absenteeism both in CP2 and CMI. Considering the impact on the pupil’s performances the results show that non civil servant women have a positive effect on the pupil’s performances in CP2 while this effect is ambiguous in CMI. Theses finding are relevant and useful in order to define the type of contract which insure a better and efficient educative system.
openalex: W832853783 mag: 832853783
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University students’ attitudes towards HIV/AIDS in Finland and in Kenya - Serlo, Kaijaleena (2008)
openalex: W2236080868 mag: 2236080868
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Move to Learn: Enhancing Story Recall Among Urban African - Serpell, Zewelanji; Cole, Juanita M. (2008)
openalex: W2288478680 mag: 2288478680
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Move to Learn: Enhancing Story Recall among Urban African American Children. - Serpell, Zewelanji; Cole, Juanita M. (Journal of Urban Learning, Teaching, and Research, 2008)
This study continues a line of empirical work examining the extent to which incorporating movement into learning conditions enhances performance for African American students. To date, few studies have examined different types of movement opportunity. As such, five qualitatively different movement conditions were tested in an urban sample of 100 third grade African American students. Findings indicate that not all types of movement enhance story recall and only movement-expressive conditions yield better performance than contexts without movement. Results and movement are discussed in terms of developing culturally-relevant pedagogy for African American students.
openalex: W213001809 mag: 213001809
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Teaching Response Prompting Strategies to Special Education Teachers in Tanzania - Seward, Jannike (2008)
openalex: W2226300878 mag: 2226300878
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Prevalence and correlates of self-rated hunger in class seven and eight students in Kenya - Shaikh, Irshad Ali; Shaikh, Masood Ali (East African Medical Journal, 2008)
openalex: W2565243119 mag: 2565243119
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Teaching desertification: what effects do teacher attributes, classroom attributes and instructional strategies have on Namibian secondary school teachers' affective domain? - Shaimemanya, C.N.S. (2008)
openalex: W159383138 mag: 159383138
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Conditions for Implementation of the Science Curriculum in Early Childhood Development and Education Centres in Kenya - Shaji, Milimu Gladys; Indoshi, Francis Chisikwa (Contemporary Issues in Early Childhood, 2008)
Cognitive development and teaching have highlighted the importance of learning based on the relationship among individuals and the learning environment. Teaching and learning of science in early childhood development and education (ECDE) can only be effective if adequate facilities, materials, equipment and activities are put in place. Teaching of science in ECDE centres in Kenya is faced with numerous challenges, hence the negative influence on children's learning of the subject. This raised the question of whether we have appropriate conditions for implementation of the science curriculum in ECDE centres. This study investigated conditions for implementation of science in 115 ECDE centres managed by 230 teachers in Kakamega Municipality, Kenya. It used the ECDE facilities checklist, the ECDE classroom science materials/equipment checklist, the ECDE classroom science activities checklist, and the ECDE teacher classroom science questionnaire to analyse the availability of science materials, equipment, class size and activities for ECDE children in the classroom. Each teacher was videotaped for two consecutive days during science activities. Their attitude towards science curriculum was measured by the use of an attitude scale. The findings of the study indicated that three-quarters of the ECDE centres had appropriate general facilities. However, a majority (91.2%) of ECDE centres lacked adequate and quality classroom science materials/equipment. The activities that the ECDE teachers engaged in were mostly unrelated to science activities (85.7%), even though they had a favourable attitude towards the science curriculum. This study is significant because the resulting findings will influence practice in early childhood education by informing policy makers on prevailing conditions for implementation of the science curriculum. On the theoretical side, the findings will contribute to the development of teaching and learning science materials, science equipment and a children's science curriculum tool kit.
openalex: W1987245177 mag: 1987245177
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Helping Flowers Flourish in the Savannah: Diary Entries from a Collaborative English Teaching Project In Rural Ethiopia - Shea, David (2008)
openalex: W2250104433 mag: 2250104433
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Marijuana smoking among secondary school students in Zaria, Nigeria: Factors responsible and effects on academic performance - Shehu, Aishatu; Idris, SH (Annals of African Medicine, 2008)
The use of Marijuana is on the increase worldwide especially among adolescents and youths. Marijuana smoking has gained a foothold in our environment because of peer group influence, accessibility and availability. Its medico-social effects could ruin the life and future of our youths. This study was undertaken to determine the prevalence and the factors that influence secondary school students in Zaria LGA to smoke and the effects on academic performance.A cross-sectional descriptive study was employed to generate data among secondary school students. A multi-stage sampling technique was used. Data was collected with the use of a structured, pre tested self-administered questionnaire. F2 test was used to test for significance of association between categorical variables.Of the 350 respondents, 262 (74.9%) were males, while 88 (25.1%) were females. The study shows that 33 of the students smoke marijuana giving a prevalence of 9.4%. There were more smokers in the age group 15-19 years (54.6%). Other factors that influence marijuana smoking include family background, peer pressure and attendance of social functions. There was better academic performance (51.1%) among non smokers as compared to smokers (27.2%), and this was found to be statistically significant (chi2 = 11.73, df = 5, P < .05) There was also statistically significant association between age and marijuana smoking (chi2 = 24, df = 2, P < .05).The prevalence of marijuana smoking is high. Age, family background, peer pressure and attendance of social function influence marijuana smoking. A comprehensive school health education program should be instituted to curtail this menace.
openalex: W2103535272 mag: 2103535272
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How do I as a classroom teacher create a classroom management system that values the social behaviors and needs of African American males in the primary grades - Sherry, Lynne M. (2008)
openalex: W2758467065 mag: 2758467065
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How can African agriculture adapt to climate change: Vulnerability and the impact of climate change in South Africa's Limpopo River Basin: - Shewmake, Sharon (Research briefs, 2008)
With likely long-term changes in rainfall patterns and shifting temperature zones, climate change is expected to increase the frequency of climate-related shocks, such as floods and droughts in Sub-Saharan Africa. For farm households, an increase in the frequency of climate-related income shocks could lead not only to lower expected income, but also to higher income variance, which in turn can cause them to pursue costly risk-coping strategies and to fall below poverty trap thresholds. For this reason, it is important to understand how a changing distribution of risk will lead to increased vulnerability, not just decreased expected income. This brief is based on a paper that uses farm households' responses to climate-related shocks in South Africa's Limpopo River Basin to gauge how farmers are likely to respond to future climate change shocks. The increased frequency and severity of droughts associated with global warming may induce farmers to change their behavior to reduce their risk of negative impacts from future climaterelated shocks. While it is difficult to predict farmers' behavior and how it will affect welfare, coping strategies used in response to shocks today can be used to predict whether and how rural South Africans will cope in the future. The study examines household responses to droughts in 2005 and household vulnerability to future climate change by assessing their probability of falling below an income threshold as a result of future climate-related shocks. Assessing household vulnerability is important because efficient social policy needs to go beyond poverty alleviation in the present to prevent poverty in the future. A poverty reduction strategy that doesnot distinguish between transient and structural poverty leads to inefficient use of resources, in that it focuses on those who are temporarily poor but may be able to escape poverty on their own, at the expense of those who have a high probability of becoming chronically poor.
openalex: W2606137099 mag: 2606137099
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An Investigation of the Moral Education of Ancient Egypt from the Teaching Text - Shi, Haibo (Collected Papers of History Studies, 2008)
The rules of words and deeds are the most important content of teaching text,however,there are also other aspects about ethical education.Firstly,teaching text embraces the way of ethical education,namely,a kind of inducement or preaching.Secondly,the substance of teaching text is to replace ignorance by wisdom.Thirdly,compared with other texts relating to ethic problems,teaching text really interprets the content of Maat which is the core of ancient Egyptian's ethics,and Maat thus is the principle of teaching text.
openalex: W2385551939 mag: 2385551939
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Volcanic Clouds from the 2007 Eruption of Jebel at Tair (Yemen) Detected by Ground Based and Space Borne Lidar - Shibata, Takashi; Kouketsu, Takeharu (SOLA, 2008)
Volcanic clouds from the eruption of Jebel at Tair (south-central Red Sea, Yemen) on 30th September 2007 were observed by ground based lidar at Nagoya, Japan, and also by the space borne lidar CALIOP. The cloud was found as a non-depolarized cloud layer in the upper troposphere by ground based Mie/Depolarization lidar. By tilted lidar observations from ground it was demonstrated that these clouds were not composed of ice particles. Clouds with similar characteristics were also observed by CALIOP. Some evidence confirmed their origin to be the said eruption. The estimated total mass of the cloud particles by lidar-observed data coincides with the estimated sulfuric acid oxidized from SO2 included in the volcanic cloud observed by Aura satellite. All of the clouds were observed at altitudes lower than the cold point tropopause for a week after the eruption. Since then parts of the clouds were observed in the stratosphere, indicating transport from the troposphere to the stratosphere.
openalex: W1974621388 mag: 1974621388
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Upgrading the outdoor space of primary schools in Tripoli - Libya - Shibub, Mariam Mohammed (2008)
openalex: W2912138011 mag: 2912138011
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Participatory Development of Sustainable Soil Fertility Management Practices through Innovative Training, South eastern, Tanzania - Shishira, E. K.; Majule, Amos (2008)
openalex: W3089118941 mag: 3089118941
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Indigenous? What Indigenous Knowledge? Beliefs and Attitudes of Rural Primary School Teachers Towards Indigenous Knowledge in the Science Curriculum in Zimbabwe - Shizha, Edward (The Australian journal of Indigenous education, 2008)
Despite the end of colonialism, Zimbabwean rural school teachers still find themselves trapped in the colonial pedagogic practices that undervalue the importance of rural school children's experiential knowledge in science. This article explores the beliefs and attitudes of rural primary teachers towards incorporating Indigenous knowledge and Indigenous teaching practices in science education. A case study of 10 teachers in a rural school in Zimbabwe was conducted using the observation method which was complimented with a semi-structured interview. Twenty video recordings were carried out while the teachers were conducting science lessons. Classroom interactions and communications were vividly captured and analysed, while interviews were conducted after observations to capture explanatory details that may not have been apparent during video recordings. Inductive data analysis focusing on themes relating to teachers' views and practices yielded rich and informative details. Findings indicate that teachers are reluctant to integrate Indigenous knowledge and teaching techniques as pedagogical tools. The attitudes are a result of systemic and institutional expectations on teachers.
openalex: W2084766214 mag: 2084766214
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Teacher Trainees' Conceptualization of the Nature, Extent and Etiology of Child Abuse in Zimbabwean Schools - Shumba, Almon (2008)
openalex: W4243940571
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Pupils' Perceptions of Sexual Abuse by Teachers in Zimbabwe - Shumba, Almon; Gwirayi, Pesanayi; Shumba, Jenny; Maphosa, Cosmas; Chireshe, Regis; Gudyanga, Ephias; Makura, Alfred Henry (Journal of Psychology in Africa, 2008)
Most studies available on sexual abuse of pupils in schools have examined the epidemiology of the phenomenon by teachers but have not looked at what the pupils themselves say about why some teachers sexually abuse them. This study sought to determine pupils' perceptions of sexual abuse by teachers within the Zimbabwean school context. A purposeful sample comprising 200 pupils was selected from 25 schools located in the same province where the study was conducted. Data were collected using a survey questionnaire and analyzed descriptively. The results supported significant proportions of sexual abuse as self-reported by students. Reasons for teachers engaging in sexual abuse included that ‘they think that schoolgirls are AIDS free’; ‘they lack respect for their pupils’; ‘some girls show off their buttocks to teachers’; and that ‘some girls put on short dresses’. The study shows that pupils hold various perceptions about sexual abuse by teachers in Zimbabwean schools.
openalex: W2742825632 mag: 2742825632
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Wither African Indigenous Knowledge? The Case Of Primary Education In Africa From Colonialism To Globalisation - Sifuna, Daniel N. (2008)
openalex: W2396962945 mag: 2396962945
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The teaching and practice of citizenship in schools in Zimbabwe (2007) : an investigation into student knowledge, attitudes and participation levels and teachers' views prior to the implementation of citizenship education - Sigauke, Aaron T. (2008)
openalex: W759030686 mag: 759030686
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PSYCHOSOCIAL AND CAREER MENTORING: FEMALE AFRICAN AMERICAN SOCIAL WORK EDUCATION ADMINISTRATORS' EXPERIENCES - Simon, Cassandra E.; Perry, Armon R.; Roff, Lucinda Lee (Journal of Social Work Education, 2008)
There is a scarcity of knowledge on the mentoring experiences of Black women in social work academia. Using a survey methodology, this pilot study examines the mentoring experiences of 10 Black, female leaders in social work education as protégées. It also examines how they describe their current mentoring behavior toward recent protégés. The results indicate participants provide more psychosocial and career mentoring than they received as doctoral students or as faculty members. Additionally, participants received the least help from their own mentors in balancing career and family and currently give little assistance of this kind to their own protégés.
openalex: W2093188188 mag: 2093188188
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The changing Climate: Management of Dryland Ecosystems for Sustainable Utilization; lessons from global and African experiences. - Simonsson, Louise (2008)
The changing Climate: Management of Dryland Ecosystems for Sustainable Utilization; lessons from global and African experiences.
