Teaching in the New South Africa at Merrydale High School, Everard Weber : book review - Spreen, Carol Anne; Vally, Salim (Southern African Review of Education with Education with Production, 2008)
This book is a vital scholarly contribution to understanding the current state of schools in post-apartheid South Africa, particularly the impact of education policies on teachers and classrooms.
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A comparison of Ugandan, English and German teacher education models - Ssentamu-Namubiru, Proscovia (Southern African Review of Education with Education with Production, 2008)
Teacher education is affected by changes in priorities regarding the requirements and expectations associated with education and upbringing. Such changes have as much to do with teacher professional efficiency and government policies for teacher preparation as with the historical, socio-economical and political climate. Drawing from a rich resource of primary and secondary literature, the Ugandan, English and German teacher education models are compared in light of these contexts.
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Payments for Environmental Services (PES) as innovative finance mechanism for adaptation to climate change in Ghana - Staiß, Christian; Ashia, Stephen; Akansina, Maxwell Aziabah; Boy, Jens; Frimpong, Kwarteng; Kupper, Bettina; Mertens, Jane; Schwörer, Philipp; Ullrich, Silvia (2008)
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The Relationship between Bullying Behaviours and High School Dropout in Cape Town, South Africa - Townsend, Loraine; Flisher, Alan J.; Chikobvu, Perpetual; Lombard, Carl; King, Gary (South African Journal of Psychology, 2008)
Bullying is generally defined as largely unprovoked, negative physical or psychological actions perpetrated repeatedly over time between bully/ies and victims. Bullying can lead to fear of school, absenteeism, and stunted academic progress, which in turn are precursors to dropping out of school. This paper's aim is to report rates of bullying behaviour, and to investigate whether bullying behaviour predicts high school dropout in Cape Town, South Africa. Stratified, proportional sampling yielded 39 from a total of 214 schools, from which 40 learners were randomly selected from the combined class list of two, randomly chosen, Grade 8 classes in each of the 39 participating schools. Thus 1 470 learners (from a total of 181 018) completed a self-report questionnaire in 1997, and were followed-up in 2001. This report focuses on those learners who had dropped out of school between 1997 and 2001 ( n = 776; 55.2%). Univariate and multiple logistic regression models were used to investigate the relationship between bullying behaviours and dropout, controlling for factors known to be strongly related to high school dropout, namely age, socioeconomic status, race, or ethnicity, being raised by a single parent, repeating a grade, and substance use. Odds ratios and 95 per cent confidence intervals were calculated, taking the clustering of schools into account. In 1997, 52% of the boys and 37% of the girls had been involved in bullying behaviours. Of the three bullying categories (bully, victim, and bully—victim), girls but not boys in the ‘bully—victim’ category were significantly more likely to drop out of school (OR 1.82; CI 1.09–3.04, and when controlling for confounders OR 2.60; CI 1.32–5.10). The pervasiveness of both high school dropout and bullying behaviour points to an urgent need for future research, and intervention in these areas.
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Home-School Communication in a Rural South African Village: Implications for Teaching and Teacher Education - Tucker, Catherine; Bachman, Lauren; Klahr, Jessica; Meza, Natali; Walters, Meghan (International Education, 2008)
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Integrated management of childhood illness in Nigeria: Does short-term training of health workers improve their performance? - Uzochukwu, Benjamin; Onwujekwe, Obinna; Ezeilo, Ezenta; Nwobi, Emmanuel A.; Ndu, Afam; Onoka, Chima (Public Health, 2008)
There is a knowledge gap in Nigeria regarding how to increase training coverage and the average percentage of health workers trained in IMCI is still less than 40%. One way of improving this may be to shorten the training period but it is not known whether lower-cost short-term training is useful. This study had a cross-sectional design with the training intervention involving health workers from health centres in Enugu City. All four health centres in Enugu City participated in the study and all 32 health workers within these centres were recruited. These four health centres have not received any formal IMCI training. Most of the health workers were community health extension workers (56.4%). Only two (6.3%) health workers had received 11 days of IMCI training; one was trained less than 5 years ago and the other was trained more than 5 years ago. Most of the health workers [25 (78.1%)] had been working in the health centres for more than 2 years (when first assessed). (excerpt)
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What do we know about instructional time use in Mali? Assessing the suitability of the classroom observation snapshot instrument for use in developing countries - Venalainen, Raisa (2008)
Information about how teachers and students use their time in the classroom is vital to the development of educational policies to improve the quality of education. Although the time a teacher allocates and uses for instructional activities is important, the amount of time that students actually spend on curriculum-related activities is critical for improving learning outcomes. To investigate these relationships, the tasks performed by teachers and students in the classroom must be measured. This paper summarizes what has been learned about instructional time and its measurement during the Bank-Netherlands Partnership Program (BNPP) grant. It also provides an analysis of the capabilities and limitations of the classroom observation snapshot instrument, which was used to conduct time-use surveys in Mali and Benin in the second phase of the BNPP grant. Finally, the study offers pragmatic suggestions for planning and implementing instructional time measurements for task team leaders and researchers who intend to implement a time-use study.
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Use of human nails as bio-indicators of heavy metals environmental exposure among school age children in Kenya - Were, Faridah Hussein; Njue, Wilson; Murungi, Jane; Wanjau, Ruth (Science of The Total Environment, 2008)
Metal pollution and its health effects present a challenge currently facing the developing countries. Metal poisoning is usually difficult and expensive to assess or screen in these countries due to limited resources, which means that policies, guidelines, regulations and institutional managements are limited. Hair and nail as biopsy materials were suggested as more attractive biomarkers in assessing heavy metals environmental exposure. This paper deals with quantitative determination of lead (Pb), cadmium (Cd), calcium (Ca), zinc (Zn), and iron (Fe) in fingernails of children (n=200) in urban and rural areas using atomic absorption spectrometry. Factors that were suspected to influence the accumulation of Pb and Cd in children were obtained through a questionnaire. The mean levels of heavy metals in children in urban areas were found to be higher (27.5+/-1.8 microg/g Pb and 0.73+/-0.08 microg/g Cd) than in rural areas (19.7+/-0.9 microg/g Pb and 0.44+/-0.06 microg/g Cd). The difference was significant (P<0.05; DF=168, t-test). Other factors that were found to have significant influence were socio-economic background, health conditions, dietary habits and environmental risk exposure. The results also showed that the school location has more influence on the heavy metals level than the area of residence. The children in a school near the highway were found to have a mean of 34.4+/-3.5 microg/g Pb as compared to those who lived near the highway (31.6+/-2.8 microg/g Pb), however the difference was not significant (P>0.05), suggesting a common source of contaminants in the areas. The correlation results also indicated that a high level of Pb in the nail influenced negatively Zn and Fe but not Ca levels (R=-0.256 Zn; -0.188 Fe) while high levels of Cd had a negative relationship with Fe only (R=-0.241). The association of toxic metals in the nails of children with environmental exposure, and nutritional status implies that policies and actions to reduce heavy metal levels must be implemented and reinforced to address the health issues affecting children and by extension the general public in this country.
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Student Politics and Activism in Zimbabwe - Zeilig, Leo (Journal of Asian and African Studies, 2008)
Student activism has made an important contribution to the struggle for democracy in Zimbabwe. In the first years of independence students were among the most fearsome defenders of the regime. Three broad periods of student activism can be identified. The first pro-government period was followed by a violent break with the regime in 1988, the second period saw students declare that they were `the voice of the voiceless'. With the onset of structural adjustment programmes in the early 1990s, the privileged status of students in higher education was rapidly eroded. The third period emerged after 1995 as student activism converged with the urban revolt that was beginning to shake Zimbabwe. This article assesses the role of student activism in Zimbabwe.
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Postgraduate research training: A case of the South African doctoral consortium of universities - Machel, James Lucky (2008)
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Vulnerability of traditional beef sector to drought and the challenges of climate change: The case of Kgatleng District, Botswana - Masike, Sennye; Urich, Peter (Journal of Geography and Regional Planning, 2008)
Cattle’s rearing in Botswana is undertaken in two sectors: the communal and commercial. The communal sector is exclusively free range and therefore depends on biomass production. This makes the systems highly susceptible to drought. One strategy that has been devised by farmers to adapt to drought has been to overstock. However, this strategy may not be the best adaptation strategy as it leads to overgrazing and quick depletion of scarce biomass during the drought years. Climate change may increase the vulnerability of the communal cattle sector in the country mostly through changes and variability of rainfall. In the article, we determine the reliability of the rainfall in the Khurutshe area, Botswana. Vulnerability of the cattle sector to system severe failure is also determined. Lastly, the effects of climate change on return period of drought are investigated. Results indicate that the reliability index of rainfall in the Kgatleng District is 0.5. The vulnerability index of the cattle is estimated at 8000 per year. Lastly, using SimCLIM computer model climate change will shorten the return period of mild drought from 2 years to 1.6 years by 2050. These findings have serious implications on the recovery period of the cattle to withstand the next drought period. Key words: Cattle sector, climate change, climate scenarios, drought, reliability, return period, vulnerability index, adaptation measures
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Gaps and remedies of early childhood care and education (ECCE) programs of Botswana - Bose, Kabita (Educational Research Review, 2008)
Five years after the release of the Early Childhood Care and Education (ECCE) Policy in Botswana in 2001, it was felt necessary to review the current status of the ECCE programmes with special reference to achievement of standards of quality of education with reference to the recommendations in the ECCE policy. This effort has been supported by the Office of Research and Development (ORD), University of Botswana for conducting a review of ECCE programmes of Botswana. The study included the heads of the ECCE centres of Gaborone, Botswana. A survey research design was adopted for the study. The study used both quantitative and qualitative approaches. A structured questionnaire was used for data collection. The findings showed that the ECCE service providers are trying to adhere to the ECCE Policy document; however a major groundwork needs to be done to provide more trained teachers and a standard, prescribed curriculum. This would enable one to maintain the standard recommended by the ECCE policy document and raise the quality of ECCE programmes in Gaborone, Botswana. Key words: ECCE, ECCE policy, Botswana, standards and regulations.
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The Value of the Freshwater Snail Dip Scoop Sampling Method in Macroinvertebrates Bioassessment of Sugar Mill Wastewater Pollution in Mbandjock, Cameroon - Takougang, Innocent; Barbazan, Phillipe; Tchounwou, Paul B.; Noumi, Emira (International journal of environmental research and public health (Online), 2008)
Macroinvertebrates identification and enumeration may be used as a simple and affordable alternative to chemical analysis in water pollution monitoring. However, the ecological responses of various taxa to pollution are poorly known in resources-limited tropical countries. While freshwater macroinvertebrates have been used in the assessment of water quality in Europe and the Americas, investigations in Africa have mainly focused on snail hosts of human parasites. There is a need for sampling methods that can be used to assess both snails and other macroinvertebrates. The present study was designed to evaluate the usefulness of the freshwater snail dip scoop method in the study of macroinvertebrates for the assessment of the SOSUCAM sugar mill effluents pollution. Standard snail dip scoop samples were collected upstream and downstream of the factory effluent inputs, on the Mokona and Mengoala rivers. The analysis of the macroinvertebrate communities revealed the absence of Ephemeroptera and Trichoptera, and the thriving of Syrphidae in the sections of the rivers under high effluent load. The Shannon and Weaver diversity index was lower in these areas. The dip scoop sampling protocol was found to be a useful method for macroinvertebrates collection. Hence, this method is recommended as a simple, cost-effective and efficient tool for the bio-assessment of freshwater pollution in developing countries with limited research resources.