openalex: W1531718861 mag: 1531718861
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Generic qualitative research skills training, Kenya, 17-25 April 2007. - Singal, Nidhi; Jeffery, R. L. (2008)
openalex: W2283679156 mag: 2283679156
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Right to Education and Equality of Opportunity in Education: An Analysis of Constitutional Obligations in African States - Singh, Kishore (African yearbook of international law, 2008)
openalex: W2043476656 mag: 2043476656
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Developing Fashion/Textile Design Education in Dar es Salaam. Report to outline a framework to develop design education within Tanzania - Sinha, Pammi (2008)
openalex: W104242657 mag: 104242657
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Climate change: Implications for crop and horticultural sciences in southern Africa. - Sje, Midgley (2008)
openalex: W2154829820 mag: 2154829820
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Community-Based Education in Nigerian Medical Schools: Students′ Perspectives - Skinner, DE Heestand; Onoka, CA; Ofoebgu, EN (Education for health, 2008)
Community-based education (CBE) was developed thirty years ago in response to the maldistribution of physicians and subsequent inequity of health care services across geographical areas in developed and developing countries. Several medical schools in Nigeria report adopting CBE. This study seeks to identify and describe the CBE programs in accredited Nigerian medical schools and to report students' assessments of the knowledge and skills gained during their community-based educational experience.Researchers developed a questionnaire that was distributed to student representatives at 19 of the 20 accredited medical schools. Student representatives distributed the questionnaire to 20 final year medical students and returned the completed questionnaires to the researchers. Quantitative data were entered into SPSS 14.Most students from CBE schools participated in CBE experiences of 4 to 8 weeks duration during their fifth or sixth year and paid for their food and transportation costs. Medical school personnel supervised the students who were also often assisted by community personnel. Students' rated highest their learning about environmental-related health risks and how to identify community health problems. They rated lowest what they learned about how to train health workers and how to implement and analyze results of community health interventions.CBE teaches future physicians how to function as health care providers in underserved communities. CBE curricula in Nigeria are addressing most, but not all, of the validated CBE generic objectives. Most notably, the curricula are not providing adequate education in the implementation and analysis of results of a community health intervention.
openalex: W1607458587 mag: 1607458587
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A feasibility study on the use of 'smart' pens in South African teaching and learning environments. - Slay, Hannah; Siebörger, Ingrid; Hodgkinson-Williams, Cheryl (South African Computer Journal, 2008)
openalex: W2406612376 mag: 2406612376
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Exploring farmers' perceptions of drought in Tanzania and Ethiopia - Slegers, M.F.W. (2008)
Development actions focusing on land degradation in Sub-Saharan Africa have not been particularly successful in changing farmers’ agricultural practices towards a more sustainable use of natural resources. Over time, programs have become more localized and participative, which is a positive step forward. However, these programs still depart from the productivity-reducing problems that are identified and perceived by scientists. Subsistence farmers in this region believe that other problems, such as drought are bigger constraints to them. Very little is known about how subsistence farmers in semi-arid East Africa perceive drought. The aim of this research is to bridge this gap between farmers and scientists to improve the impact of interventions aimed at improving agricultural productivity. The research focuses on two study areas within Tanzania and Ethiopia, where during the period between 2004 and 2006, sociological and biophysical studies were conducted. Both case studies demonstrate the inter-relationship of human and natural systems. This is also part of farmers’ knowledge. Farmers’ perceptions of drought relate to the scientific concept of agricultural drought. Rainfall patterns are perceived to be negatively affected by deforestation, while soil erosion and continuous cultivation diminish soil fertility and a soil’s capacity to retain water. Farmers recognize that one has to be an active farmer to be productive and to withstand drought conditions. No one-size-fits-all solution exists for which SWC strategies to use, or for strategies to deal with climate variability and drought. Actions have to be area-specific and focused on local practices and the constraints that farmers have to deal with. Farmers’ strategies for dealing with the insecurity of the rains are multifocal. Interventions should target these multiple sectors and spheres in which people are engaged. The seemingly different problems of land degradation and drought are linked. Rather than “bridging a gap”, the issue is to find where both paths are connected. To achieve this, emphasis should lie on integrated studies and on improving the interaction between farmers and scientists.
openalex: W188353416 mag: 188353416
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An examination of mentorship: African American females in school administration positions - Sloan, Sandra (2008)
openalex: W2279662136 mag: 2279662136
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The lived experience of African American parents of middle school boys at a predominantly White elite private school - Smith, Debra Elaine (2008)
THE LIVED EXPERIENCE OF AFRICAN AMERICAN PARENTS OF MIDDLE SCHOOL BOYS AT A PREDOMINANTLY WHITE ELITE PRIVATE SCHOOL by Debra Elaine Smith Parental involvement has been associated positively with school success across ethnic groups (Hong & Ho, 2005). Yet, some African American parents were found to be more alienated from school than were White parents (Abrams & Gibbs, 2002). One of the most consistent findings in educational research is the underachievement of African American males (Lee, 2003), and a recent report chronicled the pervasive and systematic failure of public schools to educate African American males (Schott, 2008). In the southeastern region, only 40% of African American males graduate from high school (Schott); however, in the post-Civil Rights era, advances in racial equity in education and other arenas of society have created a growing African American middle class (McKinnon, 2003). The southeast region has the largest percent of affluent African Americans (Miller, 2002), and a growing number of these upper middle class African American parents are sending their children to private schools because they are dissatisfied with the lack of rigor in the public school experience (Freedman,2004). This is a new phenomenon that warrants study. Currently, there are no empirical studies on middle class African American parents who send their children to private schools. The purpose of this study was to explore the ways 12 African American couples of middle school boys experience a predominantly White elite private school. To undertake this qualitative investigation, a phenomenological approach incorporating grounded theory was utilized. This research approach is well suited for exploratory investigation of phenomena that are not yet clearly defined within the literature (Creswell, 1998). Data were collected from the couple interviews, focus group, demographic information, and reflexive journal. Five overarching themes emerged from the analysis of the data: better opportunity/brand, parental connection, selective engagement, parental struggle, and parental marginalization. These results are informative and significant to research and practice. Ultimately, it is hoped that this study may contribute to the efforts of providing a quality education to African American male students and satisfaction to their parents in the areas of diversity and inclusion at predominantly White elite private schools. THE LIVED EXPERIENCE OF AFRICAN AMERICAN PARENTS OF MIDDLE SCHOOL BOYS AT A PREDOMINANTLY WHITE ELITE PRIVATE SCHOOL by Debra Elaine Smith
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Four Steps to a Paradigm Shift: Employing Critical Perspectives to Improve Outreach to Low-SES African-American and Latino Students and Their Parents - Smith, Michael J. (Journal of College Admission, 2008)
openalex: W1547354967 mag: 1547354967
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Information and communication technology driven teaching and learning opportunities in support of environmental education processes : a case of the eno-environment online programme at Treverton Preparatory School, South Africa - Snow, Janet P (2008)
This research looks at a global virtual web-based programme for environmental awareness and education for sustainable development (ENO-Environment Online). It is a case study of Treverton Preparatory school in South Africa, one of several schools where the programme is implemented. One of the themes within the programme (“This is our culture”) is highlighted. A mixed method, interpretive case study methodology is used. Research methods include two focus group interviews with a selected group of learners, observations of four computer-based lessons and one practical session, document analysis of the three forms of learners’ submissions (‘blog’ site submission, presentation of material and ‘chat’ session), and two interviews conducted with the Treverton form teacher and ENO programme co-ordinator. The research views the Treverton ENO activities in relation to: academic rigour in Information and Communication Technology (ICT) use, the teacher’s role in ICT pedagogy, and active learning in ICT applications. As the theme is culturally based with a global perspective, the research also considers these activities from the perspectives of education for cultural knowledge (multicultural education) and in terms of mobilising indigenous knowledge and global education. These perspectives on the ENO activities are analysed in relation to dimensions of teaching and learning guidelines pertinent to Education for Sustainable Development in a southern African context. The research shows that the ENO theme supported a variety of learning contexts, a sense of community, modelling of behaviours and actions, debate, sharing of information and improved communication skills. Learners were exposed to cultural diversity, contradictory cultural values, cultural and global inclusivity. Knowledge of social cultural practices and indigenous knowledge was shared. Academic rigour in the ENO theme was noted with reflection being the predominant activity. Based on these key findings, recommendations to the ENO programme, schools and teachers have been made. These include: exploring possibilities for increasing focus on sustainable development actions, improving access to relevant information, encouraging critical debate and critical engagement with cultural diversity.
openalex: W2889647002 mag: 2889647002
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Traumatic Dental Injuries In Nursery School Children From Ile – Ife, Nigeria - Sofowora, C.A. Adekoya –; Adesina, Olufemi Adeyinka; Nasir, Wakeel Olabamiji (The Internet Journal of Dental Science, 2008)
The purpose of this study was to determine by age and sex the prevalence of traumatic dental injuries to primary incisor and canines and their distribution according to type in nursery school children from Ile – Ife, a suburban population in the south western part of Nigeria. A cross sectional study was conducted in which a total of 600 children (300 boys, 300 girls) aged 3 – 5 year old attending 13 nursery schools in Ife Central local government were examined. The prevalence of traumatic dental injuries was 23.2% (24% in boys and 22.3% in girls) Boys experienced more injuries than girls but the difference was not statistically significant p> 0.05. The largest percentage of injury was demonstrated by 5 year old children. The most common type of injury was enamel fracture 53.9%, followed by enamel-dentine fracture 19.2% and concussion 17.3%. The maxillary central incisor was the most vulnerable tooth to injuries 76.9%. The study showed a decline in the prevalence of traumatic dental injuries among suburban Nigerian children in Ile – Ife. However, the high prevalence of dental trauma in the nursery school children and its possible complication on permanent dentition showed that health polices need to be implemented with a view to its prevention.
openalex: W2479619294 mag: 2479619294
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Pollution agricole des eaux dans le bassin du Nakambé : cas des réservoirs de Loumbila et de Mogtédo (Burkina Faso) - Somé, Koussao (2008)
openalex: W2284006903 mag: 2284006903
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Student loans in Ghana and Burkina–Faso - Some, Touorouzou (2008)
openalex: W3209608476 mag: 3209608476
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Access to Primary Education in Kenya: A case study of the impact of the 2003 FPE initiative at nine schools in Nairobi City and Nyeri District - Somerset, Anthony (2008)
openalex: W1658847766 mag: 1658847766
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The applicability of the motivated strategies for learning questionnaire (MSLQ) for South Africa - Somtsewu, Nolwazi (2008)
openalex: W2791446024 mag: 2791446024
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Assessment of indigenous knowledge to improve resilience to environmental and climate change: Case studies from Kenya and Nigeria - Speranza, Chinwe Ifejika; Kiteme, Boniface; Ogalleh, Sarah Ayeri; Gwamzhi, Ringpon Joseph (2008)
openalex: W2338074080 mag: 2338074080
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Planning and evaluation of journalism training : a baseline study on radio news in Zambia - Spurk, Christoph (2008)
openalex: W2916400187 mag: 2916400187
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Infant hearing loss in South Africa: Age of intervention and parental needs for support - Spuy, Talita van der; Pottas, Lidia (International Journal of Audiology, 2008)
Hearing loss is referred to as the silent, overlooked epidemic in developing countries, and data reporting the mean age of diagnosis and intervention is virtually non-existent due to limited systematic or routine screening programs. The objective of this paper is to present findings of recent practice in early diagnosis and intervention services in an urban South African context, with specific reference to parental needs for support. Data was collected by means of questionnaire surveys for 54 parents of children with congenital or early-onset hearing loss, followed by focus group discussions conducted with 10 parents. The results of this study indicate the mean age of diagnosis to be 23 months (+/-18 SD), the mean age of initial hearing-aid fitting to be 28 months (+/-19 SD), and the mean age of enrollment into an early intervention program to be 31 months (+/-19 SD). In addition, results signify that this diverse and challenging population of parents of young hearing-impaired children largely depends on the ongoing support, guidance, and commitment of the pediatric audiologist.
openalex: W2027868431 mag: 2027868431
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Review of a biomedical engineering teaching hospital support link Bristol and Uganda - Sraithson, P.H. (2008)
The paper describes the continuing link between Bristol University and teaching hospitals with those in Mbarara. Uganda. Both the successes and disappointments i challenges are reviewed. Enthusiasm and knowledge can be a good starting point but smart administration and fund-raising are also needed to create a successful link. Higher education for engineers in bioengineering in Uganda is the aim but first the infra-structure must be developed. (5 pages)
openalex: W1965398587 mag: 1965398587
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A Novel Economic Intervention to Reduce HIV Risks Among School-Going AIDS Orphans in Rural Uganda - Ssewamala, Fred M.; Alicea, Stacey; Bannon, William M.; Ismayilova, Leyla (Journal of Adolescent Health, 2008)
This study tested an economic intervention to reduce HIV risks among AIDS-orphaned adolescents. Adolescents (n = 96) were randomly assigned to receive the intervention or usual care for orphans in Uganda. Data obtained at baseline and 12-month follow-up revealed significant differences between the treatment and control groups in HIV prevention attitudes and educational planning.
openalex: W2101301329 mag: 2101301329
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Teaching Latino, African American and Native American Undergraduates: Faculty Attitudes Conditions, and Practices - Stage, Frances K.; Hubbard, S.R. (2008)
openalex: W2795468735 mag: 2795468735
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South African Teachers' Language Practices and Attitudes: Indigenous Languages in the English Language Classroom - Stakhnevich, Julia (2008)
openalex: W1575221431 mag: 1575221431
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Evaluating Saint Michael’s College Short-Term Program To Ghana For Impact On Students’ Personal Development Based On The Principles Of Transformative Learning - Stanley, Samantha (2008)
openalex: W1564368342 mag: 1564368342
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Textbooks for theological education in Africa : an annotated bibliography - Starcher, Richard L. (2008)
openalex: W2906483005 mag: 2906483005
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Qualitative study about the education of deaf children at the Montfort Schools for the Deaf in Malawi - Steentjes, Koen (2008)
This research gives an insight into the situation of deaf children in Malawi. The way of living with impairment like hearing impairments is different to a life without impairments in many ways. The problem of deafness is a special health problem compared to others when we look at the course of this disease. When a child with hearing problems is treated early enough it can develop like any healthy child. But even when this is not the case, the kind of treatment and support during the childhood of these children can make a big difference later in life. Based on adapted environmental influences the deaf child can build up an integrated, unlimited and successful life. The most important environmental influences for children come from the family and the educational institution. These two factors vary a lot between different countries and cultures. Especially in poor countries, like Malawi, people have a different way of living than the western world. It seems clear that dealing with a special health problem like deafness is also completely different
openalex: W1796820827 mag: 1796820827
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Continuing professional development for teachers in South Africa and social learning systems : conflicting conceptual frameworks of learning : research article - Steyn, G.M. (Koers : Bulletin for Christian Scholarship = Koers : Bulletin vir Christelike Wetenskap, 2008)
To transform education in this country, South African teachers need to be appropriately equipped to meet the evolving challenges and needs of the country. The national policy framework for teacher education and development is an attempt to address the need for suitably qualified teachers in South Africa. Its aim is to improve the quality of education by focusing on the professional development of teachers. This article attempts to address the following research problem: Does continuing professional development for teachers (CPDT), as stipulated by the national policy framework, have the potential to contribute to the development of teachers as proposed by social learning systems? The answer to this question has the potential to inform and influence the policy and its implementation. The answer also describes how conceptual frameworks for learning in Wenger's social learning systems conflict with effective professional development (PD) programmes and CPDT. Voortgesette professionele ontwikkeling vir onderwysers in Suid-Afrika en sosiale leersisteme : konflikterende konseptuele raamwerke vir leer Ten einde onderwys in Suid-Afrika te verander, is dit nodig dat onderwysers toepaslik toegerus sal word om aan die uitdagings en behoeftes in die ontwikkelende land te beantwoord. Die nasionale beleidsraamwerk vir onderwysersopleiding en -ontwikkeling is 'n poging om die behoefte aan geskikte gekwalifiseerde onderwysers in Suid-Afrika te hanteer. Die doel daarvan is om die gehalte van onderwys te verbeter deur te fokus op die professionele ontwikkeling van onderwysers. Hierdie artikel poog om die volgende navorsingsprobleem te behandel: het voortgesette professionele ontwikkeling (VPOO), soos gestipuleer deur die nasionale beleidsraamwerk, die potensiaal om by te dra tot die ontwikkeling van onderwysers, soos voorgestel deur sosiale leersisteme? Die antwoord op hierdie vraag het die potensiaal om die beleid en die implementering daarvan te beinvloed. Die vraag beskryf ook hoe die konseptuele raamwerke van leer in Wenger se sosiale leerteorie in konflik is met effektiewe professionele ontwikkelingsprogramme vir onderwysers en VPOO.
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Industry, Pollution and the Apartheid State in South Africa - Steyn, Phia (2008)
In the era of decolonization that prevailed in much of the colonial world after World War Two, white South Africans strengthened existing segregationist legislation in an attempt to ensure the continuation of white rule over the country. White support for racist policies found its clearest expression in electoral support for Dr D.F. Malan’s National Party (NP) who contested the 1948 elections on the basis of their apartheid policy. This policy, which was a radical intensification of existing segregation laws, aimed to protect the control of white South Africans over the whole country, while at the same time removing the limited rights of the coloured South Africans and ensuring that black South Africans were given no political, economic and social rights on par with that of white people. The position of Indian South Africans, on the other hand, remained essentially the same as it had been since the arrival of Indian indentured labourers in the country 1860: they were still regarded as unwelcome outsiders, who were not given official recognition and citizenship and who were encouraged as far as possible to emigrate back to India. The National Party won the 1948 elections mainly because their apartheid policy was perceived by the voters to be a better policy than that offered by the ruling United Party to address what white people believed to be “the native problem”. They remained in power for 46 years – 46 long years in which the majority of the country’s population were denied their basic rights in order to ensure the domination of the country by the white minority.
openalex: W1579594911 mag: 1579594911
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Factors affecting the implementation of inclusive education policy: A case study in one province in South Africa - Stofile, Sindiswa (2008)
This study seeks to explore factors that facilitated or constrained the implementation of inclusive education in one Eastern Cape district, examining particularly how these factors affected implementation.
openalex: W141373939 mag: 141373939
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The relationship between teaching practices and students' achievement in mathematics in Lesotho - Stols, Gerrit; Kriek, Jeanne; Ogbonnaya, Ugorji I. (African journal of research in mathematics, science and technology education, 2008)
AbstractResearch has found that teaching practices are a critical factor in promoting student achievement in mathematics and may therefore explain a substantial portion of the variance in student learning and achievement. The aim of this study was to assess the relationship between student achievement in mathematics and teachers' teaching practices in the Maseru District in Lesotho, Southern Africa. A self-report instrument—Mathematics Teaching Opinionate Scale (MaTOS)—was used to collect data from 40 Form C (Grade 10) mathematics teachers about their teaching practices. This paper outlines correlations found between specific teaching practices (formal presentation, teacher-guided discussion, group work and homework) and student achievement in mathematics. Possible implications of these correlations are discussed and recommendations for further research are put forward.
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White vs. African-American evaluation of NOPD following hurricane Katrina - Stone, Polly; Hagood, Dana; Ananev, Egor; Hancock, Anyaliese; Holmes, Alfonso (2008)
openalex: W4252315857
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Albert Camus, a Nobel Laureate at the Centre of the Algerian Storm - Stora, Benjamin (Esprit, 2008)
openalex: W2789613642 mag: 2789613642
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Adult education and poverty alleviation - what can be learnt from practice?: four case studies from South Africa - Strassburg, Sabine (2008)
Government, the economy, civil society and non-governmental organisations (NGOs) face huge challenges responding to poverty, unemployment, and skills development needs. Considering the historical background of South Africa, educational interventions, particularly for the previously disadvantaged ‘non-White’ adult population, have proved to be an effective strategy in the fight against poverty and inequality inherited from Apartheid. The author’s PhD dissertation included the development of a good-practice model, reprinted in this article, researching approaches in education and poverty alleviation and addressing inequalities in the South African context.
openalex: W2976565438 mag: 2976565438
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Examining the Relationship between Collaborative Learning and Perceived Intellectual Development among African-American Males in College. - Strayhorn, Terrell L. (Journal on excellence in college teaching, 2008)
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Education and HIV and AIDS in Malawi : the role of open, distance and flexible learning - Streuli, Natalia; Moleni, Catherine M. (2008)
Its purpose is to strengthen open, distance and flexible learning (ODFL) systems and structures to increase access to education for young people living in high HIV prevalence areas in Malawi and Lesotho.It seeks to achieve this through developing a new, more flexible model of education that uses ODFL to complement and enrich conventional schooling.It also seeks to encourage application of the new knowledge generated through effective communication to development agencies, governments, development professionals, non-governmental organisations
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The prevalence of postural deformities and body composition status of 11 to 13 year old South African children in selected schools in the North West Province - Stroebel, Suzanne (2008)
openalex: W181312350 mag: 181312350
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Places of Participation : The Lived Experience of Persons with Disabilities in Kampala/Uganda - Strømsø, Mette (2008)
This thesis explores the commonalities and differences of the lived experience of persons with disabilities (PWDs) in Kampala, Uganda. The endeavor of this study has been to create new references for understanding the lived experience of the embodied selves of PWDs. The thesis has identified various barriers and opportunities to participation for persons with visual and walking impairments in the mainstream society. Secondly, it has assessed how various agents at different levels of the society: macro, meso and micro negotiate access to participation for PWDs in Kampala. Finally, it has assessed how barriers are overcome in the everyday lives of PWDs, and also how it affects the lived experience of their embodied selves.The theoretical framework that has been applied to this study is Giddens’ structuration theory and Agnew’s complementary approach to place; place as location, place as locale and place as sense of place. The analytical framework of this thesis is the social model of disability, although with modifications. The nature of this study is exploratory. The information collection consisted of self-selection of informants with four informal conversations, nine in-depth interviews, seven key informant interviews, and observation was as method applied throughout the fieldwork. However, limited understanding of the local context and culture, limited access to informants and a restricted selection of type of impairment are some of the methodological weaknesses of this study.The study was conducted in Kampala. Kampala is an urban area creating particular barriers and opportunities for PWDs. However, most of Uganda’s population lives in rural areas representing other barriers and opportunities to participation. The political place of participation has to a large extent been opened for PWDs albeit the implementation of laws and policies is lacking behind. Despite the inclusion of PWDs, they need information about their rights, and they also need to feel themselves capable to participate. The negotiation of access to participation appears to focus upward in the hierarchy of power rather than down to the micro level, in particular in urban areas. It seems to be the norm rather than the exception for the PWD informants, at the micro level, to avoid or adapt to the hegemonic cultural power rather than to challenge it. Women with impairments are further down on the hierarchal pecking order than men. Within the sense of place, there are individual differences of tendencies of attribution, implying that some informants internalize external oppression while others appear to have more power from within. Hence, they have more power to challenge the hegemonic cultural power.A major limitation to this study performed in a poor African country is that most of the literature applied is produced in a Western context which might result in a Eurocentric approach and understanding of disability in Kampala.Key concepts: Commonalities, differences, structure, agency, places of participation, power, negotiation, embodiment, impairment, disability, intersectionality, lived experience.
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Soil degradation and droughts in sub-Saharan Africa - Stroosnijder, L.; Slegers, M.F.W. (2008)
openalex: W2140105108 mag: 2140105108
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Inclusive Places, Exclusive Spaces -Evaluating Female Councillors' Participation in Municipal Councils in Burkina Faso - Sturesson, Annie (2008)
Processes of decentralization accompanied by electoral gender quotas have in many African countries increased women's opportunities for political participation at local level. The aim of this thesis is to evaluate to what extent the increased number of female councillors has resulted in women obtaining an efficient participation in the municipal councils. I have conducted a Minor Field Study in Burkina Faso, where I have conducted interviews with female and male councillors and conducted direct observations in municipal councils. My theoretical framework is mainly based on research on citizen participation. Female councillors' participation is evaluated in reference to the term efficient participation and its criteria on women's presence at different levels of decision-making and their active participation during meetings. I further applied the power cube model to analyse how structural and institutional power relations influence female councillors' participation. In this thesis I find that women's participation in the council is not efficient. The municipal councils are not neutral spaces, the replication of power relations from other spaces restrains the female councillors' participation. Their participation is reduced both by individual constraints (lack of education and economic resources) and by more informal institutional constraints (values and norms on behaviour).
openalex: W1856737488 mag: 1856737488
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Olivine-hosted glass inclusions from Scoriae erupted in 1954–2000 at Mount Cameroon volcano, West Africa - Suh, Cheo Emmanuel; Luhr, James F.; Njome, Manga S. (Journal of Volcanology and Geothermal Research, 2008)
Concentrations of major, trace, and volatile elements are reported for olivine-hosted glass inclusions from intraplate-type, nepheline-normative trachybasaltic to basanitic scoria samples representing five historical eruptions (1954, 1959, 1982, 1999, and 2000) of Mount Cameroon (4.20°N, 9.17°E). Bulk-rock and mineral compositions are also reported for the same scoria samples and for lava samples from the same eruptions. Mineral analyses are also presented for a spinel–harzburgite mantle xenolith, which we suggest may be the youngest (and freshest) mantle sample known. Mount Cameroon magmas have eruption temperatures of 1150–1200 °C and have relatively high oxygen fugacities just above the trend of the synthetic Ni–NiO buffer. The most primitive glass inclusion analyzed is also the most volatile-rich, with 1.7 wt.% H2O, 967 ppm CO2, 1530 ppm F, 2400 ppm S, and 1270 ppm Cl. The Mount Cameroon F contents are the highest known for basaltic glasses. The relatively high CO2 contents in Mount Cameroon glass inclusions support the interpretation that the CO2 gas responsible for the Lakes Monoun and Nyos gas disasters is magmatic in origin.
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Inclusive education policy and practice : investigating the educational rights and needs of learners and students with visual impairments in South Africa - Sukhraj-Ely, Praveena. (2008)
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The effect of mentoring on teacher training outcomes in Eritrean elementary schools - Suleman, Abdul; Gebreab, F.; Dávid, Róbert (2008)
openalex: W1552850954 mag: 1552850954
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MEDICATION KNOWLEDGE, ATTITUDE AND PRACTICE (KAP) AMONG UNIVERSITY OF GONDAR FRESHMAN STUDENTS, NORTH WESTERN ETHIOPIA - Suleyman, Seada Ahmed (2008)
Summary Inadequate knowledge of medication use may directly lead to misuse by community and/or patients’ non compliance with a drug regimen and results in serious outcomes like adverse drug reaction and reduction of the quality of treatment. Thus this study intended to assess knowledge, attitude and practices toward medication use of freshman students of University of Gondar. A cross sectional study was undertaken on 400 freshman students of University of Gondar in May 2007. The sample was taken from each faculty using systematic random sampling method. Three section of questionnaire were developed including 13 true false questions to measure knowledge, 5 questions for attitude in a 5 point scale, and 10 questions for medication practice in 5 point scale. A total of 400 students completed the survey instruments. Knowledge of students on duration of therapy of antihypertensive, drug interaction with antacids, frequency of medication taking and storage condition of ointment or gel and syrup was poor, answered correctly less than 34.1% of the respondents. On the other hand 86.5% of respondents were knowledgeable about taking medicine with food, drinks- tea or alcohol will interfere with the effect of medicine. Respondents have good attitude on trustworthiness of a pharmacist as a consultant of drug information (94%), necessity of dispensing and consultation of medicine by pharmacist (94.5%) and necessity of consultation on unusual effects of the medication by pharmacist (89.7%). On medication practice, 74% of the respondents intended to self-medication on minor aliments like colds; and few respondents usually practice sharing their medicine to others (14%) and use of traditional medicine with western medicine in combination (6%). The majority of the students have better attitude in getting consultation related to medication by pharmacist rather than deciding by themselves or peers but lack appropriate knowledge and practices related to safe use of medication. Hence, intervention is required towards improving drug knowledge and safe medication practice.
openalex: W2183251016 mag: 2183251016
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Barriers for Implementing ICT on Higher Education in Underdeveloped Countries "Sudan: Case Study" - Suliman, Ayman Abd Elmotti; Fie, David Yong Gun; Raman, Murali; Alam, Nafis (2008)
Information and communication technology (ICT) has become, within a very short time, one of the basic building blocks of modern society. Many countries consider understanding skills and concepts of ICT and mastering it as essential element of education process, alongside reading and writing. Within the past decade, the new ICT tools have fundamentally produced significant transformations in industry, agriculture, medicine, business, engineering and other fields. They also have the potential to transform the nature of education-where and how learning takes place and the roles of students and teachers in the learning process. This conceptual paper will highlight the importance and the role of ICT in Higher education in context of underdeveloped countries taking example of Sudan. The paper will further investigate the barriers to the growth of ICT in underdeveloped countries in general and Sudan in particular.