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A Comparative Analysis of Six Developing Countries and Their Progress Toward Universal Primary Education - Afghanistan, Nepal, Algeria, Uganda, Peru, And Venezuela as Case Studies - Tennant, Brad (Analytical Reports in International Education, 2008)
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Live another day: African insect survives drought in glassy state - Castelvecchi, Davide (Science News, 2008)
Science NewsVolume 173, Issue 13 p. 197-197 This Week Live another day: African insect survives drought in glassy state Davide Castelvecchi, Davide CastelvecchiSearch for more papers by this author Davide Castelvecchi, Davide CastelvecchiSearch for more papers by this author First published: 30 September 2009 https://doi.org/10.1002/scin.2008.5591731306AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat No abstract is available for this article. Volume173, Issue1329 March 2008Pages 197-197 RelatedInformation
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Development of Environmental Education Programs for Protected Areas in Madagascar - Ormsby, Alison (Applied Environmental Education & Communication, 2008)
Environmental education programs for schools in the peripheral zone of protected areas in Madagascar are still needed in numerous locations. My research investigated the status of environmental education and communication (EE&C) programs at Masoala National Park, Madagascar, as well as the attitudes of local residents toward the park and park staff. The multi-year qualitative research methods included individual and focus group interviews, participant observation, archival research, an EE&C workshop for park staff, and pilot testing of environmental education activities. Research identified that EE&C activities conducted by park agents had been minimal and that park staff were inadequately prepared to conduct these programs. Research results indicated that additional public awareness and education activities were needed. As an outcome of the research, a conservation education curriculum guide was developed for the schools on the periphery of Masoala National Park and distributed to all teachers in the area. The guide was linked to Madagascar's national school curriculum and teachers were trained in its use. The methods of assessing and developing conservation education programs have since been expanded to two other protected areas in Madagascar: Sahamalaza-Iles Radama Biosphere Reserve and the Makira Conservation Site.
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Addressing the workforce crisis: the professional aspirations of pharmacy students in Ghana - Owusu-Daaku, Frances; Smith, Felicity; Shah, Rita (Pharmacy World & Science, 2008)
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A Review of: “Beyond the Big House: African American Educators on Teacher Education” - Wood, K Chantrey (Educational Studies, 2008)
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Guides @ UF: African American Studies Library Resources: Race + Disability - Birch, Stephanie (2008)
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Exploring the Integration of Indigenous Science in the Primary School Science Curriculum in Malawi - Phiri, Absalom Dumsell Keins (2008)
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Psychosocial impact of sicke cell disease on moethers of affected children seen at University of Ilorin Teaching Hospital, Ilorin, Nigeria - Tunde-Ayinmode, M F (East African Medical Journal, 2008)
Attention paid to psychological disorders of mothers or families of children suffering from sickle cell disease (SCD) in Nigeria has been inadequate.To assess the psychosocial impact of SCD on mothers of affected children and two control samples.A cross-sectional controlled study.University of Ilorin Teaching Hospital, Ilorin, Nigeria.One hundred mothers of SCD affected children (SCD children) were the study sample while the controls were made of 75 mothers of children with bronchial asthma (asthmatics) and 75 mothers of children with some acute medical illness (AMI).The mothers of children with SCD (SCD mothers) were significantly likely to report burden in the areas of finance, time consumption and hindrance from enjoyment of live and were also more likely to over-protect their children. A total of 28% of SCD mothers were identified as probable cases with psychological problems on SRQ compared to 20% and 25% of mothers of asthmatics and AMI children respectively, this differences were, however, not statistically significant.As a result of the prevalent psychosocial impact of this disease on mothers it is strongly suggested that special consideration in terms of routine psychosocial assessment and treatment be incorporated into the various levels of health care system. There is also the need to encourage the establishment of more social organisations like SCD clubs where affected families can interact and counsel one another.
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Teacher and Comrade: Richard Dudley and the Fight for Democracy in South Africa - Wieder, Alan (2008)
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Changing pattern of bacterial isolates and antimicrobial susceptbility in neonatal infections in Korle Bu Teaching Hospital, Ghana - Enweronu‐Laryea, Christabel; Newman, Mercy J. (East African medical journal, 2008)
Most neonatal deaths in developing countries are caused by infections, birth asphyxia and prematurity. Even though most of these deaths occur at home, newborns admitted to hospital neonatal units have a high risk of contracting fatal multi-drug resistant infections.To compare the type of bacteria and the pattern of antimicrobial susceptibility of organisms causing neonatal infections in 2001/02 with 1991/92 in the same neonatal unit.We reviewed the hospital records of newborns admitted to the neonatal unit in 2001/02 that had positive blood cultures and compared the findings with similar work done 1991/92.Neonatal Unit, Korle Bu Teaching Hospital, Ghana.Gram negative organisms (predominantly Enterobacter, Klebsiella and Acinetobacter) remained the predominant cause of neonatal infection. There was a reduction in the proportion of gram negative bacteraemia [70.9% in 1991/92 vs. 54.2% in 2001/02 (p<0.001)] due to the increased prevalence of coagulase negative staphylococcus (31.9% in 2001/02 vs. 0% in 1991/92) as a cause of neonatal bacteraemia ten years later. In 1991/92 as 2001/02 all bacterial isolates showed less than 40% susceptibility to ampicillin. The susceptibility of Klebsiella and Enterobacter to commonly used aminoglycosides and cephalosporins had decreased from over 80% in 1991/92 to less than 35% in 2001/02.Bacterial causes of neonatal infections change over time and antimicrobial resistance is a major cause for concern in neonatal units in resource-poor hospitals. Improving infection control practices and instituting systems to monitor antimicrobial use and resistance will compliment community efforts to reduce neonatal mortality.
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The Challenges Facing African Governments in Joining the E-Society: Actively Promoting Privatization, Deregulation, the Information Revolution, E-Health, E-Learning, and Universal Inclusion - Hosman, Laura; Fife, Elizabeth (2008)
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The Potential of Micro-scale Chemistry Experimentation in enhancing teaching and learning of secondary chemistry : Experiences from Tanzania Classrooms - Mafumiko, Fidelice M. S. (2008)
This paper reports on the views and experiences of the teachers and students participating in the summative evaluation phase of a micro-scale chemistry instruction scenario via developed examplary curriculum materials (the MSCE approach) to support teachers with implementation of practical work in A-level chemistry classes in Tanzania.The evaluation involved field testing of the materials to investigate the effectiveness of the MSCE approach when compared to “traditional” teaching approaches, on Form 5 (13th grade) students’ learning of solubility and precipitation. A total of 195 science students and their teachers from four classes in four different high schools participated in the study. Two teachers taught solubility and precipitation topic with micro-scale practical activities to an experimental group (N=88) and the other two teachers taught the same content topic using regular teaching approaches to a control group (N=107). The research design made use of triangulation procedures, involving student achievement test, observation of the use of MSCE approach in context by teachers and students, interviews and questionnaires. The results of the study indicate that the overall teachers’ and students’ reactions to the MSCE approach were vastly positive.Teachers reported that their participation in the MSCE study had been a professionally developing experience. They had become aware of the opportunities of using a new approach to conduct practical work with minimum resources to support student learning. Similary, the findings indicate that most students’ were excited with the micro-scale experiments experience and they it easy, more interactive and enjoyable, allowing them to carry out experiments for themselves, collaborate with peers, and communicate with their teachers freely. Besides the affective outcomes, students exposed to this approach appeared to develop better scientific reasoning skills by engaging in small group discussions and reflections during micro-scale hands-on/minds-on practical activities. This paper concludes that the MSCE approach developed in this study with exemplary lesson materials, containing adequate procedural specifications, are feasible for use in A-level chemistry classes and are effective in providing positive learning experiences for students.
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Physical Education in Tanzanian Secondary Schools : Perceptions towards Physical Education as an Academic Discipline - Mafumiko, Fidelice M. S.; Pangani, Ismael N. (2008)
Programmed physical activities with a particular goal are as educative as any other non-physical program. As academic discipline, Physical Education (PE) in Tanzania was introduced in secondary schools during colonial period. However, the subject has suffered serious neglect to the extent that, the society takes as an unimportant, extra-curricular program that students are to participate just for recreation. Favourable conditions to enable government policy on PE get implemented had not been adequately created in the schools because, there were no teachers, facilities and almost no form four-PE examination at national level. This lack of teachers, facilities and examinations could be significant signs that show governmental preferences, that PE was not preferentially set to be implemented as an academic discipline. The government, PE professionals and policy makers need to work together if PE is to stand and grow in the Tanzania society.
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In-service teacher training program : A Comparative study between Egypt and Japan - Maklad, Ahmed S. (2008)
In this paper, the in-service teacher training programs in both of Egypt and Japan are presented. A lesson study is playing an important and effective part at improvement of teaching skills at Japanese schools based training. Workshops and practical trainings appear strongly at different levels of Egyptian training program. Application of lesson study strategy is a need to develop teaching skills in Egyptian schools.Teachers should be skilful at using IT in education to be exciting and realistic.
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Repositioning the Role and Pedagogy of Teachers in Higher Education in the Context of Privatisation : The Case of Makerere University, Uganda - Nakabugo, Mary Goretti (2008)
In the last ten years, Makerere University, Uganda’s oldest premier public academic institution has experienced what has been variously referred to as a quiet revolution. With dwindling government funding that has been characteristic of most developing countries, and realizing that she was losing her human resource in the brain drain wave, Makerere University took a bold shift in 1993 by introducing a private students’ scheme. The University convinced government for 5% privately sponsored intake. By 1996, the Faculties of Social Sciences, Arts, Education and Law were offering fully fledged Private Evening programmes while other academic units had substantially increased their private students’ intake during the day government programme. To-date, almost all academic units in the university are running privately sponsored programmes. The quiet revolution has however not been without challenges. The expansion and refinancing of the university has meant that classes are not only larger but quite diversified in terms of student ability, motivation and cultural background. This has necessitated repositioning the role and pedagogy of the teacher in light of the changing demand for higher education and the changed student characteristics. In this article, findings from the university’s professional development project intended to develop and support teachers in their role are presented. What is apparent is the central position of reflective practice if teachers in higher education are to embrace changed views of teaching and learning. The findings are relevant to teachers at all levels of education.