openalex: W126046554 mag: 126046554
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THE GIRLS' EDUCATION INITIATIVE IN EGYPT - Sultana, Ronald G. (2008)
openalex: W2741630695 mag: 2741630695
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Preliminary Study on Growth Adaptability of Three Drought-enduring Species from South Africa to Yunnan - Sun, Ying (Forest Inventory and Planning, 2008)
The experiment on the growth adaptability of three tree species namely Acacia karoo,Acacia nilotica,Albizia adiolutica subordinating to Mimosaceae introduced from dry-hot adversity in South Africa to Yunnan indicated different situations of the growth and conservation in diverse experimental sites.In three sites,these three species were same as Acacia plants but Acacia karoo's growth was advantage over other 2 species,the growth of Albizia adiolutica was all poor in three sites.In addition,three species had of obvious adaptability to hot and dry climate,but they were unsuitable for planning in the area rich in rainfall and humidity.
openalex: W2385978028 mag: 2385978028
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IMPACT OF ENVIRONMENTAL MANAGEMENT ON STUDENTS? QUALITY OUTPUT IN NIGERIAN SECONDARY SCHOOLS - Sunday, Akinwumi Femi; Olufunmilayo, Odunsi Adenike (The Journal of International Social Research, 2008)
Currently, Nigeria as a country is going through Social Economic and Political stress. This has virtually affected the whole system of governance; Commerce, Industry, Judiciary and of course the Educational system. It is obvious that individuals (students inclusive) who are subjected to such stress are bound to exhibit low and negative emotions, which in essence may reflect in their output quality. The various educational programmes aimed at addressing the problem quality of education which had been continuously alleged to be falling. Other aspect of education like the management of educational environment has been neglected. It is this gap that this paper intends to fill.. 200 respondents were selected randomly for the study comprising 10 secondary schools from Ibarapa East Local Government of Oyo State. The sample is made of principal, 4 teachers and 15 final years’ students from each of the selected schools. The paper isolated some unique problems associated with the environment and relates their inhibiting factors to the Nigerian secondary school students’ performance. The study revealed that there is a significant relationship between the open school management, style and students learning output. The study also found out that the experienced, well prepared and dedicated teachers has a positive influence on the quality of student learning. In fact it shows that teachers’ technical skill and relationship between teachers and students has the strongest influence on children learning output. .
openalex: W3167284676 mag: 3167284676
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Gender equity in junior and senior secondary education in Sub-Saharan Africa - Sutherland-Addy, Esi (2008)
This thematic study is about gender equity in junior and senior secondary education in Sub-Saharan Africa (SSA). It consists of case studies of Ghana, Malawi, and Uganda, as well as, a review of studies undertaken over the past ten years on education in Africa with particular attention to girls' and secondary education. Gender equity at the primary level has been the focus of considerable attention within the education for all frameworks of action, but much less so at the secondary level. Evidence of gender inequity and inequality in terms of access, retention and performance in secondary education in SSA raises many questions. While transition rates from primary to secondary are higher for girls than boys, and the repetition rates are lower, girls still significantly trail behind boys in terms of secondary gross enrollment rate (GER). The purpose of this study is to document and analyze the extent and nature of gender disadvantage in junior and senior secondary education, to analyze the causes of this disadvantage and to identify strategies that may be effective in reducing or eliminating it. This thematic study will make a timely and useful contribution to the debate on Secondary Education and Training in Africa (SEIA) issues.
openalex: W1843127382 mag: 1843127382
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Maternal views on infant hearing loss and early intervention in a South African community - Swanepoel, De Wet; Almec, Nizha (International Journal of Audiology, 2008)
Parental knowledge and attitudes regarding infant hearing loss are crucial to the successful implementation of EHDI programs, especially in developing countries where concerns have been raised of cultural-based ignorance and resistance towards childhood disabilities. This study investigated maternal knowledge and attitudes amongst 100 South African mothers accessing the public healthcare system using a face-to-face survey. The questionnaire (16 items) probed knowledge of infant hearing loss, superstitious cultural beliefs, and attitude towards early detection and intervention for hearing loss. Results indicate that more than 50% of the sample correctly identified three common etiological factors (ear discharge, medication, congenital) for infant hearing loss. At least one superstitious cultural belief regarding a possible cause of hearing loss was held by 57%. Maternal attitude was overwhelmingly positive with 99% indicating the desire to have their baby's hearing screened after birth and a high acceptance of hearing aids. The study demonstrates a need for increased maternal awareness regarding infant hearing loss but also a readiness for implementation of EHDI programs.
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EHDI Africa:Advocating for infants with hearing loss in Africa - Swanepoel, De Wet; Störbeck, Claudine (International Journal of Audiology, 2008)
Children with hearing loss who happen to reside in Africa deserve the chance to develop according to their potential as much as their peers living in more affluent regions. This leaves a moral obligation to pursue ways of initiating, developing,and growing early hearing detection and intervention services in Africa. For these reasons, the first EHDI Africa international conference was held in Johannesburg, South Africa, in 2007 (13-14 August). The theme was 'Building bridges in Africa: Early childhood development for children with hearing loss'. This special issue contains several reports from the EHDI Africa conference.
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6. Promoting VCT among South African students: Are we missing the message? - Swanepoel, Piet; Burger, Marije; Loohuis, Anne M M; Jansen, C.J.H. (2008)
Mass media campaigns promoting VCT (Voluntary Counselling and Testing) form a cornerstone of the efforts to curb the spread of HIV in South Africa. In this chapter the focus falls on determinants of South African students’ VCT uptake and on the efficacy of a brochure that aims to persuade them to go for VCT. Empirical support was found for the predicted role of some of the theory-derived determinants of students’ intentions to go for VCT. Significant differences appeared to exist between various groups of students with regard to their intention to go for VCT and the determinants of this intention. Questionnaire data indicate that students fear that if they were to test HIV positive, they would not be able to cope with the negative emotional, physical and social consequences. In as much as the tested brochure does not adequately address the determinants of students’ VCT uptake nor the available measures to cope with the negative consequences of testing HIV positive, the brochure had, as could be predicted, no impact on students’ intentions to go for VCT. The experimental data suggest that message designers should differentiate between segments of student audiences when designing messages to persuade them to go for VCT.
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Opportunities And Challenges Of Using ODL In Training secondary School Licenced Teachers For Education Programmes: Experiences From The Open University Of Tanzania - Sydney, Mkuchu G (2008)
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Improving the Quality of Nomadic Education in Nigeria: Going Beyond Access and Equity - Tahir, Gidado; Muhammad, Nafisatu; Muhammad, Modibo (2008)
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Effects of hydrogen peroxide on vestibular hair cells in the guinea pig: importance of cell membrane impairment preceding cell death - Tanigawa, Tohru; Tanaka, Hirokazu; Hayashi, Ken; Nakayama, Meiho; Iwasaki, Syoichi; Banno, Shinya; Takumida, Masaya; Brodie, Hilary A.; Inafuku, Shigeru (Acta Oto-Laryngologica, 2008)
Conclusion. Our findings indicate that oxidative stress induces morphological changes in vestibular hair cells and subsequently leads to cell death after 2.5 h. Objectives. The aim of this study was to confirm the direct effects of oxidative stress on vestibular hair cells. Materials and methods. Vestibular hair cells isolated from guinea pigs were loaded with 1 or 10 mM H2O2, and morphological changes were observed. In addition, in a viability/cytotoxicity assay system, the numbers of dead cells in isolated cristae ampullares were counted 1, 3, and 5 h after loading with H2O2 or artificial perilymph (control). Results. Reactive oxygen, in the form of H2O2, directly affects the cell membrane of isolated vestibular hair cells and causes swelling of the cell body, bleb formation, and shortening of the neck region. Morphological changes occur within 30 min after loading with H2O2, but a significant increase in the number of dead cells is noted only after 3 h.
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Life Skills Training as Part of Employee Assistance Programs in South Africa - Taute, Florinda (The International Journal of the Humanities: Annual Review, 2008)
SUMMARY The reason employees resign from their jobs is not always for better pay and benefits elsewhere. Statistics show that one of the leading hospital groups in South Africa has a staff turnover rate of 23%. Research by Taute (1992) proved that the social functioning of people is hampered by too much frustration, too little satisfaction and insufficient contentment with life. Competence building through Life Skills education may be the single most effective preventative strategy for dealing with social issues and concerns in most communities (Tschohl, 2004). “Developing your interpersonal skills is not only beneficial in helping you satisfy the demands of the employer. It can also greatly reduce work stress, increase your productivity and ultimately enhance your reputation, perhaps your position within the firm” (Messmer, 2001). Life Skills acquisition should thus become an integral part of any proactive training program, and should be endorsed by the employer as part of the process of lifelong learnin...
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The impact of HIV/AIDS on tertiary education and health sectors in Africa. - Tavrow, Paula; Omwami, Edith Mukudi; Commins, Stephen; Keller, Elizabeth (2008)
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Negotiating ‘Modernity’ on the Run: Migration, Age Transition and ‘Development’ in a Training Camp for Female Athletes in Arusha, Tanzania - Taylor, Aline Marie (2008)
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Affordability of medicines for patients with diabetes attending University of Nigeria Teaching Hospital (UNTH),Enugu - Taylor, Ogori (2008)
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Training youth caregivers to provide HIV education and support to orphans and vulnerable children in South Africa - Tc, Nelson; Esu-Williams, Eka; Mchunu, Lerato S.; Nyamakazi, P; Mnguni, Simphiwe Ntokozo (2008)
In KwaZulu Natal, South Africa, in Durban’s peri-urban community of Valley of 1000 Hills, Horizons partnered with Valley Trust to implement and evaluate a program to provide education and support to orphans and vulnerable children. The study utilized a pre-post test design to assess the feasibility and impact of building the capacity of youth aged 18–24 years to provide HIV education and support to in-school orphans and vulnerable children in their communities. The Valley Trust Youth Caregiver Program trained older youth to provide HIV education, homework assistance, and psychosocial support to orphans and vulnerable children aged 11–15 years. The program aimed to increase HIV-related knowledge, improve HIV communication skills, and decrease stigmatizing attitudes. As noted in this brief, trained volunteer youth caregivers operating in a school-based setting can reach children who are orphaned and rendered vulnerable by their household and community circumstances. The education and support provided likely contribute to improvements in HIV-related knowledge, attitudes, and communication among program participants, given that the gains they made were often greater than those of nonparticipants.
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Global Climate Change and its Economic Impact on Sub-saharan Africa: Simulation of a Computable General Equilibrium Model for Ethiopia - Tebelo, Endeshaw Wolde (2008)
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The Effect of Tax Education on Tax Compliance in Uganda: A Case Study of Kampala Central Tax District. - Teega, Susannie (2008)
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Higher education in Africa : the international dimension - Teferra, Damtew; Knight, Jane (2008)
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Language education policy and multilingual literacies in Ugandan primary schools - Tembe, Juliet (2008)
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Editorial comment: spare a thought for students in Southern Africa - Tempelhoff, Johann (2008)
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ICT in agricultural education, research, and outreach in Uganda. - Tenywa, Moses; Fungo, Bernard; Tumusiime, Fredrick; Bekunda, Mateete; Niyitengeka, M.; Nakanyike-Musisi, B.; Katunguka, Samwiri; Muyanja, Charles; Oketch, Sam; Mwang’ombe, A. W.; Chemining’wa, George N.; Olubayo, Florence; et al. (2008)
Past and ongoing efforts in the three functions of the agricultural sector, namely; research, education and outreach in SSA, have not had the desired impacts of transforming the agricultural systems and impacting livelihoods. This discrepancy is attributed to weak linkages in the agricultural research-extension-education nexus. ICT offers an excellent opportunity for improved coordination across the agricultural nexus, bridging the information gap, sharing information and creation of knowledge. This paper highlights efforts by partners from institutions, in the north and south, with mandates in agricultural research, extension and education networking towards building a common vision for designing and implementing an ICT-based system for effective coordination amongst NARS institutions initially in Uganda and Kenya then in eastern and southern Africa for sustainable agricultural development. The experiences have been generated in agricultural distance learning, information dissemination amongst stakeholders, and strengthening rural innovations. Piloting of e-distance learningbased strengthening of agricultural and environmental capacities by a consortium of north and south institutions has demonstrated that challenges notwithstanding, it offers a viable alternative for lowering education costs, increasing professional retention and keeping trainees within their professional and home environments. The linkages between NARS
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Thermal tolerance in a south-east African population of the tsetse fly Glossina pallidipes (Diptera, Glossinidae): Implications for forecasting climate change impacts - Terblanche, John S.; Clusella‐Trullas, Susana; Deere, Jacques A.; Chown, Steven Loudon (Journal of Insect Physiology, 2008)
For tsetse (Glossina spp.), the vectors of human and animal trypanosomiases, the physiological mechanisms linking variation in population dynamics with changing weather conditions have not been well established. Here, we investigate high- and low-temperature tolerance in terms of activity limits and survival in a natural population of adult Glossina pallidipes from eastern Zambia. Due to increased interest in chilling flies for handling and aerial dispersal in sterile insect technique control and eradication programmes, we also provide further detailed investigation of low-temperature responses. In wild-caught G. pallidipes, the probability of survival for 50% of the population at low-temperatures was at 3.7, 8.9 and 9.6 °C (95% CIs: ±1.5 °C) for 1, 2 and 3 h treatments, respectively. At high temperatures, it was estimated that treatments at 37.9, 36.2 and 35.6 °C (95% CIs: ±0.5 °C) would yield 50% population survival for 1, 2 and 3 h, respectively. Significant effects of time and temperature were detected at both temperature extremes (GLZ, p<0.05 in all cases) although a time–temperature interaction was only detected at high temperatures (p<0.0001). We synthesized data from four other Kenyan populations and found that upper critical thermal limits showed little variation among populations and laboratory treatments (range: 43.9–45.0 °C; 0.25 °C/min heating rate), although reduction to more ecologically relevant heating rates (0.06 °C/min) reduce these values significantly from ∼44.4 to 40.6 °C, thereby providing a causal explanation for why tsetse distribution may be high-temperature limited. By contrast, low-temperature limits showed substantial variation among populations and acclimation treatments (range: 4.5–13.8 °C; 0.25 °C/min), indicating high levels of inter-population variability. Ecologically relevant cooling rates (0.06 °C/min) suggest tsetses are likely to experience chill coma temperatures under natural conditions (∼20–21 °C). The results from acute hardening experiments in the Zambian population demonstrate limited ability to improve low-temperature tolerance over short (hourly) timescales after non-lethal pre-treatments. In flies which survived chilling, recovery times were non-linear with plateaus between 2–6 and 8–12 °C. Survival times ranged between 4 and 36 h and did not vary between flies which had undergone chill coma by comparison with flies which had not, even after factoring body condition into the analyses (p>0.5 in all cases). However, flies with low chill coma values had the highest body water and fat content, indicating that when energy reserves are depleted, low-temperature tolerance may be compromised. Overall, these results suggest that physiological mechanisms may provide insight into tsetse population dynamics, hence distribution and abundance, and support a general prediction for reduced geographic distribution under future climate warming scenarios.
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Knowledge, attitude and practice of screening for carcinoma of the cervix among reproductive health clients at three teaching hospitals, Addis Ababa, Ethiopia - Terefe, Yifru; Gaym, Ashebir (Ethiopian Journal of Reproductive Health, 2008)
AbstractBackground: Carcinoma of the cervix is one of the commonest cancers of women. It representsabout 12%of all cancers in females, and more than half of them die from it. There are clearevidences that cytological screening programs are effective in reducing morbidity and mortalityfrom the disease. Cancer prevention consciousness in developing countries is low and mostpatients seek consultation only at advanced stages.Objective: This survey was undertaken to elicit information on the knowledge attitude andpractice (KAP) of screening for carcinoma of the cervix (Pap smear) among reproductive health(RH) client a at three teaching hospitals in Addis Ababa, Ethiopia: Tikur Anbessa, St Paul’s andGhandi Memorial.Method: - Across sectional descriptive KAP study was conducted on 276 RH clients attendingemergency and regular outpatient department (OPD) antenatal, postnatal, family planning andreferral clinics at the three hospitals. A structured pre-tested questionnaire was prepared and therespondents were interviewed by the principal investigator.Results: Most respondent (81.2%) had never heard of Pap smear screening. The source ofinformation for those who had heard about this test were health institutions for 65.4% of therespondents. Women who had heard about Pap smear screening were younger than those who hadnever heard of it. Only 6.5 % of all the respondent had ever had a Pap smear test. The reasonsgiven for not having the test were: no gynecologic symptoms (41.2%); don’t know the place were itwas done (32.4%); wait till older (14.7%). And consider it was not important (11.8%). For thosewho had ever had the test, the indication for undergoing the test were doctor / nurse consultation(72.2%)and personal initiative (20.7%). Women who had a Pap smear test had higher level ofeducation than those who never had a Pap smear. Almost all the respondents were willing toundergo the screening test in the future.Conclusion: The awareness and practice of the screening procedure of cervical cancer (Pap smear)among RH clients in Addis Ababa is very low. There is a need for intensifying health educationprovision on cervical cancer screening in the city.Keywords: Cervical cancer screening Pap smear, KAP on cervical cancer
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Predicaments of female success in higher education in Ethiopia: impacts of gender role socialization and prior academic preparation - Tesfaye, Seble (Ethiopian journal of development research, 2008)
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Teacher education at cross roads: how should Ethiopian secondary school teachers be trained - Tesfaye, Solomon (2008)
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Equal access for all? Issues for people with HIV and with disabilities in Ethiopia - Tesfu, Mahider; Magrath, Priscilla (2008)
This paper challenges the assumption that once water and sanitation facilities are provided, everyone in the community has access to them. Drawing on detailed case studies from Ethiopia, the paper shows how two groups with critical needs for safe water and sanitation: those with HIV (PLWHA) and those with physical disabilities (PWDs), face severe access constraints. Findings revealed that both groups need more water, and need latrines more than others, yet their access to available facilities is restricted. PLWHA need more water and latrines due to vulnerability to and treatment of symptomatic infections, but face discrimination in access. PWDs need more water and latrines due to increased exposure to dirt from crawling, and increased vulnerability to the dangers of open defecation, but physical limitations and inappropriate designs limit their access. Since the underlying causes of their access constraints are different, separate programming and policy solutions are required for each group.
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Catheterized and non-catheterized urinary tract infections among patients attended at Jimma University Teaching Hospital, Southwest, Ethiopia. - Teshager, Lule; Asrat, Daniel; Gebre-Selassie, Solomon; Tamiru, Solomon (PubMed, 2008)
Prospective cross sectional study was undertaken to assess the bacterial profile and antimicrobial resistance pattern of catheterized urinary tract infection in comparison with non-catheterized UTI in Jimma University Teaching Hospital, Southwest, Ethiopia.One hundred and twenty patients, 30 catheterized (age range 20-78 years, male to female ratio 0.36:1) and 90 non-catheterized patients (age range 7-60 years, male to female ratio 2:1) with symptoms and signs of UTI were investigated for significant bacteriuria from January to March 2005.Significant bacteruria was observed in 13/30 (43.3%) and 20/90 (22.2%) of catheterized and non-catheterized patients, respectively (p<0.05). Klebsiella spp. (33.3%) and E. coli (27.7%) were the most common bacteria pathogens isolated in both groups and followed by Enterobacter spp. (6%). Proteus spp., Pseudomonas spp. and coagulase negative Staphylococci were isolated only from catheterized patients. Gram-negative bacteria isolated in both groups showed a high level of resistance (88-100%) to ampicillin, amoxicillin carbencillin and cephalexin. and intermediate level of resistance (48-68%) to amoxicillin-clauvlanic acid, gentamicin and trimethoprim-sulphamethoxazole. Low level of resistance (16-24%) observed to amikacin, ciprofloxacin, nalidxic acid and nitrofurantoin. Similar pattern of resistance was observed in all the gram-positive isolates including for methicillin, oxacillin and vancomycin (100%). On the other hand, amoxicillin-clavulanic acid and polymixin B were found effective against all gram-positive bacteria isolated from both groups.The present study revealed that UTIs in both catheterized and non-catheterized patients was shown very high resistance pattern to most of antibiotics in use mainly at Jimma University Teaching Hospital, southwest Ethiopia. This calls for concerted efforts at all levels including regulatory bodies and the public healthcare providers as well as private ones. Creating awareness of the community will also have a significant role to curb this problem.
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An assessment of the pollution of Kabuthi river by wastewater from Dagoretti slaughterhouses complex in Kiambu district of Kenya - Thaiya, JW (2008)
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Attendance in South African psychology lectures: Why do students skip lectures? - Thatcher, Andrew; Haiden-Mooney, Gillian (2008)
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International Research Experiences for Students: Coastal Oceanography in East Africa - Theiss, J. (2008)
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Lack of Sanitation = Lack of Education: Creating ‘Girl-Friendly’ Schools in Sub-Saharan Africa - Thomas, Claire R (Social Science Research Network, 2008)
Since it is clear that educating girls is necessary for both poverty reduction and social development in sub-Saharan Africa, a more effective and comprehensive approach to encourage African girls to stay in the classroom is needed. Schools must be made more “girl friendly.”While non-governmental organizations (NGOs) such as WaterAid and Water 1st International as well as foundations like Ryan’s Well focus on bringing water and sanitation facilities to developing countries, they do not have a particular emphasis on improving sanitation in schools. Western corporations donate sanitary supplies to African girls, but questions of the long-term sustainability of these donations have yet to be addressed. Moreover, programs have not been implemented to discuss basic issues of menstruation, health, and hygiene since these topics are seen as taboo in many sub-Saharan African societies.The purpose of this paper is to outline the necessary components of “girl friendly” schools in order to improve girls’ health and educational prospects. There are four components of the “girl friendly” approach to education: the first is the building of private and hygienic toilets at schools; the second entails supplying clean water for washing; the third involves providing sanitary pads and tampons to schoolgirls at little to no cost; and the fourth concerns educating students and teachers about puberty and hygiene so as to improve girls’ health, promote dialogue, and dispel menstrual taboos.
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Managing the change towards a blended learning model at the University of Botswana - Thomas, P.Y. (2008)
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Leadership, policy making, quality of economic policies, and their inclusiveness : the case of Rwanda - Thomas, R (2008)
This paper analyzes the role of the leadership in the economic growth in Rwanda, a country that was seriously affected by civil war and the 1994 genocide. It appears that the will and the clear vision of the leadership in Rwanda were one of the central pillars of the very good economic and social performances in Rwanda. This is particularly important because the country has almost no natural resources and the economy and its fundamentals were completely destroyed by the 1994 genocide. This paper thus helps enrich the various economic growth models by stressing the importance of the quality of leadership.
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An Investigation of the Role Education Leaders in the Academic Achievement of African American Students - Thomas, Ronald (2008)
AN INVESTIGATION OF THE ROLE OF EDUCATION LEADERS IN THE ACADEMIC ACHIEVEMENT OF AFRICAN AMERICAN STUDENTS By Ronald Pierson Thomas The purpose of this case study is to understand the role that K-8 principals play in improving the academic performance of African American students. I want to discover what school leaders should do to reach, understand, encourage and to motivate African American students to achieve. This case study will examine the role of leadership and how school leadership impact academic achievement of African American students. The study will focus on three elementary principals, in an urban city in Southwest Ohio. The study's data will be collected through interviews with school principals. An intended outcome of this research is to generate discussion about African American student achievement and how K-8 principals can develop strategies that can improve the academic achievement of African American students. AN INVESTIGATION OF THE ROLE OF EDUCATION LEADERS IN THE ACADEMIC ACHIEVEMENT OF AFRICAN AMERICAN STUDENTS.
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Perception of African American male college students' satisfaction with academic advising services and their intent to remain enrolled in school - Thompson, Allen A. (2008)
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What Makes a Teacher Outstanding?: A Contrast of Teachers' and African American High School Students' Perspectives - Thompson, Gail L.; Warren, Susan; Foy, Tami; Dickerson, Carol (Journal of Urban Learning, Teaching, and Research, 2008)
This study contrasted the perspectives of 101 K–12 public school teachers and 271 African American high school seniors regarding the characteristics of outstanding teachers. Data from surveys were analyzed using univariate and bivariate statistics. The results revealed six qualities that both teachers and students agree are characteristics of outstanding teachers. Significant differences also emerged among the perspectives of African American students, teachers of color, and White teachers regarding the effective characteristics of teachers.The study underscored the need to identify outstanding teacher characteristics in order to improve teacher quality and narrow the achievement gap. The primary goal of the national education reform venture, “The No Child Left Behind Act,” (NCLB) is to close the achievement gap to ensure that all students, including those from disadvantaged backgrounds, achieve academic proficiency (U.S. Department of Education, 2001). One of the major changes the reform effort addresses is the need to “strengthen teacher quality” so that every public school classroom will have highly-qualified teachers. Research indicates that outstanding teachers play a significant role in closing the achievement gap in student achievement, particularly for African American students (Hale, 2001; Perry, Steele, & Hillard, 2003; Thompson, 2002, 2003, 2004). Therefore, it is imperative to ascertain whether or not teachers and students—particularly high school students who have historically been marginalized and whose opinions have not been sought—are perceiving outstanding teaching in the same manner.
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Potential sources of comprehension difficulties in advanced secondary school science textbooks: The case of Uganda - Thompson, George G. (2008)
This paper is based on a doctorate study that investigated curricular and teacher-training implications of the quality of texts used in the teaching and learning of science in Ugandan secondary schools. In most sub-Saharan Africa, science and technology are prioritised as the key to modernisation of the economies from agricultural to industrial-based. Unfortunately, despite such attempts as giving special incentives to science teachers and students to improve enrolment, teaching, learning, and performance, the situation is still far from satisfactory. The paper argues that a crucial factor that influences the success and/or failure of the teaching and learning of science subjects is the quality of the textbooks: how well (or badly) they are written in relation to their purpose and intended audience. Drawing on a number of approaches to discourse analysis, excerpts selected at regular intervals from the science textbooks used in schools in Uganda are analysed. The analyses reveal textual flaws, particularly in the way relations between propositions are constructed and signalled, that are likely to make them more difficult for students to comprehend. The paper further explores how the flaws might be rectified.
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The Relationship Between African American Students' Self-Beliefs and Beliefs about Teachers and Academic Outcomes and Disciplinary Referrals - Thompson, James M. (2008)
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RECOUP Working Paper 16. The Financing and Outcomes of Education in Ghana. - Thompson, Nii Moi; Casely-Hayford, Leslie (2008)
In 1987, the Government of Ghana embarked on a set of educational reforms which culminated in the reduction of pre-tertiary education from 17 to 12 years and the introduction of measures to improve access, equity and quality at all levels of the educational system. The reforms focused primarily on basic education, which had undergone a decade of decline in quality, but higher levels of education were also given some attention. The reforms were launched at a time of a severe economic downturn – the economy had posted three successive years of negative growth – and a diminished capacity of government to finance development. In response, donors became increasingly involved in the provision of finance and technical assistance. As new modalities of aid began to be established, technical and financial assistance was provided to the government for both the preparation and implementation of the reforms. Over the course of the reforms, total donor assistance is estimated at between US$1.5 billion and US$2.0 billion. As the economy began to recover substantially from its malaise of the 1980s, the government’s educationsector expenditure, as a share of GDP, increased from 1.4per cent in 1987 to 5.7 per cent in 2006, albeit remaining lower than the 6.4 per cent recorded in 1976. This study documents a mixed record of implementation and outcomes of the reforms, with some indicators showing highly uneven improvements over two decades. As regards primary enrolments, for example, the Gross Enrolment Ratio (GER) increased from 76 in 1987 to 79 in 1991, but fell back again to 73 by 1997. By 2001, the ratio had recovered to 80 but then slid to 78 by the 2003/2004 academic year. Participation in basic education, which comprises both primary and junior secondary schooling, remained “free and compulsory” over the period. The introduction of capitation grants for schools in September 2005 reduced direct costs to households by replacing the various levies that schools imposed on parents for extra-curricular activities. This led to a 17 per cent increase in primary enrolments nationwide (with GER rising to 86) in 2005/6. This increase in school enrolments, while desirable in terms of moving the country towards meeting its objective of providing universal basic education for all Ghanaian children of school-going age, was followed, predictably, by a decline in education quality as the provision of additional teachers, facilities, and logistics lagged behind the capitation grant. A fresh set of educational reforms, scheduled to commence in September 2007, is intended to address these problems. Issues of funding adequacy, coordination and sustainability of donor financing for these reforms, however, remain largely unresolved – especially as donor disbursements in recent years have fallen short of commitments. 1 1 Associates for Change (AfC) is a research and consulting firm based in Ghana. AfC is the lead research organisation in Ghana working with the Research Consortium on Educational Outcomes and Poverty (RECOUP), a DFID supported research project. JEL Classification Numbers:
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The financing and outcomes of education in Ghana - Thompson, Nii Moi; Casely-Hayford, Leslie (16, 2008)
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On Firm Foundations: African American Black College Graduates and their Doctoral Student Development in the Ivy League - Thompson, Pamela Felder (2008)
As a researcher in the area of graduate student development, I am often intrigued by the experiences of students who travail the doctoral process successfully, especially those who have received degrees from historically Black colleges and universities (HBCUs). As both an African American doctoral degree holder and a baccalaureate degree recipient from a historically Black university, I am familiar with both experiences. I have also listened to the experiences of African American mentors and colleagues who have endured similar experiences and shared with me their stories of success. I find these stories to be remarkably informative. These experiences not only exemplify the will and determination needed to achieve academic success, but they also provide lessons of endurance associated with academic persistence, and can inform the higher education community about success at the doctoral level.