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Nasopharyngeal Streptococcus pneumoniae among under-five year old children at the Moi teaching hospital, Eldoret, Kenya - Nyandiko, Winstone; Greenberg, David; Shany, Eilon; Yiannoutsos, Constantin T.; Musick, Beverly; Mwangi, Ann (East African Medical Journal, 2008)
To determine the prevalence, risk factors and antibiotic sensitivity of streptococcus pneumoniae carried in the upper respiratory tract of children.A cross-sectional study on consecutive clients.Maternal Child Health Clinic (MCH) at Moi Teaching and Referral Hospital (MTRH) in western Kenya.Seventy eight of children attending Maternal Child Health Clinic between March 10th 2003 and July 11th 2003.Upper airway carriage status, ventilation, housing, age, illness, sensitivity patterns.Fifty six percent were boys; the median age was six months (range 1-42 months). Streptococcus pneumoniae carriage rate was in 28 (35.9%) cases. Fifty two percent of S. pneumoniae were resistant to penicillin, 25% to ampicillin and 78% to cotrimoxazole. There was significant association between the type of floor with pneumococcal carriage (p = 0.009) with people living in earth floor houses being five times more likely to be pneumococcal carriers as compared to those living in cement floor houses.A significant resistance of S. pneumoniae to penicillin, ampicillin and cotrimoxazole was found. Earth floored houses may increase susceptibility to upper airway S. pneumoniae carriage.Similar studies should be conducted in other parts of Kenya in order to learn about susceptibility patterns and associated risk factors, including floor type, in the country and tailor better treatment regimens.
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An Exploration of How Primary School Teachers in Malawi Plan and Implement Social Studies Lessons for the Preparation of Active Participatory Citizens in a Democratic Society - Adrian, Ndalapa; Mhango, C.; Tlou, Josiah; Brand, Brenda; Shadle, Brett L. (2008)
ii DEDICATION iii ACKNOWLEDGEMENTS iv TABLE OF CONTENTS v LIST OF TABLES AND FIGURES xi LIST OF ABBREVIATIONS xii CHAPTER ONE: CONCEPTUAL FRAMEWORK
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War Veterans, Disability, and Postcolonial Citizenship in Angola and Mozambique - Power, Marcus (2008)
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Petrology and geochemistry of Paleoproterozoic mafic-ultramafic bodies and associated volcanic rocks in the southern part of the Ashanti greenstone belt, Ghana - Samuel, Boakye Dampare (2008)
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Climate change and socio-economic development in Botswana - Umoh, U. T.; Ekpoh, I. J. (Global Journal of Environmental Sciences, 2008)
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Iconographies supplémentaires de l'article : Climate and hydrological changes in tropical Africa during the past million years - Gasse, Françoise (2008)
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Macro-Language Policy and Planning and Lack of Proficiency in Language Learning and Use by Nigerian Students - Adegbite, Wale (Forum on Public Policy: A Journal of the Oxford Round Table, 2008)
1. Introduction Doing fieldwork, analyzing data and publishing papers in learned journals should not be our only preoccupation as linguists. Our social responsibility demands that we look beyond the classroom to see how we can empower Nigerian languages ... for use in education and other domains. (1) (Emphasis ours) The observation above will serve the purpose of this paper with a slight modification on the expressions highlighted. For 'linguists, who are the target of the above address, we substitute 'intellectuals' to extend the population of human actors; and we interpret 'Nigerian languages' more inclusively to refer not only to indigenous languages, as intended in the quotation, but to all languages in Nigeria, both indigenous and non indigenous. The intention is to admonish the addressee to embark on more advocacy or practical work of language development. (2) This study investigates the lack of proficiency in language learning and use by Nigerian Students and attributes this mainly to a lack of fit between the national language policy, on the one hand, and planning and implementation procedures, on the other hand. It then suggests an initial bottom-up prioritization of micro-language policies, planning and implementation procedure that would provide support for a more viable macro-language policy. The paper is divided into five sections as follows: the context of languages and education in Nigeria; language policy, planning and implementation in education; proficiency level of students in language learning and use; alternative policy and planning strategies; and conclusion. 2. The Context of Languages and Education in Nigeria Nigeria has about has about 400 languages which have been categorized in different ways by scholars, based on the parameters of sequence of acquisition, number of speakers, and roles assigned to languages. The categorization in terms of number of speakers and roles assigned to languages has provided us with the following labels (3): i. Dominant official language, English, spoken by a small population of speakers; ii. Major ethnic languages, regional lingua francas, proposed but not utilized as official languages: Hausa, Igbo and Yoruba; iii. A trans-national language, proposed as second official language: French iv. Main ethnic languages used in network news: Angas, Edo, Efik/Ibibio, Fulfude, Kanuri, Ebira/ Igala, Idoma, Ijo, Nupe, Tiv, etc.; v. Minor ethnic languages: Fula, Ikwere, Itsekiri, Jukun, Kalabari, etc.; vi. Restricted lingua franca: Pidgin English; vii. Languages for religious and personal use: Arabic, Latin and German. Another categorization presents the status of Nigerian languages in ethnographic terms thus: dominant, deprived, endangered and dying (4). The dominant label matches English in Nigeria. The deprived languages refer to Hausa, Igbo and Yoruba, which though have a relative advantage over the minority languages in terms of extent of their use mainly for informal communication, are less officially recognized than English. Endangered languages are minority languages that are used very little, for informal communication, or are not used at all. Lastly dying languages are languages that are almost in extinction. On the educational context, we observe that apart from the informal education or home training that is generally assumed for all human beings, the National Policy on Education (5) has a list of the following categories of education: Early Childhood/Preprimary (2-5years); Basic education (Primary and Junior Secondary): Primary education (6-11years); Secondary education: Junior (3 year duration) and Senior (3 year duration); Tertiary education; Mass literacy, Adult and Non-formal Education; Science, Technical and Vocational education; Open and Distance Education; and Special Education. While primary to tertiary education above has been administered in schools over several decades, the others are designed as ad-hoc or remedy programmes to tackle problems as they arise. …
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A Dream Deferred: The Experience of an African American Student in a Doctoral Program in Science. - Green, André M. (Education 3-13, 2008)
Due to a negative stigma that has been established about African Americans, many live their entire lives trying to refute degrading, humiliating and offensive racial images and (Yeakey and Bennett, 1990, p. 12) that have plagued their race in scientific fields and in other areas of life. The images that are perpetuated have caused frustration as well as aggression in many African Americans, and this baggage has an effect on their consciousness, especially when the drive towards achievement and accomplishment that African American professional inspires is overwhelmed and distorted by social reality it conceals (Yeakey and Johnson, 1979, p. 12). Often times many African Americans live life confronting stereotypes that affect their existence. In effect stereotyped assumptions greatly determine salience of African Americans physical and psychological presence in many contexts (Franklin & Franklin, 2000, p. 45). Their experiences, history of African Americans, those representations of their race in which they see in media, all have an effect on their psyche. This article attempts to encourage African American students and other students in scientific fields not to give up, by providing them with information that can prove to be useful for effectively confronting negative stereotypes they may face within halls of higher education that distribute assertions of inadequacy and also declarations of entitlement. The ultimate goal of this article will be to shed light on this climate, infrastructure that currently exists, and to show that this infrastructure is a major contributor to lack of participation by African Americans in scientific fields. These goals will be met by me sharing my personal story of being in a doctoral program in science at a predominantly white university (PWI). Although this experience is a part of my past and I have since achieved other accomplishments, I thought it was a story that needed to be shared. Sharing my experiences will hopefully let other African American students know what to avoid as they navigate their way through their scientific programs and life. My experience and research is similar to experiences of other African Americans within academic programs at PWIs (Hall-Greene, 2000; Hrabowski & Pearson, 1993). My experience took place in a graduate setting but many African American students experience aspects of my story at undergraduate and secondary levels (Booker, 2007; Brand, Glasson & Green, 2006; Hines, 1997; Hrabowski & Pearson, 1993; Seymour & Hewitt, 1997). Simply put, marginality of African Americans happens from elementary school to highest level of educational attainment. Statistics suggest that number of African Americans who participate in scientific fields is limited and this fact is not very surprising due to negative experiences that many African American are said to have within science arena. African Americans constitute a little above 12% of total United States population but in as recent as 1999 comprised only 3.4% of persons working in science and engineering related occupations (Young, 2005; NSF, 2004; Hrabowski & Pearson, 1993,). It is no secret that majority of African American students attend predominantly white institutions (Booker, 2007; Allen, 1992) but what may not be known is that percentage-wise African American students entering college are just as likely to chose a scientific major as white students (Smyth & McArdle, 2002; Leslie, McClure & Oaxaca, 1998; Oakes, 1990). Unfortunately many of these students do not complete their intended scientific major because they leave these majors or get lost in science pipeline. Some authors attribute under-representation of African Americans to poor retention programs, lack of pre-college preparation, and university environment of predominantly white campuses (Hall-Greene, 2000; Cote & Levine, 1997; Hines, 1997; Levin & Wyckoff, 1995), while others attribute it to stereotypical perceptions of African Americans being mentally inferior (Hall-Greene, 2000; Moore, 2000). …
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Studying Ourselves as Scholar-Teachers in the Age of HIV and AIDS in Southern Africa - Khau, Mathabo; Pithouse, Kathleen (Human Architecture: Journal of the Sociology of Self-Knowledge, 2008)
In southern Africa, critically high levels of HIV and AIDS have brought about an expectation that all teachers should integrate HIV- and AIDS-related education into their subject areas. Research suggests that such integration can be supported by teacher education that takes account of the vital mediating role that teachers' experiences and perspectives play in HIV- and AIDS-related education. In this essay, we reflect on our experiences of learning and teaching in a graduate course for teachers called Studying ourselves as scholar-teachers in the age of HIV and AIDS in southern Africa which took place at a university in South Africa. Kathleen (at that time a novice teacher educator and PhD student) designed and taught the course and Mathabo (at that time a school teacher and Masters student) was one of course participants. Our discus- sion explores the nature and value of the learning that took place during the course and draws attention to the complexity and challenges involved in bringing self-awareness and self-ques- tioning to educational practice and inquiry.
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Ghana - Investment in health education for quality health care delivery (International Journal of Health Care Quality Assurance, 2008)
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Provision Of Information Services For Distance Learners In Developing Countries: A Case Of The Open University Of Tanzania - Mcharazo, Alli (University of Dar es Salaam Library journal, 2008)
The success of distance education depends on effective provision of information to students and lecturers. With the prevailing economic circumstances in developing countries quite a number of distance education institutions and programmes are more likely to be developed. The Open University of Tanzania (OUT) which was established in 1993 is one such programme. It started off with only a few educational and information resources and facilities but now provides university education to many who could not afford to join full-time campus based universities. Based on case study approach that is characterised by interviews and documentary sources, this work examines some of the information provision practices and experiences of the university that can be emulated by other distance education institutions and programmes in the developing world. Specifically the study examines the feasibility of establishing the university, availability of study materials, provision of study centres, and utilization of nation-wide information resources, forging links with other institutions, provision of ICT-based resources and facilities, equity and gender issues.University of Dar Es Salaam Library Journal Vol. 9 (1) 2007: pp. 16-30
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Novel and established CYP2A6 alleles impair in vivo nicotine metabolism in a population of Black African descent - Mwenifumbo, Jill; Koudsi, Nael Al; Ho, Margaret T.; Zhou, Qian; Hoffmann, Ewa; Sellers, Edward M.; Tyndale, Rachel F. (Human Mutation, 2008)
Cytochrome P450 2A6 (CYP2A6) is a human enzyme best known for metabolizing tobacco-related compounds, such as nicotine, cotinine (COT), and nitrosamine procarcinogens. CYP2A6 genetic variants have been associated with smoking status, cigarette consumption, and tobacco-related cancers. Our objective was to functionally characterize four nonsynonymous CYP2A6 sequence variants with respect to their haplotype, allele frequency, and association with in vivo CYP2A6 activity. In vivo, nicotine was administered orally to 281 volunteers of Black African descent. Blood samples were collected for kinetic phenotyping and CYP2A6 genotyping. In vitro, nicotine C-oxidation catalytic efficiencies of heterologously expressed variant enzymes were assessed. The four uncharacterized sequence variants were found in seven novel alleles CYP2A6(*)24A&B ; (*)25, (*)26, (*)27, and *28A&B, most were associated with impaired in vivo CYP2A6 activity. Nicotine metabolism groupings, based on the in vivo data of variant alleles, were created. Mean trans-3'-hydroxycotinine/cotinine (3HC/COT) differed (P<0.001) between normal (100%), intermediate (64%), and slow (40%) groups. Systemic exposure to nicotine following oral administration also differed (P<0.001) between normal (100%), intermediate (139%), and slow (162%) metabolism groups. In addition, alleles of individuals with unusual phenotype-genotype relationships were sequenced, resulting in the discovery of five novel uncharacterized alleles and at least one novel duplication allele. A total of 7% of this population of Black African descent had at least one of the eight novel characterized alleles and 29% had at least one previously established allele. These findings are important for increasing the accuracy of association studies between CYP2A6 genotype and behavioral, disease, or pharmacological phenotypes.
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Race, Schools, and Hope: African Americans and School Choice After Brown - Stulberg, Lisa M. (2008)
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The impact of the positive Indian Ocean dipole on Zimbabwe droughts - Manatsa, Desmond; Chingombe, Wisemen; Matarira, C. H. (International Journal of Climatology, 2008)
Abstract A comparative study of the impact of the anomalous positive Indian Ocean SST gradient, referred to as the Indian Ocean Dipole/Zonal Mode (IODZM), and El Niño‐Southern Oscillation (ENSO) on Zimbabwe seasonal rainfall variability for the period 1940–1999, is documented. Composite techniques together with simple and partial correlation analyses are employed to segregate the unique association related to IODZM/ENSO with respect to the Zimbabwe seasonal rainfall. The analysis reveals that the IODZM impact on the country's summer rainfall is overwhelming as compared to that of ENSO when the two are in competition. The IODZM influence remains high (significant above 99% confidence level), even after the influence of ENSO has been removed, while that of ENSO collapses to insignificance (even at 90% confidence level) when the IODZM contribution is eliminated. The relationship between ENSO and Zimbabwe seasonal rainfall seems to be sustained through El Niño occurring in the presence of positive IODZM events. However, when the co‐occurring positive IODZM and El Niño events are removed from the analysis, it is apparently clear that ENSO has little to do with the country's rainfall variability. On the other hand, positive IODZM is mostly associated with the rainfall deficits, whether or not it co‐occurs with El Niño. However, the co‐occurrence of the two events does not necessarily suggest that El Niño influences droughts through the positive IODZM events. The El Niño event components during co‐occurrence seem to be unrelated (at least linearly) to the droughts, while the positive IODZM events display a relatively strong relationship that is significant above the 95% confidence level. It thus becomes important to extend the study of this nature to cover the whole of southern Africa, so that the extent of the impact of the phenomena can be realized over the whole region. Copyright © 2008 Royal Meteorological Society
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NHS Wales | Swansea-Gambia link helps pass on key skills and training - Trust, Swansea Nhs (2008)
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Superior Self-Regulatory Skills in African American College Students - Ernst, Frederick A.; Hogan, Beth; Vallas, Melissa A.; Cook, Mekeila; Fuller, Dana K. (Journal of Black Studies, 2008)
Excessive drinking is more common among Whites (W) than African Americans (AA) on college campuses, but the reasons for this are not clear. The authors investigated demographic and personality factors in a group of 369 W and 202 AA college students, finding that alcohol consumption was significantly less prevalent among AA students (69%) than W students (78%) ( p = .02) and that binge drinking was significantly less frequent in AA drinkers (42% past month, 60% past year) than W drinkers (56%, 79%) ( p < .00001). Cigarette smoking was also dramatically less frequent in AA students (5%) than W students (28%) ( p < .00001). AA students also scored significantly higher on Overcontrolled Hostility ( M = 18.2, SEM = 0.40) than did W students ( M = 15.7, SEM = 0.19) ( p < .00001). The authors conclude that AA college students are a more self-selected group of high achievers who reveal evidence of superior self-regulatory skills.
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African American Student Athletes and Sports Media Consumption - Lee, E. Bun; Browne, Louis A. (Journal of Black Studies, 2008)
This study measures the use of media for sports information among African American student athletes. Television was indicated as the primary source of sports information by about one third of the target group, whereas newspapers were used much less as a source. About one fourth got their information from multiple sources. A somewhat unexpected finding was the limited use of sports radio as a source. Female respondents used media less frequently for sports information compared to male athletes.
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The diploma disease in Egypt and secondary education - Tanaka, Tetsuya (2008)
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Geographical Information System (GIS) Mapping of Spatio-Temporal Pollution Status of Rivers in Ibadan, Nigeria - Adeyemo, Olanike K.; Babalobi, Olutayo Olajide (Pakistan Journal of Biological Sciences, 2008)
More accurate spatio-temporal predictions of urban environment are needed as a basis for assessing exposures as a part of environmental studies and to inform urban protection policy and management. In this study, an information system was developed to manage the physico-chemical pollution information of Ibadan river system, Oyo State, Southwest Nigeria. The study took into account the seasonal influences of point and non-point discharges on the levels of physico-chemical parameters. The overall sensitivity of the watershed to physicochemical environmental pollution revealed that during dry season, of the 22 (100%) sample points, only 3 (13.6%) were unpolluted; 6 (27.3%) were slightly polluted; 10(45.4%) were moderately polluted; 2 (9.1%) were seriously polluted and 1 (4.5%) was exceptionally polluted. During rainy season, 3 (13.6%) were unpolluted; 7 (31.8%) were slightly polluted; 9 (40.9%) were moderately polluted; 2 (9.1%) were seriously polluted and 1 (4.5%) was exceptionally polluted. There is a considerable environmental risk associated with the present level of pollution of the Ibadan river water body on fish health and biodiversity. This research provides a basis for aquatic management and assist in policy making at national and international levels. Appropriate strategies for the control of point and non-point pollution sources, amendments and enforcement of legislation should be developed.
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An ethnographic study of rural community literacy practices in Bweyale and their implications for adult literacy education in Uganda. - Openjuru, George Ladaah (2008)
A thesis submitted in fulfillment of the requirements for the degree of Doctor of Philosophy of the Faculty of Education, University of Kwazulu-Natal, Durban, South Africa.
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Impact of climate change on long-term zooplankton biomass in the upwelling region of the Gulf of Guinea - Wiafe, George; Yaqub, Hawa B.; Mensah, Martin A.; Frid, Chris (Ices Journal of Marine Science, 2008)
Abstract Wiafe, G., Yaqub, H. B., Mensah, M. A., and Frid, C. L. J. 2008. Impact of climate change on long-term zooplankton biomass in the upwelling region of the Gulf of Guinea. – ICES Journal of Marine Science, 65: 318–324. We investigated long-term changes in coastal zooplankton in the upwelling region in the Gulf of Guinea, 1969–1992, in relation to climatic and biotic factors. We considered the role of hydrographic and climatic factors, i.e. sea surface temperature (SST), salinity, sea level pressure, windfield, and Southern Oscillation Index (SOI), in the long-term variation of zooplankton in a multiple regression analysis, along with the abundance of Sardinella. Annual variation in zooplankton biomass was cyclical, with the annual peak occurring during the major upwelling season, July–September. Over the 24-year period, there was a downward trend in zooplankton biomass (equivalent to 6.33 ml per 1000 m3 per year). The decomposed trend in SST during the major upwelling revealed gradual warming of surface waters. This trend was believed to be the main influence on the abundance of the large copepod Calanoides carinatus (sensitive to temperatures above 23°C), which appears in the coastal waters only during the major upwelling season. The warming trend associated with global climate change could affect zooplankton community structure, especially during the major upwelling season. Global warming coupled with “top–down” (predation) control by Sardinella might be responsible for the long-term decline in zooplankton biomass in the upwelling region of the Gulf of Guinea.
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Costs and Financing of Higher Education in Francophone Africa (2008)
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Learning a language with a collegue: a case study of South African Police Services (SAPS) members in the Western Cape - Dyers, Charlyn; George, Nonzwakazi (Journal for Language Teaching, 2008)
This article is a case study of the language learning progress of members of the South African Police Services (SAPS) who were taught Xhosa and Afrikaans by the Iilwimi Centre for Multilingualism and the Language Professions at the University of the Western Cape. In particular, it evaluates the effect of the collaborative language learning partnerships that were established while the courses were in progress. These partnerships were set up between officers from the same police station, some learning Xhosa, and others learning Afrikaans. These partners continued to practise with each other after completing the formal course. The researchers also observed the level of multilingualism practised at each participating police station.
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African Universities in the Knowledge Economy: A Collaborative Approach to Researching and Promoting Open Communications in Higher Education - Gray, Eve; Burke, Marke (2008)
This paper will describe the informal collaborative approach taken by a group of donor funders and researchers in southern and eastern Africa aimed at consolidating the results and increasing the impact of a number of projects dealing with research communications and access to knowledge in higher education in southern and eastern Africa. The projects deploy a variety of perspectives and explore a range of contexts, using the collaborative potential of online resources and social networking tools for the sharing of information and results. The paper will provide a case study of donor intervention as well as analysing the methodologies, approaches and findings of the four projects concerned. The paper will explore the ways in which the projects and their funders have had to address the issues of the global dynamics of knowledge, of the changes in research practices being brought about by information and communication technologies; and of the promises that this could hold for improved access to knowledge in Africa. Finally, the conclusions of the paper address the complex dynamics of institutional change and national policy intervention and the ways in which a collaborative approach can address these.