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Crop yield response to climate change in East Africa: comparinghighlands and lowlands - Thornton, Philip K.; Jones, P. T.; Farrow, Andrew; Alagarswamy, G.; Andresen, Jeffrey A. (2008)
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Crop Yield Response to Climate Change in East Africa: Comparing Highlands and Lowlands - Thornton, Philip K.; Jones, Peter G.; Farrow, Andrew; Alagarswamy, G.; Andresen, Jeffrey A. (2008)
Climate change will have significant impacts on agriculture, particularly in East Africa where there is such variation in topography and climate. Modelling studies can help to show where these impacts may be largest, to help guide adaptations to ensure food security in the coming decades. Results suggest that crop yield reductions may be expected over 50% to 70% of the area simulated. At the same time, highland areas in parts of the region may see increases in yield potential, which could have a positive impact on householders' incomes and food security in these places. The impacts of projected climate change during the first half of the current century will pose a serious problem for development in sub-Saharan Africa (SSA), and will add burdens to those who are already poor and vulnerable1,2. Many of these impacts will be felt in agriculture, which nevertheless will continue to play a crucial role in SSA through its direct and indirect impacts on poverty, as well as in providing an indispensable platform for wider economic growth that reduces poverty far beyond the rural and agricultural sectors3. There is much activity on the part of development agencies and governments to come to grips with these challenges, including the planning and implementation of appropriate adaptation strategies. Development agencies could greatly benefit from information that quantifies the impacts that may arise, so that development assistance can be targeted in appropriate places, depending on the development objectives that are being pursued. There are still knowledge gaps concerning the interacting and multiple stresses on the vulnerability of the poor in Africa, however. One of these is to understand more about how vulnerable households may be affected by increased climatic variability and climate change, to better understand the implications for poverty reduction as well as to be able to assess adaptation initiatives4,5. Coping with climate variability is certainly not a new problem for African farmers, but existing coping mechanisms may not be up to the challenges that are likely to be faced in the future6. Crop Yield Response to Climate Change in East Africa: Comparing Highlands and Lowlands
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Climate-Vegetation-Feedbacks as a Mechanism for Accelerated Climate Change: The onset of the African Humid Period - Timm, O. Elison; Köhler, Peter; Timmermann, Axel; Menviel, Laurie (2008)
Paleo-environmental records and models indicate that the African Humid Period (AHPabruptly ended about 5000-4000 years before present (BP). Some proxies indicate alsan abrupt onset of the AHP between 14,000 and 11,000 BP. How important are local orbitaforcing, ice-sheet forcing, greenhouse gas forcing, and the reorganization of the AtlantiMeridional Overturning Circulation (AMOC) for changes in the African Monsoon/vegetatiosystem? Here we use transient simulations with climate-vegetation models of differencomplexity to identify the factors that control the onset of the African Monsoon/VegetationWe test the following hypothesis:(1) There is no indication for insolation-thresholds for the onset/break of the AHP.(2) Forcing from CO2/ice-sheets significantly controls the climate of North Africa.(3) CO2 fertilization contributes to the vegetation changes over North Africa.(4) A shutdown of the AMOC is as important as orbital insolation for the African Monsoon.
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Teaching with immediacy: A relational study of African American male high school students and their white female language arts teachers engaged in a journal dialogue - Tinley, Stephanie Gentry (2008)
openalex: W207985844 mag: 207985844
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Garbage in garbage out: the need to strengthen institutional management capacity of the higher education system in Cameroon. - Titanji, Peter Fon (2008)
The Republic of Cameroon has three ministries of education - the Ministries of Basic, Secondary, and Higher Education. The encouragement of education at each of these levels is a national priority as reflected in existing legislation and annual budgetary allocations relative to other ministries. For example, basic and secondary education ranked first and third, relative to other ministries, in terms of budgetary allocation for the 2006 fiscal year. Institutional management at each level of schooling has been entrusted to appointed personnel in both the public and the private sectors. They occupy different positions with varied job demands or role expectations. Some, like deans and directors, are expected to sign commitment and payment orders, prepare and manage budgets, do performance appraisals for academic and support staff, among others. The responsibilities of a principal officer, regardless of position within the hierarchy, cannot be performed at acceptable, let alone, superior level, without basic training. A major part of the job of a principal officer is to create and nurture optimal condition for effective and efficient performance of individuals and sub-units. Regardless of how skilled collaborators may be, regardless of available state of the art technology, to guarantee superior performance requires successful combination of resources into a well-functioning system, the ultimate test of administrative excellence. A consistent theme that runs throughout this paper is the argument that principal officers lack the competence and have not been supported to meet this challenge.
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Keynote address by Dr. Tjama Tjivikua, Rector, Polytechnic of Namibia, at the Gender in Media Education Regional Conference, 29-30 March 2010, Johannesburg, South Africa. - Tjivikua, Tjama (2008)
Gender in Media Education Regional Conference (2010 Mar. 29-30 : Johannesburg, South Africa)
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Keynote address by Dr. Tjama Tjivikua, Vice Chancellor, NUST, at the Gender in Media Education Regional Conference, 29-30 March 2010, Johannesburg, South Africa. - Tjivikua, Tjama (2008)
Gender in Media Education Regional Conference (2010 Mar. 29-30 : Johannesburg, South Africa)
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TMC1 but Not TMC2 Is Responsible for Autosomal Recessive Nonsyndromic Hearing Impairment in Tunisian Families - Tlili, Abdelaziz; Rebeh, Imen Ben; Aifa-Hmani, Mounira; Dhouib, H.; Moalla, J; Tlili-Chouchène, Jihen; Saïd, Mariem Ben; Lahmar, Imed; Benzina, Z.; Charfedine, Ilhem; Driss, Nabil; Ghorbel, Abdelmonem; et al. (Audiology and Neuro-otology, 2008)
Hereditary nonsyndromic hearing impairment (HI) is extremely heterogeneous. Mutations of the transmembrane channel-like gene 1 (TMC1) have been shown to cause autosomal dominant and recessive forms of nonsyndromic HI linked to the loci DFNA36 and DFNB7/B11, respectively. TMC1 is 1 member of a family of 8 genes encoding transmembrane proteins. In the mouse, MmTmc1 and MmTmc2 are both members of Tmc subfamily A and are highly and almost exclusively expressed in the cochlea. The restricted expression of Tmc2 in the cochlea and its close phylogenetic relationship to Tmc1 makes it a candidate gene for nonsyndromic HI. We analyzed 3 microsatellite markers linked to the TMC1 and TMC2 genes in 85 Tunisian families with autosomal recessive nonsyndromic HI and without mutations in the protein-coding region of the GJB2 gene. Autozygosity by descent analysis of 2 markers bordering the TMC2 gene allowed us to rule out its association with deafness within these families. However, 5 families were found to segregate deafness with 3 different alleles of marker D9S1837, located within the first intron of the TMC1 gene. By DNA sequencing of coding exons of TMC1 in affected individuals, we identified 3 homozygous mutations, c.100C→T (p.R34X), c.1165C→T (p.R389X) and the novel mutation c.1764G→A (p.W588X). We additionally tested 60 unrelated deaf Tunisian individuals for the c.100C→T mutation. We detected this mutation in a homozygous state in 2 cases. This study confirms that mutations in the TMC1 gene may be a common cause for autosomal recessive nonsyndromic HI.
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Global Citizenship: Education, Public Health, and Grassroots Exchange in Cambodia, Japan, Kenya and Trinidad - To, Wing-kai; Curry, Kevin; Fox, Diana; White, Jonathan W. (2008)
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South African higher education and Near Eastern Studies (1) : some issues in the assessment of student learning : research article - Toit, Jacqueline S. Du (Journal for Semitics, 2008)
In keeping with a strong mentorship ethic exhibited by scholars in such disciplines as Near Eastern studies, Afroasiatic studies, ancient languages, and Semitic languages (for example, the SASNES colloquium and MA Prize), this article considers some matters pertaining to changes in assessment in the South African higher education system and how this may affect the status quo of teaching in our related disciplines. Matters of paramount importance to be touched upon are the management of: a) student assessment in large classes; b) constructive and formative feedback to students about their learning progress and performance; c) alternative assessment in the context of distance learning; and d) the problem of plagiarism in the context of student assessment. The purpose of this article is not to offer clear-cut solutions, but rather to make the reader aware of the current trends in scholarship offered to face these challenges as they apply to our own related disciplines.
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Parental Choice in South African High Schools: An urban Cape Town Case Study - Toit, Sedik Du (2008)
This study examines how families judge and choose high schools. The review of literature relating to school choice provides a theoretical framework for the study. The review includes an international perspective including both developed countries such as United States, Canada, Australia, New Zealand, Denmark, England and Wales, the Netherlands, Scotland and Sweden, and developing countries including India, Chile, Uganda, Kenya, Tanzania, Mauritania, Senegal, Cote d'Ivoire and South Africa. The context within which school choice occurs in South Africa is examined. This context includes continued influence of Apartheid policies and current legislation including the South African Schools Act, The Admission Policy for Ordinary Schools Act and the Norms and Standards for Schools Funding. The literature review includes a critical analysis of the research, both Local and International, which addresses questions as to which factors are considered when judging and choosing schools, who makes the choice school, when the choice of school is made and which sources of information inform the choice of school. The empirical study examines the process of high school choice in urban Cape Town. The group areas Act and other Apartheid policies have created a situation where the respondents have a large number of high schools from which to chose. The selected area reflects diversity in Socio-Economic status, including both privately owned homes and council rental flats and houses. The study is limited to English medium or dual medium schools in the area. It includes both co-ed and single gender schools.
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School-Based Intervention for War-Affected Children: Randomized Trials in Burundi and Indonesia - Tol, Wietse A.; Komproe, Ivan H.; Susanty, Dessy; Ndayisaba, Aline; Jong, Joop de (2008)
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Factors that contribute to drop out among girls in public schools in Olokurto division of Narok district,Kenya - Tonkei, Rabecca N (2008)
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[Epidemiology of stroke at the Clinic of Neurology, Fann University Teaching Hospital, Dakar-Senegal]. - Touré, Kamadore; Thiam, Alioune Badara; F, Sène Diouf; Ndiaye, Mouhamadou Mansour; Coumé, M.; Seck, Lala Bouna; Ns, Diagne; Ms, Diop; A, Tal Dia; Ag, Diop; Ndiaye, M.; Ip, Ndiaye (Dakar médical, 2008)
OBJECTIVE Describe the epidemiology of stroke among patients hospitalized at the Clinic of Neurology , Fann University, Dakar-Senegal. METHODOLOGY Retrospectively, sociodemographic, medical history and clinical data were collected for patients hospitalized for stroke from January 1st 2001 to November 1st 2003 and to whom a Computed Tomography scan of the brain was done. RESULTS The population of study (314 patients) had a mean age of 61.3 years (+/-13.8) and was composed of 56.1% of women. The mean time of admission was 8.4 days (+/-23.5). The leading risk factors of stroke were hypertension, history of stroke and diabetes. Ischemic stroke represented 60.2%. The occurrence of stroke was associated with coma and hypertension. The letality rate was 24.8%. CONCLUSION It is necessary to develop and implement health education program against risk factors for the population to reduce stroke morbidity and mortality.
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Education of African Americans in the United States of America - Toužimská, Iva (2008)
The aim of this bachelor thesis is to look into the problematic of African American education. To be able to understand the situation today, I had to thoroughly investigate the history from the very start when people from Africa were brought to the New World. White plantation owners suffered from lack of men power. There was no one who would harvest the crop. Landowners were loosing money so they came up with the idea to import people from Africa solely for the purpose of work. Masters wanted to keep their slaves on the fields. They did not want them to know about the happening in the society around them, so they intentionally kept Blacks ignorant. The education of slaves was in most of the southern colonies forbidden by law. If anyone, Black or White, was found violating this law, he would be severely punished. In my work, I have tried to cover the major events from the history of Black education that led from strict ban of Black education all the way to the equality of Blacks and Whites in this filed. I have also covered some topics that are in my opinion closely related to education like the topic of unemployment, poverty, politics, health care, prejudice and discrimination
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Mechanisms to prevent corruption and to promote good governance in the Democratic Republic of Congo International Association of Schools and Institutes of Administration (IASIA). - Tshombe, LM; Uken, E; Ferreira, IW (2008)
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The Education of Children with Special Needs in Cameroon : The Role of Teachers and parent towards Inclusive Education - Tukov, Mary Fola (2008)
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MRTM1 - a high yielding and drought tolerant tea clone from Unilever Tea Kenya. - Tuwei, G. K. (Tea, 2008)
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Towards an inclusive approach to e-Governance: A Case for Administrative Justice in South Africa - Twinomurinzi, Hossana; Byrne, Elaine (2008)
Proceedings of the IFIP Workgroup 9.4-University of Pretoria Joint Workshop. Pretoria, South Africa
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WHO Cares about Africans Living with Disability - Ubiedo, Joe (2008)
p to 50% of disabilities in developing countries are as a result of potentially preventable illness or injuries. In Africa it is estimated that at least 81 million people are affected by some form of disability. Different surveys carried out suggest that the major causes include malnutrition, chronic disease, war and civil conflicts, other injuries and congenital diseases. Physical disabilities (e.g. cerebral palsy, polio, amputations) and blindness predominate. Only a small proportion of Africans with disabilities are getting appropriate rehabilitation. The common denominator for many of these factors is poverty, and disabled children are disproportionately likely to live (and die) in poverty. Most disabled people are not given opportunities to contribute to economic growth in their respective countries.