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The Clinical Value of Auditory Steady State Responses: In the Audiological Assessment of Pseudohypacusic Workers with Noise-induced Hearing Loss in the South African Mining Industry - Koker, Elizabeth De (2008)
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Effects of efficient water utilisation on water resources development in Swaziland under climate change - Matondo, Jonathan I. (UNISWA research journal of agriculture, science and technology, 2008)
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Reflections on the Teacher Education System Overhaul (TESO) program in Ethiopia: Promises, pitfalls, and propositions - Mekonnen, Dawit (Journal of Educational Change, 2008)
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Effects of climate change on crop production in Cameroon - Tingem, Munang; Rivington, Mike; Bellocchi, Gianni; Azam‐Ali, Sayed; Colls, J. J. (Climate Research, 2008)
This study involves an assessment of the potential effects of greenhouse gas climate change, as well as the direct fertilization effect of CO 2 on crop yields in Cameroon.The methodology involves coupling the transient diagnostics of 2 atmosphere-ocean general circulation models, namely NASA/Goddard Institute GISS and the Hadley Centre's HadCM3, to the CropSyst crop model to simulate current and future (2020, 2080) crop yields (bambara nut, groundnut, maize, sorghum and soybean) in 8 agricultural regions of Cameroon.For the future we estimate substantial yield increases for bambara groundnut, soybean and groundnut, and little or no change and even decreases of maize and sorghum yields, varying according to the climate scenario and the agricultural region.Maize and sorghum (both C4 crops) yields are expected to decrease by 14.6 and 39.9%, respectively, across the whole country under GISS 2080 scenarios.The results also show that the effect of temperature patterns on climate change is much more important than that of precipitation.Findings call for monitoring of climate change/variability and dissemination of information to farmers, to encourage adaptation to climate change.
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Nursing students in Uganda and their plans for the future (Nursing Standard, 2008)
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Imhotep's Legacy After School Science Enrichment Program for African Nova Scotian Learners - Hewitt, Kevin; Nfonoyim, Emmanuel; Hamilton-Hinch, Barbara; Hampden, Margo; Hamilton, Wayn (Bulletin of the American Physical Society, 2008)
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Cardiopulmonary Resuscitation (CPR) competence among advanced student nurses in a Kenyan medical training college - Kipsang, John (2008)
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Determinants of Household Food Security in Drought Prone Areas of Ethiopia - Alewu, D; Hassana, M; Teferra, Melaku (East African Journal of Sciences, 2008)
This paper documents the determinants of household-level food security based on the data collected in 2003 from 954 randomly-selected households in major drought-prone areas of Ethiopia; namely from the West and East Haraghe zones of Oromiya and South Gonder zone of Amhara.The food security is assessed using the calorie intake, anthropometrical measures and based on household-declared perceptions about the food security situation.The Probit model for factors affecting the food security level and the Tobit model for factors affecting the incidence of food security were employed.Factors that significantly affected the food security level are agroecology, family size, number of crops grown, number of plots owned, access to drinking water, the wealth status of the household and the number of community-based organizations (CBOs) in the village.The incidence of food security was significantly affected by agro-ecology, number and types of crops grown, access to climatic information, proportion of household members with formal education, number of CBOs in the village and the adoption of soil conservation measures.The results confirm the important role of some of the development interventions of both government and non-governmental organizations (NGOs) to promote food security through formal education, soil and water conservation measures and production diversification.In addition, important factors that need to be considered are access to climatic information and strengthening the role of CBOs.
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Exploring a New Direction for Social Work Education and Training in Nigeria - Anucha, Uzo (Social Work Education, 2008)
American and British models of professional social work that have been exported to Africa have been critiqued as unable to address the unique issues and cultural characteristics of the majority of Africans. Such critiques have increased as the social work profession in the Western world has failed to come up with answers to many of its own most vexing social problems. African social work educators are therefore questioning the borrowing of such ‘problematic’ Western social work knowledge. This paper critically reviews the challenges for social work education and training in Nigeria of this Western‐influenced social work legacy that is largely remedial in nature and underpinned by the charity and casework model that locates problems within individuals and their families. Building on recent scholarship, personal experiences of schooling and working in Africa and the West, as well as experiences from collaborating on a project with colleagues in a social work program in a Nigerian university, three issues are put forth that could guide an exploration of a new direction for social work education in Nigeria.
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Configural, Metric, and Scalar Invariance of the Modified Achievement Goal Questionnaire Across African American and White University Students - Campbell, H. L.; Barry, C. L.; Joe, J. N.; Finney, Sara J. (Educational and Psychological Measurement, 2008)
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Analysis of pollution status of River Illo, Ota, Nigeria - Longe, E. O.; Omole, David O. (The Environmentalist, 2008)
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Non-consensual sex, school enrolment and educational outcomes in South Africa - Hallman, Kelly (Africa insight, 2008)
Sexual violence is a significant problem in South Africa. Such encounters bring psychological trauma, social stigma, and the risk of pregnancy, human immunodeficiency virus (HIV) and sexually transmitted infections (STIs). Existing qualitative research indicates that survivors have difficulty concentrating on school-work, with many reportedly losing interest and some leaving school. The relationship between these experiences and school enrolment and educational attainment has not been quantified in sub-Saharan Africa. Using a random sample of 14- to 24-year-olds in KwaZulu-Natal, South Africa, we find the experience of non-consensual sex to be associated with significantly lower chances of current school enrolment among males and females, and lower educational attainment and more school delays among females. Multivariate results show a significant negative relationship between non-consensual sexual experience and schooling progression amongst females.
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The Prevalence of Sexually Transmitted Infections among Post-Primary and Tertiary School Students in Imo State, Nigeria - Obiajuru, O C; Jude, N O (Nigerian Journal of Health and Biomedical Sciences, 2008)
A comparative study of the prevalence of sexually transmitted infections (STIs) among post –primary and tertiary school students in Imo state was carried out from January to December 2002. Questionnaires were administered to the respondents to collect vital information before urine sample, vaginal or urethral swab and blood sample were collected. The samples were thereafter analysed using standard techniques. Laboratory findings showed that out of 2,654 post-primary school students aged 11–25years, 371(13.98%) were infected with STDs – (gonorrhoea, trichomoniasis, syphilis, HIV, genital chlamydia and candidiasis) while 629(17.16%) out of 3,666 tertiary school students aged 16–40years, were infected with the same group of STDs. Sex - related prevalence study showed that 220(17.67%) females and 198(14.05%) male post – primary school pupils and 493(21.76%) females and 230 (16.41%) males from tertiary schools were infected with sexually transmitted infections. Age – related prevalence study showed that 130(7.3%) pupils aged 11 – 20 years and 288(32.69%) pupils aged 21 – 25years from post – primary schools and 180(15.97%) respondents aged 16 to 20 years, 279(15.68%) respondents aged 21 to 30 years and 191(25.13%) respondents aged 31 years and above from tertiary schools were infected with sexually transmitted infections. Statistical analysis of the data revealed that there was significant difference (p < 0.05) in the prevalence of STIs between male and female students as well as between older and younger students. This study reveals that STDs are prevalent among students of post – primary and tertiary institutions in Imo State. Keywords: Sexually transmitted infections, post – primary and tertiary studentsNigerian Journal of Health and Biomedical Sciences Vol. 6 (2) 2007: pp. 90-95
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Changing teaching, changing times: Lessons from a South African township science classroom - Ogunniyi, Meshach B. (Science Education, 2008)
Science EducationVolume 92, Issue 3 p. 563-565 The Books Changing teaching, changing times: Lessons from a South African township science classroom M. B. Ogunniyi, M. B. Ogunniyi School of Science and Mathematics Education, University of the Western Cape, Private Bag X17, Belville 7535, Republic of South AfricaSearch for more papers by this author M. B. Ogunniyi, M. B. Ogunniyi School of Science and Mathematics Education, University of the Western Cape, Private Bag X17, Belville 7535, Republic of South AfricaSearch for more papers by this author First published: 10 March 2008 https://doi.org/10.1002/sce.20281AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat No abstract is available for this article. Volume92, Issue3Special Issue: Science Studies and Science EducationMay 2008Pages 563-565 RelatedInformation
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Abortion Deaths in a Teaching Hospital in Nigeria - Oloyede, Olufemi A.; Shorunmu, T.O. (Nigerian Journal of Health and Biomedical Sciences, 2008)
Abortion deaths remain in the forefront of causes of maternal deaths in many developing countries. Most of these deaths are the end point of complications arising from unsafe abortions. This study was to determine the size of the problem, its contribution to maternal mortality, biosocial stratification of the women and the causes of death in most cases. Abortion contributes 13.5% of maternal deaths during the period of study. Women between the ages 20 and 24 years constituted the majority (35.3%). These deaths occurred mainly in women who are petty traders (58.9%), married (64.7%) and at gestational age mostly between 13 and 17 weeks (58.9%). Infection as a composite group and hemorrhage were the leading complications that resulted in maternal death. The study emphasizes the role of quality post abortal services as a major remedy to the problem. Keywords: Abortion deaths, Teaching Hospital, Nigeria.Nigerian Journal of Health and Biomedical Sciences Vol. 6 (2) 2007: pp. 58-60
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Action research on alternative land tenure arrangements in Wenchi, Ghana: learning from ambiguous social dynamics and self-organized institutional innovation - Adjei-Nsiah, S.; Leeuwis, C.; Giller, Ken E.; Kuyper, Thomas W. (Agriculture and Human Values, 2008)
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Training, attitudes and practice of district health workers in Kenya - Muga, Florence; Jenkins, Rachel (Social Psychiatry and Psychiatric Epidemiology, 2008)
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African American Students at Predominantly White Institutions: A Motivational and Self-Systems Approach to Understanding Retention - Rodgers, Kelly A.; Summers, Jessica J. (Educational Psychology Review, 2008)
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Antenatal care in The Gambia: Missed opportunity for information, education and communication - Anya, Samuel; Hydara, Abba; Jaiteh, Lamin E.S. (BMC Pregnancy and Childbirth, 2008)
Antenatal care is widely established and provides an opportunity to inform and educate pregnant women about pregnancy, childbirth and care of the newborn. It is expected that this would assist the women in making choices that would contribute to good pregnancy outcome. We examined the provision of information and education in antenatal clinics from the perspective of pregnant women attending these clinics. A cross sectional survey of 457 pregnant women attending six urban and six rural antenatal clinics in the largest health division in The Gambia was undertaken. The women were interviewed using modified antenatal client exit interview and antenatal record review questionnaires from the WHO Safe Motherhood Needs Assessment kit. Differences between women attending urban and rural clinics were assessed using the Chi-square test. Relative risks with 95% confidence intervals are presented. Ninety percent of those interviewed had attended the antenatal clinic more than once and 52% four or more times. Most pregnant women (70.5%) said they spent 3 minutes or less with the antenatal care provider. About 35% recalled they were informed or educated on diet and nutrition, 30.4% on care of the baby, 23.6% on family planning, 22.8% on place of birth and 19.3% on what to do if there was a complication. About 25% of pregnant women said they were given information about the progress of their pregnancy after consultation and only 12.8% asked their provider any question. Awareness of danger signs was low. The proportions of women that recognised signs of danger were 28.9% for anaemia, 24.6% for hypertension, 14.8% for haemorrhage, 12.9% for fever and 5% for puerperal sepsis. Prolonged labour was not recognised as a danger sign. Women attending rural antenatal clinics were 1.6 times more likely to recognise signs of anaemia and hypertension as indicative of danger compared to women attending urban antenatal clinics. Information, education and communication during antenatal care in the largest health division are poor. Pregnant women are ill-equipped to make appropriate choices especially when they are in danger. This contributes to the persistence of high maternal mortality ratios in the country.
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Service-learning in MBA degree programmes in South Africa - Carmichael, Teresa (2008)
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Strategies for Sustainable Financing of Secondary Education in Sub-Saharan Africa - Lewin, Keith (2008)
Investment in secondary schooling in Sub-Saharan Africa has been neglected since the World Conference on Education for All at Jomtien. The World Education Forum in Dakar began to recognize the growing importance of post-primary schooling for development. Only 25 percent of school-age children attend secondary school in the region—and fewer complete successfully, having consequences for gender equity, poverty reduction, and economic growth. As universal primary schooling becomes a reality, demand for secondary schools is increasing rapidly. Gaps between the educational levels of the labor force in Sub-Saharan Africa and other regions remain large. Girls are more often excluded from secondary schools than boys. Secondary schooling costs are high to both governments and households. This book explores how access to secondary education can be increased. Radical reforms are needed in low-enrollment countries to make secondary schooling more affordable and to provide more access to the majority currently excluded. The report identifies the rationale for increasing access, reviews the status of secondary education in Sub-Saharan Africa, charts the growth needed in different countries to reach different levels of participation, identifies the financial constraints on growth, and discusses the reforms needed to make improved access affordable. The book concludes with a road map of ways forward that increase the probability that more of Africa’s children will experience secondary schooling.
openalex: W1957239949 mag: 1957239949
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The effects of exercise training on quality of life in HAART-treated HIV-positive Rwandan subjects with body fat redistribution - Mutimura, Eugene; Stewart, Aimée; Crowther, Nigel J.; Yarasheski, Kevin E.; Cade, W. Todd (Quality of Life Research, 2008)
Our objective was to examine the effects of exercise training (EXS) on quality of life (QoL) in highly active antiretroviral therapy (HAART)-treated HIV-positive (HIV+) subjects with body fat redistribution (BFR) in Rwanda. The effects of a randomised controlled trial of EXS on QoL were measured using World Health Organisation Quality of Life (WHOQOL)-BREF in HIV+ subjects with BFR randomised to EXS (n = 50; BFR + EXS) or no exercise training (n = 50; BFR + noEXS). At 6 months, scores on the psychological [1.3 (0.3) vs. 0.5 (0.1); P < 0.0001], independence [0.6 (0.1) vs. 0.0 (0.0); P < 0.0001], social relationships [0.6 (0.2) vs. 0.0 (0.0); P < 0.0001] and HIV HAART-specific QoL domains [1.4 (0.2) vs. −0.1 (0.2); P < 0.0001] improved more in BFR + EXS than BFR + noEXS group, respectively. Self-esteem [1.3 (0.8) vs. 0.1 (0.6); P < 0.001], body image [1.5 (0.6) vs. 0.0 (0.5); P < 0.001] and emotional stress [1.6 (0.7) vs. 0.2 (0.5); P < 0.001] improved more in the BFR + EXS group than BFR + noEXS group, respectively. Psychological [1.5 (0.2) vs. 1.1 (0.3); P < 0.0001], social relationship [0.8 (0.2) vs. 0.4 (0.2); P < 0.0001], and HIV HAART-specific well-being [1.8 (0.2) vs. 1.0 (0.0); P < 0.0001] improved more in BFR + EXS female than male subjects. Exercise training improved several components of QoL in HAART-treated HIV+ African subjects with BFR. Exercise training is an inexpensive and efficacious strategy for improving QoL in HIV+ African subjects, which may improve HAART adherence and treatment initiatives in resource-limited areas of sub-Saharan Africa.
openalex: W1965020023 mag: 1965020023
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AGU Scientists Host Teacher Workshop in Ethiopia - Moldwin, M. B.; Yizengaw, E.; Scherrer, D. K.; Rabello-Soares, M. C.; Reiff, P. H.; Sumners, C. (Eos, Transactions American Geophysical Union, 2008)
When you look at a map of the world showing the location of ground‐based space physics instrumentation (radars, magnetometers, ionosondes, GPS dual‐frequency receivers, and lidars), you quickly recognize Africa's lack of space physics research infrastructure. One priority of the United Nations—sponsored International Heliophysical Year (IHY) is the development of such an infrastructure in Africa. Satellite data have shown that the equatorial ionospheric density structures, especially at the equatorial region in the African continent, respond to space weather effects differently than do other parts of the Earth. For example, in the African equatorial region, satellite observations show that depleted density irregularities known as bubbles are much deeper than the bubbles observed in any other longitudinal sectors, and are very active year round in Africa compared with other regions. Observations also show that the depleted density in Africa rises to high altitude (up to 1000+ kilometers) more frequently compared with other longitudes.
openalex: W2022531484 mag: 2022531484
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Strengthening ICTs in Developing Countries: Practical Approaches to ICT Integration in Namibian Classrooms - Boer, Perien Joniell; Black, Ella (Society for Information Technology & Teacher Education International Conference, 2008)
openalex: W1554068635 mag: 1554068635
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Analysis of graduate students’ access and utilization of e-learning technology in a Nigerian university - Fabunmi, Martins; Fabunmi, B. A.; Erwat, Eseza Akiror (Society for Information Technology & Teacher Education International Conference, 2008)
openalex: W1598437849 mag: 1598437849
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ICT for quality education: Lessons from pioneering schools in Africa - Karsenti, Thierry; Touré, Kathryn; Ngamo, Salomon Tchameni; Villeneuve, Stéphane (2008)
s Can distance education courses increase academic motivation? Digital Library > Conference Papers > SITE > Volume 2008, Issue 1 > Ads by Google Education Online Learning E Learning Africa Society for Information Technology & Teacher Education International Conference (SITE) 2008 Las Vegas, Nevada, USA March 3, 2008 ISBN 1-880094-64-9 Karen McFerrin, Roberta Weber, Roger Carlsen & Dee Anna Willis AACE More Information on SITE Table of
openalex: W2225710672 mag: 2225710672
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A new education framework and the impact on vocational qualification offered by South African comprehensive Universities and Universities of Technology - McGrath, P.J.; Nickola, L. (2008)
International Association of Technology Education and Development Proceedings, 3-5 march 2008, Valencia, Spain.
openalex: W53869210 mag: 53869210
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Integration of Information Technology into the School System of Cameroon - Nunatcho, Lawrence Kambiwoa (Society for Information Technology & Teacher Education International Conference, 2008)
openalex: W2141184098 mag: 2141184098
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The Southern African Comparative and History of Education Society (SACHES) - Soudien, Crain (2008)
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A comparative study of use of psychoactive substances amongst secondary school students in two local Government Areas of Akwa Ibom State, Nigeria. - Abasiubong, Festus; Atting, I. A.; Bassey, EA; Ekott, John U. (Nigerian Journal of Clinical Practice, 2008)
The use and abuse of psychoactive substances is very rampant, even in our secondary schools. In recent times, there has been a growing concern about negative effects of these substances on youths. The high incidence of school dropouts and other nefarious activities are the resultant impacts on the students. The objectives of the study were: (1) To determine the prevalence of substance use amongst secondary school students. (2) Compare the findings in two different local settings. (3) To determine the socio demographic variables. Four hundred secondary school students from two Local Government Areas were assessed for use of psychoactive substances, during the second term of 2004/2005 school session, using a Youth Survey Questionnaire.A total of 254 (63.5%) students, consisting of 119 from Uyo and 135 from Eket were analyzed. The mean age of the students in both schools was 17.1 +2.0 and 16.6 + 1.7 years respectively. The difference in the mean was statistically significant (t=1.14; df= 3, p > 0.05).More students from Uyo, 37 (31.1%) used kola nuts, 54 (45.4%) sedatives, while more students from Eket, 47 (34.8%) used tobacco/cigarettes, 76 (56.3%) alcohol, 21 (15.6%) Indian hemp, 5 (3.7%) cocaine and 1 (0.7%) heroin. Class level (P=0.04), upbringing (P=0.02) and parents\' marital status (P=0.01) was statistically significant in the use of tobacco/cigarettes. Also, class level (P=0.02) parents\' marital status (P=0.00) was statistically significant in the use of alcohol, while family type (P=0.00) and parents\' marital status was significant in the use of sedatives. Similarly, parents\' marital status (p=0.05) was statistically significant in the use of Indian hemp, while family type (P=0.00), upbringing (P=0.03)was significant in cocaine. The findings of this study confirm the presence and use of psychoactive substances in varying proportions among students. Therefore, there is need to strengthen the monitoring and preventive programs aimed at reducing their spread in schools. Nigerian Journal of Clinical Practice Vol. 11 (1) 2008: pp.45-52
openalex: W1846050459 mag: 1846050459
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Modeling Students' Intention to Adopt E-Learning A Case From Egypt - Abdel-Wahab, Ahmed Gad (The Turkish Online Journal of Distance Education, 2008)
E-learning is becoming increasingly prominent in higher education, with universities increasing provision and more students signing up. This paper examines factors that predict students' intention to adopt e-learning at the Egyptian University of Mansourra. Understanding the nature of these factors may assist Egyptian universities in promoting the use of information and communication technology in teaching and learning. The main focus of the paper is on the university students, whose decision supports effective implementation of e-learning. Data was collected through a survey of 258 first year business students at the University of Mansoura in Egypt. The technology adoption model put forward by Davis is utilized in this study. Two more independent variables are added to the original model, namely, the pressure to act and resources availability. The results show that there are five factors that can be used in modeling students' intentions to adopt e-learning. These factors are attitudes toward e-learning, perceived usefulness of e-learning, perceived ease of e-learning use, pressure to use e-learning, and the availability of resources needed to use e-learning.
openalex: W1511255944 mag: 1511255944
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EUROPE AND AFRICAN THOUGHT SYSTEMS AND PHILOSOPHIES OF EDUCATION - Abdi, Ali A. (Cultural Studies, 2008)
This essay problematizes the place of African thought systems and philosophies of education in the European Canon. It also looks at the theoretical and analytical perspectives this Canon has spread across the globe, which trivialized Africa histories, epistemic realities and epistemologies. The essay engages a brief summary of the works of select but prominent European philosophers and situates them in the context of European colonialism and post-colonial discursive hegemonies that continue to marginalize African worldviews and ways of knowing. To analytically counter-weigh these hollow assertions about Africa, the article introduces new as well as previously well-known, anti-colonial writings by both emerging and established African philosophers and cultural critics. The essay also makes use of other works that are relevant for this exercise. At the end, the essay proposes possible ways of advancing and harnessing the rich and life wise, effective platforms and trajectories of African thought systems and philosophies of education.