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Evaluation of English Language Textbooks Used in the Junior Secondary Schools in Nigeria: A Case Study of Lagos State Schools - Udenwa, VC; Ikonta, NR (International Journal of Educational Research, 2008)
This study sought to establish the readability, comprehensibility, availability and the level of integration of English language and Literature in English in the English language textbooks in use in Lagos State junior secondary schools. Three hundred students and 60 teachers were selected from 20 schools in Lagos State. The stratified random sampling technique was used to ensure a representative sample of all the sub-sets. The instruments for data collection were cloze tests, questionnaires, observation schedule, interview questions, three English texts used at JSS level and Flesch reading ease formular. The chi square statistical tool, mean, media, mode and simple percentage were used to analyze the data collected in order to answer the five research questions and test the two hypotheses posited for the study. The findings show that: • The English language textbooks in use in the junior secondary schools in Lagos State are difficult for the intended readers. • There is imbalance in the integration of English language and Literature in English in the textbooks, among others. Based on the findings, some recommendations were made on how to improve the situation. Keywords : Readability; Comprehensibility; Integration. International Journal of Educational Research Vol. 4 (1) 2008: pp. 167-171
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Sustainable environmental management in the Niger Delta Region of Nigeria: effects of hydrocarbon pollution on local economy - Ugochukwu, Collins Norberth Chinedu (2008)
This study closely examined how oil exploration has caused environmental degradation and untold hardship to the local communities in the Niger Delta region of Nigeria. Nigeria is known to be the sixth largest producer of crude oil among the Organization of Petroleum Exporting Countries (OPEC), and thelargest in the African continent. The crude oil that puts Nigeria in this position is being produced in the Niger Delta region of the country. Nigeria’s economy is based on crude oil exports. Despite this enormous wealth coming from the Niger Delta, there is pervasive poverty and despicable environmental damage as a result of crude oil mining activities going on in this region. Suffice it to say that, there is total neglect of the region in terms of infrastructural development and economic empowerment of its local populace by the government and oil companies operating in the region. This has led to youth restiveness and hostage taking in the area. A sound methodological research approach was developed and utilized in this study. Both primary and secondary data were collected from questionnaires, structured interviews, personal observations, relevant literature, documentation from government agencies and oil companies. These data were analyzed, and they synthesized the discussions contained in this study. This study is all about charting a new course in the way the oil companies operating in the Niger Delta region carry out their activities in order to ensure the environmental sustainability of the region, and improve the economy of the rural communities in the region at the same time. It identifies the constraints to effective implementation of Nigeria’s environmental laws and policies especially the Environmental Impact Assessment (EIA) as it concerns oil prospecting, which has hitherto contributed in hindering her environmental sustainability. It also unveils the critical issues concerning the deplorable state of the economy of the local populace of the region. After identifying the various problems contributing to the environmental woes, and the poor economic growth of the region, this research proffers recommendations that should be conscientiously and vigorously implemented to reverse the trend. Although, the oil companies have made some efforts towards providing the necessary infrastructures needed in the region, they need to do more in the area of capacity building, and use of green technologies to ensure healthy environment of their host communities. The government on her part should strengthen the various Ministries and Agencies vested with the responsibility of protecting the Nigerian environment, by providing them with the necessary incentives for maximum efficiency. This study therefore emphasizes a concerted approach from all the stakeholders in the Niger Delta region for the successful implementation of the recommendations herein to ensure the sustainable development of the region, and Nigeria in general.
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Developing relationships in Catholic nursery/primary schools in Anambra, Nigeria: Partnerships of family, community, school, church, and state - Ugochukwu, John Jude Chimezie (2008)
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Interreligious relations and solidarity: Contextualizing the vision of Francis Cardinal Arinze for religious education in Nigeria - Ugwoji, Matthew C (2008)
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Understanding quality of life from the perspective of women and men with intellectual disability ( Conference abstract ), International Association on the Scientific Study of Intellectual Disability (IASSID), Cape Town, : South Africa - Umb‐Carlsson, Õie (2008)
Understanding quality of life from the perspective of women and men with intellectual disability ( Conference abstract ), International Association on the Scientific Study of Intellectual Disability (IASSID), Cape Town, : South Africa
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e-LEARNING IN NURSE TRAINING IN SOUTH AFRICA - Ume, Chikte; Fortuin, Jill (2008)
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Measuring Education Inequalities in Commonwealth Countries in Africa - Unterhalter, Elaine; Oommen, M. A. (2008)
openalex: W1527692017 mag: 1527692017
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Socio-Demographic Characteristics of Parents and Emotional Burden on Discovery of Disabilities of their Children in a South African Community Scholarly Article - Useh, Ushotanefe (2008)
Objective: This study investigated the socio-demographic characteristics of parents of children with disabilities in a South African community. Also studied were their emotional responses. Design and methodology: A social survey research and focus group designs were employed in this study to explore and describe parental emotions Participants: 174 parents of children with disabilities were randomly selected and interviewed by this author and four research assistants at different locations in the Venda area of Limpopo Province of South Africa. Results: Out of the 174 parents interviewed 95 (54.6%) were parents of children with physical impairment (PCWPI), 51 (29.3%) parents of children with hearing impairment (PCWHI) and 28 (16.1%) were parents of children with visual impairment (PCWVI). Only 16 (9.2%) of the parents interviewed had tertiary education with a majority (121 (or 69.5%) of them unemployed. These unemployed parents solely relied on the monthly, government disability grant of R620 (or US$89). Responses to grief, anger, shame were highest amongst PCWVI, while PCWPI were most worried (64.2%) and demonstrated the highest percentage emotions of fear (22.1%) and guilt (221.1%). The following percentage of emotions were expresses by parents with formal tertiary education, anger (44%), shame (37.5%), disbelief (25%), guilt (6.3%), worry (50%) and fear (25%). While participants with the highest income (over R1800 or about US$257), expressed the following percentage of emotions: grief (70.6%), and disbelief (47.1%). Conclusion: Physiotherapist working with the disabled and their carers in the community within the concept of community based rehabilitation and social model of care would need to understand the characteristics and their emotional burden prior to assisting in creating an enabling environment and holistic empowering activities that would assist all.
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The Implantation of Western Individualism in the Teaching of Kinship Terms to Nigerian Students - Ushie, Joseph A. (3L: Language, Linguistics, Literature®, 2008)
This paper is a contribution to the argument that teaching a language to non-native speakers may translate into cannibalization on the learner’s culture if the teaching is not made environment-sensitive. The paper also points out how, in an apparently innocuous manner, this process can result in a major shift in the worldview and life ways of the people. The paper derives from the personal experience of my initial exposure to English kinship terms in a second language situation in Nigeria, in which our African cultural peculiarities were not taken into consideration. It thus presents the contrasts between the ‘Received Meanings’ of selected kinship terms and their meanings in the Nigerian cultural milieu, and shows the grave wider implications of imposing ‘Received Meanings’ on the non-native African learner. It suggests that the teaching of English in the non-native environment be made malleable to the various functional domains of the language, including especially the cultural peculiarities of the learner if the much-cherished global cultural pluralism is to be sustained.
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The professional preparedness of the primary school principals in the Oshikoto Region of Nothern Namibia to Implement the policy on the National Standards for School Leadership and Management - Uugwanga, Nicodemous Natangwe (2008)
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Impact of Decentralization and Privatization on the Quality of Education in Sub-Saharan Africa: the Nigerian Experience - Uwakwe, B. U.; Falaye, Ajibola O.; Emunemu, Benedict O.; Adelore, Omobola (European journal of social sciences, 2008)
The paper examined the impact of decentralization and privatization on the quality of education in Sub-Saharan Africa (SSA), with specific reference to Nigeria. The authors traced the antecedents of the evolution of educational policies in SSA, particularly in Nigeria. Decentralization and privatization as practiced by some countries in the sub-region were highlighted showing how they interplay with socio-economic and political scenarios, and the resultant impact on provision of quality of education. The authors remarked that these policies produced positive effects such as improved workers’ welfare, community participation and widening access to education. On the other hand, unapproved and unregistered schools, while providing wider access to education for children in SSA do mortgage the quality and standard of education. The authors concluded that a sector-wide approach to resource mobilization and management in the education system, accountability in the areas of leadership, bureaucracies and best work practices would ensure quality control in the education sector of the SSA countries.
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Factors affecting research participation in African American college students. - Va, Díaz; Ag, Mainous; Aa, McCall; Me, Geesey (PubMed, 2008)
African American participation in research trials must increase. This study evaluates factors affecting participation of African American college students in medical research.A total of 200 students attending South Carolina State University (SCSU), a historically black college, completed surveys evaluating the likelihood of participation within 6 months in three types of noninvasive research studies (surveys with or without questions regarding sensitive information and collection of DNA with a buccal swab). Likelihood of participation by investigator's race (African American, white, Asian) or institution (SCSU, historically black college, predominantly white college, government) was compared with Wilcoxon signed-rank tests. Logistic regressions evaluating likelihood of participation included gender, Trust in Medical Researchers Scale score, prior participation, and family/friend participation.Fewer respondents would participate in a survey asking about sensitive information than would provide DNA. Respondents were more likely to participate in a study if conducted by a historically black college or African American investigator. Respondents with more trust and without prior participation were more likely to participate. Just more than half of respondents (52.0%) stated that their physician's encouragement would increase their likelihood of participation.Collaboration with African American investigators, historically black colleges, and community physicians may improve African American participation. Trust in researchers and participant's past research experience should also be considered.
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Teaching Lutheran Theology in Tanzania – On the (Ir)Relevance of Lutheran Theology - Vähäkangas, Mika (2008)
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Changing student-teachers’ beliefs and attitudes towards difference in South African classrooms - Vandeyar, Saloshna (2008)
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Diversity High: Class, Color, Culture, and Character in a South African High School - Vandeyar, Saloshna; Jansen, Jonathan D. (2008)
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'But, where is the halaal food?' An appraisal of diversity teaching in clinical law programmes in South African clinics - Vawda, Yousuf A. (2008)
openalex: W2786940930 mag: 2786940930
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HIV/AIDS Education in Butare-ville Secondary Schools (Rwanda): Analyzing Pedagogic Discourse Using a Bernsteinian Framework - Vedaste, Nyilimana. (Journal of Psychology in Africa, 2008)
This article presents three case studies of how HIV/AIDS education is being organized and taught in Rwanda. It analyses what teachers were doing in 2005 through classroom teaching to safeguard young people from HIV/AIDS. A pedagogic framework is introduced and used as an analytical device that provides a coherent educational language of description for exploring HIV/AIDS education in pedagogic terms, enabling comparative work across classrooms, schools, districts, provinces and countries. Ten pedagogic variables across the three classrooms are analyzed. The findings point to a clash between the pedagogic style employed by the teachers and a pedagogy needed for engaging with life style changing behaviour demanded by HIV/AIDS education.
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School Attendance, Child Labour and Gender Bias in Morocco - Veneziani, Mario (2008)
Using cross-sectional data and employing probit models, the paper investigates child school attendance and labour in Morocco. Results indicate that education is a luxury good which can be purchased more easily by the non-poor. Moreover, a child is more likely to be in school if he/she is residing in an urban area and is the son/daughter of the head of the household. However, the Body Mass Index (BMI) - used to account for the impact of proper nutrition status on attendance probability - deters school attendance. More detailed empirical evidence is obtained by estimating the same type of models on gender based subsamples. Poverty status, household size and the provincial average of time taken to travel to school in minutes lessen the probability of female school attendance. If a female child lives in a household headed by a female, the pupil should have higher likelihood of school attendance. Besides being a quite common result, this occurrence can be employed to devise a policy initiative of disbursing to the female head a monetary or in-kind transfer devoted to pupils' education which can be most cost-effective in closing the gender gap as required by the second Millennium Development Goal (MDG). The probability of a male going to school is limited by the significant role of some regional location dummies and living with an aged household head. The variables which are significant in both single-genders models generate higher probabilistic effects for females compared to males. As expected, the child labour models estimate coefficients which are most of the time opposite in sign to the ones in the educational. The variable which is consistently associated with a negative influence on the dependent variable is the age of the household head. The significance of the yearly per capita expenditure in the child labour investigations might be driven by some endogeneity or the inclusion of asset variables. Besides the econometric problem, it undermines the confidence attached to the implementation of a cash/in-kind transfers devoted to curb child labour and promote school attendance. Industry localization effects and complementarity in within-household labour choices are present. The investigation carried out on gender-specific samples finds a inverted U shaped female trajectory in age probably due to early pregnancy. Moreover, poverty condition improves males probability of working while it diminishes female's school participation.
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IPT for Depression in Uganda: Adaptation, Training, Testing, and Dissemination - Verdeli, Helen (2008)
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African American Faculty and Student-Oriented Challenges: Transforming the Student Culture in Higher Education from Multiple Perspectives - Vereen, Linwood G.; Hill, Nicole R. (Journal of thought, 2008)
Introduction Higher education is charged with the dual mission of promoting the development of innate human potential and of ensuring the evolution of civilization (Hall & Rowan, 2000). It provides a conduit for diminishing social divisions among individuals and groups, and yet, it has not successfully forged bridges within its own context in relation to race. Historical and current cultural and social dynamics must be understood in order to recognize the challenges experienced by African American faculty members (Allen, Epps, Guillory, Suh, & Bonous-Hammarth, 2000; Epps, 1989). Higher education emerges from the social milieu, and thus, the experiences of various racial groups within academia reflect the status and power of these groups within the larger social structure (Allen et al.; Epps, 1989; Marcus et al., 2003). Contemporary literature suggests that African American faculty members are influenced by racial inequalities within academia (Astin, Antonio, Cress, & Astin, 1997; Nettles & Perna, 1995; Tack & Patitu, 1992). Creating strategies for transforming higher education would be ineffective if the role of discrimination and racial inequities and how these emerge within domains of higher education are not considered or are only considered in a cursory manner. Discrimination in academia is subtle and difficult to identify in a clear and concise manner (Menges & Exum, 1983). Societal perceptions of race pervade the system of higher education and influence administrators, faculty members, staff, and students. Within the United States, race is a social construction that encompasses sociopolitical factors which work to devalue specific groups of people (Robinson, 2005). Race and its corresponding social perceptions is correlated with huge variations in occupational choice, income, education, access to health care and other resources, and longevity (Anderson, 2003). The social ramifications of race transcend contexts and situations. In academia, it manifests in a variety of ways including, but not limited to, teaching evaluations, promotion and tenure procedures, recruitment and retention policies, and work climate (Bradley & Holcomb-McCoy, 2004; Collins, 1990; Collison, 1999; Cornelius, 1997; Perna, 2001; Tillman, 2001; Toutkoushian, 1998). Across the last three decades, the challenges encountered by African American faculty members have been documented in the literature. Although there has been progress in the domain of recruitment, there continues to be difficulties connected to creating an optimal environment in which faculty can thrive and flourish as academicians (Allen et al., 2000; Marcus et al., 2003; Turner, Myers, & Creswell, 1999). One of these difficulties encompasses the intentional and unintentional challenges posed by the student culture. There is a dearth of literature that clearly articulates how student culture influences the experiences of African American faculty members. Despite efforts on college campuses to increase representation of African-American faculty members and students and to promote an environment of consciousness, many campuses continue to experience cultural encapsulation (Bucher, 2004). Diversity consciousness refers to understanding, awareness, and skills in the area of diversity (Bucher, p. 22). Establishing a learning community revolving around consciousness is a dynamic process that requires ongoing commitment to openness, learning, and evolution. African American faculty members and all the individuals involved in higher education have the potential to promote such a learning environment. This article overviews the race-related challenges experienced by African American faculty members in higher education and articulates how the student culture compounds the difficulties present in academia. Understanding and recognizing these dynamics is the necessary foundation on which to build strategies for promoting consciousness in the student culture. …
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A 25,000 years climate record from the East African equator: Half-precessional climate forcing and the history of temperature and hydrological change - Verschuren, Dirk; Damsté, J.S. Sinninghe; Haug, G. H.; Kristen, I.; Moernaut, Jasper; Milne, Isla; Wolff, Christian; Fagot, Maureen; Geel, B. van; Blaauw, Maarten (Geophysical Research Abstracts, 2008)
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At the Crossroads Choice for Secondary Education in Sub-Saharan Africa - Verspoor, Adriaan (World Bank Publications, 2008)
The challenges of education development in Sub-Saharan Africa (SSA) at the beginning of the 21st century are urgent and unprecedented. Faced with persistent gaps in the coverage of primary schooling, almost all countries have launched major efforts to ensure that all children will have the opportunity to complete primary education of acceptable quality. Concurrently, accelerating economic growth and social change are creating an urgent imperative to expand access to further learning to strengthen the human resources base. This report provides a timely resource on good practices and potential solutions for developing and sustaining high-quality secondary education systems in African countries. It contains elements of a roadmap for improving the responsiveness of Africa's secondary education systems to the challenges of the 21st century. Its main objective is to facilitate policy dialogue within African countries and between those countries and their development partners. This book addresses issues concerning the education of youth about 12 to 18 years old. It draws on the outcomes of the Secondary Education in Africa (SEIA) initiative, which supported workshops in Kampala, Dakar, and Accra and commissioned eight thematic studies and several background papers underpinning key sections of this book. The emphasis is on general junior and senior secondary education, complementing earlier work on skills development in Sub-Saharan Africa. Secondary education has generally been neglected in education policy and practice. This is now changing, but still suffers from being addressed separately from other parts of the system. What are needed are secondary education plans that are integrated with longer-term national plans for education development.
openalex: W3140355694 mag: 3140355694
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Scientific investigations: The effect of the ‘Science Notebooks’ approach in Grade 6 classrooms in Port Elizabeth, South Africa - Villanueva, Mary Grace; Webb, Paul (African Journal of Research in Mathematics Science and Technology Education, 2008)
This study investigated whether a selected group of South African teachers could be trained to use the Science Notebooks approach successfully in their classrooms and whether the approach had an effect on the way their learners engaged in scientific investigations. The Science Notebooks approach is a formalised writing-to-learn science approach which closely models what scientists do in ‘real life’. The study is based on the comparison of three Grade 6 township school teachers who participated in Science Notebooks professional development activities with four control group teachers. A mixed-method approach was used to collect data by means of classroom observations using the Inquiry-based Science Observation Scale, teacher interviews, and examining learner work using the Science Notebooks Checklist. Data generated by this study suggest that the participating teachers were able to be trained to use the Science Notebooks approach to an acceptable level and that their understanding of the approach improved during the course of the intervention. The experimental group of teachers developed the skills required to guide their learners through developing a testable question, planning their investigation, collecting data, making scientific drawings and drawing conclusions whereas the control group demonstrated no such changes. The data also suggests that the learners' inquiry skills were enhanced during the process.
openalex: W2290126120 mag: 2290126120
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Global challenges in continuing professional development: The South African perspective - Villiers, Marietjie de (Journal of Continuing Education in the Health Professions, 2008)
1 Faculty Health Sciences, Stellenbosch University, Tygerberg, South Africa Email: [email protected] Faculty Health Sciences, Stellenbosch University, PO Box 19063, Tygerberg, 7505, South Africa
openalex: W2030099285 mag: 2030099285
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Effect of changes in state funding of higher education on higher education output in South Africa: 1986-2007 - Villiers, Pierre de; Steyn, Gert J. (RePEc: Research Papers in Economics, 2008)
During the last two decades state funding of higher education in South Africa has decreased substantially (especially if public expenditure of HE as a percentage of GDP is used as a yardstick). HE institutions were forced to increase tuition fees and rely more on the third income stream to balance their books. In the process increases in instruction/research staff did not keep up with the increase in student numbers. During the period 1986-2003 qualifications awarded to students per full-time equivalent instruction/research staff member increased over time – indicating greater efficiency of the HE sector in delivering more teaching output. High-level research in the form of publication units in accredited journals, however, stagnated during this period. In recent years until 2007, however, publications in accredited journals increased substantially. This was mainly the result of broadening the number of accredited journals by the Department of Education. In this paper two indicators, linked to the current funding formula for higher education, to measure academic output of HEIs are defined and applied to the output of institutions for the period since 2002. It is concluded that there is large variability between HEIs as far as teaching and research output are concerned. A cause for concern is that the majority of the research is conducted by just a few HE institutions.
openalex: W3124372095 mag: 3124372095
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The Internet and higher education in sub-Saharan Africa - Villizu, Roseline Bofa (2008)
openalex: W2269662435 mag: 2269662435
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The Behaviour-oriented Organisational Change Models and Large Scale Organisational Change: A Case of the South African Higher Education Transformation - Vinger, Gift (The International journal of learning (Online), 2008)
openalex: W2803143553 mag: 2803143553
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Educational experiences of Liberian immigrants: a case study of four middle level Liberian students - Vu, Elizabeth Kinville (2008)
openalex: W2726457276 mag: 2726457276
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The Effect of Availability and Distance to School on Children’s Time Allocation in Ghana and Guatemala - Vuri, Daniela (Social Science Research Network, 2008)
In this paper the author present evidence on the impact of distance to school and school availability on households' decisions concern primary age children's time allocation between work, schooling and household chores activities using data from the Ghana Living Standard Survey 1998-99 (GLSS) and the Guatemalan Living Standards Measurement Survey 2000 (ENCOVI). Overall, the results indicate that the increased and eased access to school has a well-defined impact on children's time use with both similarities and striking dissimilarities between the chosen countries. In particular, in Ghana the availability and the travel distance from schools (both primary and middle) in the community influence children's work in both economic activities and household chores and school attendance. The longer the travel time to school the more difficult is for children to reconcile work and school attendance. In Guatemala, secondary school access constraints have almost no effect on children's time allocation. In addition, reducing the cost of access to primary education has an effect only on children's school attendance but it does reduce neither child work nor time spent in household chores. The results are robust to control for the endogeneity of school placement and per capita expenditures.
openalex: W2144261763 mag: 2144261763
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The effect of availability and distance to school on children's time allocation in Ghana and Guatemala - Vuri, Daniela (RePEc: Research Papers in Economics, 2008)
In this paper we present evidence on the impact of distance to school and school availability on households’ decisions concerning primary age children’s time allocation between work, schooling and household chores activities using data from the Ghana Living Standard Survey 1998-99 (GLSS) and the Guatemalan Living Standards Measurement Survey 2000 (ENCOVI). Overall, our results indicate that the increased and eased access to school has a well-defined impact on children’s time use, with both similarities and striking dissimilarities between the chosen countries. In particular, in Ghana the availability and the travel distance to schools (both primary and middle) in the community influence children’s work in both economic activities and household chores and children’s school attendance. The longer the travel time to school the more difficult it is for children to reconcile work and school attendance. In Guatemala, secondary school access constraints have almost no effect on children’s time allocation. In addition, reducing the cost of access to primary education has an effect only on children’s school attendance but it reduces neither child work nor time spent in household chores. Our results are robust to control for the endogeneity of school location and per capita expenditures.
openalex: W3124012062 mag: 3124012062
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Hilda Ditchburn : a teacher and pioneer of stoneware ceramics in Southern Africa. - Vurovecz, Candice. (2008)
openalex: W1563755916 mag: 1563755916
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An investigation into the training of labour in the informal construction sector in Kenya - Wachira, Isabella Njeri (2008)
openalex: W2607969197 mag: 2607969197
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Sanitary provision and helminthiasis among school children in Benin City, Nigeria - Wagbatsoma, VA; Aimiuwu, U (Nigerian Postgraduate Medical Journal, 2008)
To assess the effect of sanitary provision and hygiene practices on intestinal helminth burden of primary school children.The cross sectional descriptive study was undertaken in Egor Area of Benin City, Edo State, Nigeria. Using a calculated sample size of 384, participants were selected from primary schools in the study area, using a multi stage sampling method. Although, 384 pupils were expected to participate in the study only 365 provided faecal samples for examination giving a response rate of 95%.In most of the schools surveyed, open refuse dumping, (score 1) was the prevalent practice. Portable water supply was present only in private schools within the compound, (score 4). Toilet facilities were grossly inadequate in number and without consideration for sex. Pit latrine, (score 2) was the common toilet provided in surveyed schools. Seventy seven, (21.1%) of the pupils were infected with one or more helminth ova. Pupils in public schools were more infected 72 (30.8%) than those in private schools 5 (3.8%). Helminth ova seen in examined faecal samples were A lumbricoides 61, (16.7%); followed by hookworm, 27 (7.4%); T. trichuria, 5(1.4%); S. stercoralis, 1(0.4%). Regular hand washing with soap reduced the prevalence of helminthiasis.The level of sanitation observed in the schools studied was low. Consequently, more toilets, preferably the VIP type should be built to overcome the hazard of the pit latrine. Provision of portable water supply should be mandatory for all schools to ensure healthy learning environment.
openalex: W2408100342 mag: 2408100342
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Democratic Citizenship, Philosophy of Islamic Education and Madrassah Schooling in South Africa - Waghid, Yusef (2008)
openalex: W4248800717
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Some challenges for social workers in political conflicts: the case of Kenya’s post election crisis, 20th-24th July. 34th global social work congress organized by the International Association of Schools of Social Work Convention Centre, International , Durban, South Africa - Wairire, G. G. (2008)
openalex: W2736682523 mag: 2736682523
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Status of environmental action learning in public secondary schools in Mathira Division, Nyeri District, Kenya - Wairuri, Stephen Chege; Otieno, Douglas (2008)
openalex: W2271656686 mag: 2271656686
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Impact of quality assurance and standards on educational quality in secondary schools in Nyeri South District, Kenya - Waithira, Gachoya A (2008)
openalex: W2263373258 mag: 2263373258
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Overrepresented Minorities in Special Education in the United States and Romania: Comparison between African-American and Roma Populations in Disability Studies - Walker, Gabriela (Research in Comparative and International Education, 2008)
This manuscript briefly examines minority participation within the school population that is eligible for special education services – namely, African Americans in the United States and the Roma population in Romania. A large percentage of students from both minorities come to school unprepared to learn and they remain behind because of the simultaneous action of several factors, such as family values, material support for child education, evaluation team members' and teachers' perceptions and expectations, insufficient student and parent guidance, and institutional racial/ethnic discrimination. Children coming from minority groups, and from low-socio-economic-status families, are more likely to be identified as having special needs in both the United States and Romania.
openalex: W2016867015 mag: 2016867015
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Changes of Government Policies Towards Mission Education in Colonial Kenya and Their Effects on the Missions: The Case of the Gospel Missionary Society - Wamagatta, Evanson N. (Journal of religion in Africa (Print), 2008)
Abstract Before the First World War, the provision and management of African education was almost entirely in the hands of the missionaries. After the war, the government enacted a series of laws that were designed to improve the quality of education. However, the new policies placed a heavy financial burden on the missions, which found it difficult to function without government grants. This paper analyzes the effects of government education policies on the fluctuating fortunes of the Gospel Missionary Society (GMS). It shows that, although the GMS was not opposed to the grants, its small size and faith basis made it impossible to meet the government's conditions for receiving the grants. The government's pressure and the mission's inability to implement the policies eventually forced the GMS to withdraw from the mission field altogether, and that is why there are today no schools or churches associated with it in Kenya. The paper is based on secondary sources and primary materials obtained from the Kenya National Archives (KNA) and the GMS's and other missionary societies' archives.
openalex: W2049700905 mag: 2049700905
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