openalex: W1562017522 mag: 1562017522
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The fluoride content of drinking water and caries experience in 15-19 year old school children in Ibadan, Nigeria. - Ajayi, Deborah Mojirade; Oo, Denloye; Dosumu, O O (African journal of medicine and medical sciences, 2008)
Fluoride, a trace element with anticariogenic benefit may either occur naturally or be added to drinking water sources. This study aimed at determining the fluoride level of the different drinking water sources in Ibadan, Oyo State, Nigeria and to relate this with the caries experience of secondary school children in the city. Sixteen samples of the drinking water sources from various locations in the five local government areas of the city were analysed for fluoride concentration. The locations were selected around the vicinities of the secondary schools used for caries study. Nine hundred and fifty five students aged 15-19 years randomly selected from eleven secondary schools in Ibadan metropolis were examined for dental caries over a period of 4-5 months. Only teeth with obvious cavitations were recorded as being carious using the WHO standard method. Teeth grossly covered with calculus and third molars were excluded. No radiograph was taken. The fluoride level of the different water sources was between 0.02 and 0.03 ppm. Forty-four (4.6%) of the children had dental caries. There was no statistically significant difference between either DMFT and gender (t = 0.67, p = 0.91) or DMFT and age (F = 1.488, p = 0.224). However, females had a slightly higher mean DMFT than males and the highest mean DMFT (2.67 +/- 1.15) was found among the 19-year-old children. Twenty-three (52.3%) of the students with caries had only one carious tooth while only two had four carious teeth each. In conclusion, both the fluoride level and caries prevalence were low.
openalex: W2413328566 mag: 2413328566
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Managing gender and youth education for sustainable development in Nigeria - Akorede, S. F.; Onuka, A. O. U. (2008)
openalex: W3194208653 mag: 3194208653
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Effect of a nutrition education program and diet modification in iron deficient anemic boarding school adolescent girls from Southern Benin - Alaofè, Halimatou; Zee, J.A.; Dossa, Romain; O’Brien, Huguette Turgeon (The FASEB Journal, 2008)
The purpose of this study was to evaluate the impact of a multi‐dietary strategy to treat IDA in adolescent girls. A quasi‐experimental design involving 34 intervention and 34 control girls aged 12 to 17 years and suffering from mild IDA was carried out in two boarding schools from southern Benin. IDA was defined as haemoglobin (Hb) between 100–120 g/L and serum ferritin (SF) <20 μg/L or serum ferritin between 20–50 μg/L plus two of the following parameters: serum iron <11 μmol/L, total iron binding capacity >68 μmol/L or transferrin saturation <20%. A 26‐week intervention including 4 weeks of nutrition education combined with an increase in the content and bioavailability of dietary iron in the cafeteria menu for 22 weeks was implemented in the intervention school, but not in the control school. After controlling for baseline variables, Hb and SF were higher (122 vs. 113g/L; P=0.0002; 32 vs. 19μg/L; P=0.04), whereas incidence of anemia (32 vs. 85%; P=0.0003) and of IDA (26 vs. 56%; P=0.04) was lower in the intervention group compared to the control group. Also, nutrition knowledge scores were significantly higher in intervention girls compared to control girls at the end of the study. No significant differences were observed in IPI and malaria status of both groups post‐intervention. These findings indicate that dietary changes to improve available dietary iron can reduce iron deficiency anemia.
openalex: W205119492 mag: 205119492
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The Protection of Human Rights of Persons with Disabilities in Higher Educational Institutions of Ethiopia - Alene, Eshetu (2008)
According to the UN estimation, currently, there are more than 650 million persons with different types of disabilities in the world. And in Ethiopia, it is expected to be more than 10 ——-Million at national level. But, unfortunately, the number of students with disabilities at higher educational institutions is not known. For the fact that persons with disabilities are human beings, they have the fundamental rights that hlunan society deserves. These category of persons do have the right to learn in higher educational institutions. However, the recognition, protection and enforcement of the rights to education of persons with disabilities may vary according to time, place, economy, culture, social, etc development of a given society or country. Education or learning is considered to be one of the fundamental principles of the Second Generations of Human Rights. It could be considered as the basis for all walks of life for both personal and national development. And when it comes to higher education, it would be the most valuable matter which needs proper protection. This important concept of the protection of general and specific educational human rights of persons with disabilities has somehow been directly or indirectly incorporated in different international, regional, and national legal and policy instruments. Of these instruments, the 1945 UN Charter, the 1948 Universal Declaration of Human Rights, the 1966 International Covenant on Civil and Political Rights, the 1966 International Covenant on Economic, Social and Cultural Rights, different ILO Instruments ,the African Charter on Human and Peoples' Rights, UN Convention on the Rights of Persons with Disabilities, etc are some among others. Ethiopia has ratified and/or adopted most of these different international and regional human rights instruments and included provisions in its constitution on basic rights of persons with disabilities. In Ethiopia, the rights of citizens to equal access to publicly funded services and the support that shall be given to accommodate the needs of persons with di sabilities has been stipulated in the constitution of the Federal Democratic Republic of Ethiopia of 1995. Moreover, the Educational and Training Policy of Ethiopia of 1994 further states that attempt shall be made to enable persons with disabilities learn in accordance to their potential and needs. In addition, the Higher Education Institutions Establishment Proclamation of the Federal Democratic Republic of Ethiopia clearly declares that persons with disabilities shall get special protection and support during their stay in the institutions. In view of these points, this socio-legal study has attempted to assess and identify the protection of the general and specific educational human rights of students with disabilities in higher educational institutions of Ethiopia. The problems and challenges faced by them in the higher educational institutions are summarized in the following broad areas of focus like: the existence and awareness of legal and policy matters together with their implementation issues, participation in decision making and social conditions, educational issues, matters related with services, accessibility issues, disability-gender based and emotional issues and other general matters which are considered to be important have been mentioned and analyzed in this paper. To achieve the research, I have used different approaches. Accordingly, about five public and two private higher educational institutions were selected. In order to attain the stated objectives of the study, the doctrinal and non-doctrinal methods of legal research have been employed. The qualitative data have included the primary and secondary information. Again, to collect the quantitative data, questionnaires were developed. These consisted of 3 major divisions and more than 60 items, categorized under 8 issues. From the three category of my respondents, persons with disabilities = 68 out of 100 (68%): Administrative bodies =38 out of 50 (76%): students with no disabilities= 77 out of 100 (77%): the sum total = 183 out of250 (73%): have given their response. Inaddition to legislative and documentary materials, interviews with more than 25 concerned bodies, personal case study, direct personal observation, etc have also been held just to supplement the data gathered through the set of questionnaires. Despite the existence of the aforementioned various international, regional and domestic hwnan rights instruments, the findings of this study for all issues have indicated that almost all of the time there have been observed the non-existence of proper internal laws and policies followed by non observance of the educational human rights of persons with disabilities in the sample higher learning institutions. This intern has contributed for the non observance of the other human rights of persons with disabilities. Because, in most cases, persons with disabilities are not given equal opportunities to participate in decision making and social matters neither they have special body to facilitate their demands. Also, as regards the issue of accessibility of built environnlent and facilities, the layout of the most higher educational institutions do not suit to the special needs of students with di sabilities It has again been highlighted that there are very serious shortage of educational materials and equipment in the sample higher institutions. Additionally, financial support and assistance, guidance and counseling, proper library services are almost all nonexistent. Besides, it seems that there are no effective interaction between the students with disabilities and students with no disabilities in the sample higher learning institutions. The majority of students with disabilities express that they are hardly psychologically treated by their instructors, friends and others. So, by now, it is hardly possible to say that there is protection of human rights of persons with disabilities in most higher educational institutions of Ethiopia. This could be said that the educational human rights recognized by the constitution, the Proclamation, etc have not yet been implemented as much as it deserves. Thus, in general, based on the findings and discussions made, the researcher has given his different suggestions like, strengthen the proper participation of persons with disabilities, facilitate the awareness of right holders and the duty bearers; promote possible intervention from the side of policy and law makers, enforcing bodies, interpreters; the society etc; at national level. These could be helpful to solve the problems of persons with disabilities and protect their human rights in different higher learning institutions of Ethiopia.
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Predicting the costs of biodiesel production in Africa: learning from Germany - Amigun, Bamikole; Müller‐Langer, Franziska; Blottnitz, Harro von (Energy for Sustainable Development, 2008)
Germany's existing biodiesel production plants had a total annual biodiesel capacity of more than 3 million tonnes (Mt) in 2006, while most of the countries in Africa have just initiated a first phase of biodiesel development. Commercial viability of manufacture of biodiesel for use in transportation can be facilitated in Africa through a better understanding of the economic and other factors that have contributed to the success of Germany's biodiesel industry. A cost-capacity factor n = 0.89 was obtained for biodiesel plants in some EU countries, indicating that capital costs increase more rapidly for biodiesel than for a typical processing enterprise, judging by the average 0.6 rule. The average personnel requirement (integral number of operators) for a stand-alone biodiesel plant is E ∝ Q0.5, where Q is plant capacity, indicating significant economies of scale for labour in biodiesel plants over the range of plants investigated. The net cost of biodiesel for four different system boundaries, representing a cross-section of installed biodiesel plants, (1) agricultural (oil-mill based) biodiesel plant, (2) industrial biodiesel plant (integrated with oil mill), (3) industrial biodiesel plant (stand-alone), and (4) industrial multi-feedstock plant, are Euro 0.65/l, 0.62/l, 0.73/l and 0.49/l respectively. Biodiesel production is thus not economically feasible and it will still require continued government support over time on a price basis for it to be sustainable, unless yields or petroleum prices increase considerably. Biodiesel production costs are mainly driven by the cost of raw materials, ranging from 66% for biodiesel based on yellow grease up to 85%for a large-scale standalone plant, while the “fixed” operating and capital costs comprise about 15% of the total cost. As a result, evaluation of the cost of the feedstock in any location including Africa should provide some insight into potential competitiveness of biodiesel production. It appears that small-scale plants capable of being allied to a source of feedstock or seed-oil-processing plant, with standards satisfactory to engine manufacturers, could be a feasible option for encouraging the development of a biodiesel industry in Africa as they keep more resources within the local communities.
openalex: W2014494719 mag: 2014494719
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Professionalizing Legal Drafting in Commonwealth Africa: Training for Administrators in the Civil Service - Aryee, Jacob Nii (Commonwealth Law Bulletin, 2008)
This article explores the process of professionalizing legal drafting in Commonwealth Africa. It is argued that, in view of the centralized drafting system, the linguistic skill of the legal drafter must be complemented by the skill of the administrative or departmental officials to provide policy and substantive inputs in the drafting of Bills. The object of this article is to draw attention to the need for the systematic training of administrators so as to prepare them effectively for their role of contributing the legislative policy and the substantive input in the legal drafting process, especially as regards the formulation of accurate drafting instructions.
openalex: W2020518088 mag: 2020518088
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Evaluation of circulating cathodic antigen (CCA) strip for diagnosis of urinary schistosomiasis in Hassoba school children, Afar, Ethiopia - Ayele, Berhan; Erko, Berhanu; Legesse, Mengistu; Hailu, Asrat; Medhin, Girmay (Parasite, 2008)
A total of 206 urine samples collected from Hassoba Elementary schoolchildren, Afar, Ethiopia, a low Schistosoma haematobium endemic setting, was diagnosed to evaluate the performance of CCA strip using double references, urine filtration technique and urinalysis dipstick (Combur 1.0 Test) that detect schistosome eggs and blood in urine, respectively. The former was used as a gold standard reference method. Sensitivity, specificity, positive and negative predictive values for the CCA were 52%, 63.8%, 56.7% and 59% respectively, with reference to urine filtration technique whereas these parameters were 50.4%, 62.4%, 55.6% and 57.5% respectively, with reference to Combur 10 Test. 47 S. haematobium egg-positive children were found negative by CCA strip while 38 egg-negative children were found positive by CCA strip. Moreover, among the pre-tests done in duplicate, inconsistent results were also recorded. Assays were also compared with regard to the cost of equipment and reagents, speed and simplicity of use. Though CCA strip was found to be rapid and could be performed with minimal training, it was found to be expensive (US $ 4.95 per test) to use it for large-scale field use even if its diagnostic value would have been satisfactory. Further development and standardization of the CCA strip are required for its applicability for field use. It is also recommended that its cost per strip should be substantially cut down if it is to be used in poor schistosomiasis endemic countries.
openalex: W1967698902 mag: 1967698902
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Staying alive in the global automotive industry: what can developing economies learn from South Africa about linking into global automotive value chains? - Barnes, Justin; Morris, Mike (The European Journal of Development Research, 2008)
openalex: W2015159227 mag: 2015159227
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Changes in exposure to information, communication and knowledge about AIDS among school children in Northern Tanzania, 1992–2005 - Bastien, Sheri; Sango, Wicklif Sospeter; Mnyika, Kagoma S.; Masatu, Melkiory C.; Klepp, Knut‐Inge (AIDS Care, 2008)
Abstract This article aims to investigate changes in primary school students’ reported exposure to AIDS information and communication, and knowledge levels from 1992 to 2005. A repeated cross-sectional design was used. In 1992, a self-administered questionnaire was completed by 2,026 sixth and seventh grade students from 18 randomly selected primary schools in Arusha and Kilimanjaro regions, Tanzania. The same procedures were repeated in 2005 with a sample of 2,069 students. Mean values with 95% confidence intervals are reported. Chi-square was used to test for differences in proportions. Students in 2005 reported higher levels of exposure to information and communication from all sources than in 1992. Knowledge scores also increased, yet there was a significant decline in four variables, two of which are related to transmission and two of which are factual. An alarming decline in awareness of the condom as a preventative measure was found. Findings also indicate that myths related to transmission and infection persist. Salient sex differences remain, but the knowledge gap is narrowing. Interventions should aim to stimulate discussion in young people's social networks in order to increase overall exposure to AIDS information, communication and knowledge.
openalex: W2059501678 mag: 2059501678
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Exploring conceptual models for community engagement at higher education institutions in South Africa - Bender, Gerda (Perspectives in Education, 2008)
A critical conceptual analysis of the South African Higher Education context reflects the lack of a structural and functional framework for the conceptualisation of community engagement (CE) in higher education. The purpose of this article is to explore a framework and model for the conceptualisation of CE for a better understanding of community engagement at higher education institutions in South Africa. The research methodology was a qualitative conceptual analysis using purposive sampling. Textual data were analysed by means of interpretative content analysis in a mainly inductive fashion. A conceptual framework and the silo, intersecting and infusion (cross-cutting) models for CE are presented and the attributes of a community-engaged university stated. The conceptual analysis of CE (curricular and research-related and non-curricular) contributes to the notion that engagement is a fundamentally dynamic and relational process (partnership); it happens at multiple levels of higher education institutions and in multiple sites in and over time; all human relationships and engagements involve a political and an ethical dimension; and engagement is a fundamentally educative practice.
openalex: W2151155864 mag: 2151155864
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Exploring conceptual models for community engagement at higher education institutions in South Africa : conversation - Bender, Gerda (Perspectives in Education, 2008)
A critical conceptual analysis of the South African Higher Education context reflects the lack of a structural and functional framework for the conceptualisation of community engagement (CE) in higher education. The purpose of this article is to explore a framework and model for the conceptualisation of CE for a better understanding of community engagement at higher education institutions in South Africa. The research methodology was a qualitative conceptual analysis using purposive sampling. Textual data were analysed by means of interpretative content analysis in a mainly inductive fashion. A conceptual framework and the silo, intersecting and infusion (cross-cutting) models for CE are presented and the attributes of a community-engaged university stated. The conceptual analysis of CE (curricular and research-related and non-curricular) contributes to the notion that engagement is a fundamentally dynamic and relational process (partnership); it happens at multiple levels of higher education institutions and in multiple sites in and over time; all human relationships and engagements involve a political and an ethical dimension; and engagement is a fundamentally educative practice.
openalex: W1521620115 mag: 1521620115
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Palaeolimnological evidence for widespread late 18th century drought across equatorial East Africa - Bessems, Ilse; Verschuren, Dirk; Russell, James M.; Hus, Jozef; Mees, Florias; Cumming, Brian F. (Palaeogeography, Palaeoclimatology, Palaeoecology, 2008)
The sediment records of three shallow climate-sensitive lakes in equatorial East Africa (Chibwera and Kanyamukali in western Uganda, and Baringo in central Kenya) contain clear lithological evidence of an episode of complete desiccation in the relatively recent past. Quantitative stratigraphic analyses of bulk sediment composition, texture (% sand and coarse organic detritus), the C/N ratio of bulk organic matter, and magnetic susceptibility allowed us to define a common succession of sedimentary units in all three lakes. This common stratigraphy includes a basal unit of dry and stiff low-organic clays capped by a horizon of peaty mud or peat, overlain by organic lake sediment. We interpret this stratigraphy to represent an episode of (nearly) complete desiccation of these lake basins. This was followed first by an early phase of modest lake refilling, during which time extensive littoral and submerged vegetation developed, producing peaty lake deposits. Mostly higher lake levels later on resulted in deposition of fine-grained lake muds. Using 210Pb and 137Cs activity profiles combined with four AMS 14C dates on single terrestrial plant macrofossils or multiple charred grass particles indicate that in all three lakes the episode of most recent complete desiccation occurred in the late 18th and early 19th century. These results add to an accumulating body of palaeoenvironmental data revealing a prolonged period of extreme drought in equatorial East Africa about 200 years ago, also documented in the cultural history of the African Great Lakes region. Given the geographical spread of the study lakes across the East African plateau, these results indicate that the climatic anomaly of reduced rainfall responsible for this drought was at least sub-continental in scale.
openalex: W1973285687 mag: 1973285687
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Women's access to health care in Ghana: Effects of education, residence, lineage and self‐determination - Boateng, John Kwame; Flanagan, Constance A. (Biodemography and social biology (Print), 2008)
Women's physical and psychological access to health care was analyzed using the 2003 Ghana Demographic and Health Survey (GDHS), a nationally representative study for monitoring population and health in Ghana. Female respondents from the 2133 cases in the couple's data set were used in this study. Women's level of education was positively related to physical but not to psychological access to health care. Residing in an urban area was positively related to both types of access. Matriliny consistently showed positive effects on physical access. In addition to these demographic factors, both physical and psychological access were positively related to women's self-determination, i.e., women's right and ability to make real choices about their lives including their health, fertility, sexuality, childcare and all areas where women are denied autonomy and dignity in their identities as women. Self-determination factors both mediated the effects of background factors on access and added explanatory power to the models.
openalex: W1970407688 mag: 1970407688
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Hereditary Spastic Paraplegia With Mental Impairment and Thin Corpus Callosum in Tunisia - Boukhris, A.; Stevanin, Giovanni; Feki, Imed; Denis, Elodie; Elleuch, N.; Miladi, M.I.; Truchetto, Jérémy; Denora, Paola S.; Belal, Samir; Mhiri, Chokri; Brice, Alexis (Archives of neurology, 2008)
Objective: To perform a clinical and genetic study of Tunisian families with autosomal recessive (AR) hereditary spastic paraplegia with thin corpus callosum (HSP-TCC).Design: Linkage studies and mutation screening.Setting: Reference
openalex: W2046250120 mag: 2046250120
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A possible future of HIV and Aids management in the school education sector in South Africa - Burger, Amelia (2008)
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Demotivating infant feeding counselling encounters in southern Africa: Do counsellors need more or different training? - Büskens, Ineke; Jaffe, Anna E. (AIDS Care, 2008)
Abstract Ethnographic research was conducted in eleven low-resource settings across Swaziland, Namibia and South Africa to explore how the perceptions and experiences of counselling health workers, pregnant women and recent mothers could be used to improve infant feeding counselling in the context of mother to child transmission (MTCT) of HIV. We found many counselling encounters to be demotivating. Mothers often reported feeling judged, stigmatised and shamed. Counsellors complained of mothers’ poor compliance and passive resistance and reported suffering from stress, depression and burnout. We observed a rift between the mothers and counselling nurses, with both parties holding opposing agendas grounded in conflicting realities, expectations, experiences and needs. While the clients framed the visit as a consultation, counsellors framed it as health education, towards one exclusive purpose; to save the baby. Two communication modes prevailed in the counselling encounter: in theory, the counselling format was non-directive and client-centred but, in practice, most encounters reverted to information-based health education. Neither counselling format enabled the counsellors to acknowledge the reality of the two opposing agendas in the conversation and manage its dynamics. In order to achieve success – which, for the health service, is framed as persuading mothers to test for HIV and disclose the result – counsellors often felt compelled to be prescriptive and authoritative and reverted at times to confronting, judging and shaming mothers. Yet to adhere to their feeding choice consistently, mothers need to be motivated towards the significant behaviour change that this implies: to change their traditional roles and identities as women. For infant feeding counselling in the context of HIV/AIDS to become effective in southern Africa, a different format is therefore required; one that can acknowledge and manage these opposing agendas and conflicting realities and also enable counsellors to motivate mothers to make significant behaviour change.
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Women and rural livelihood training: a case study from Papua New Guinea - Cahn, Miranda; Liu, Mathias (Gender and Development, 2008)
The Integrated Agriculture Training Program (IATP) in Papua New Guinea (PNG) aimed to improve the livelihoods of rural communities in the East New Britain Province, by providing targeted training and information services to both men and women. While this AusAID-funded project is now complete, the programme has continued on a self-funding basis. This article describes how the IATP attempted to ensure the integration of rural women's interests, and respond to their needs in a country where gender inequality prevails, and where rural extension programmes have traditionally focused on men. The article argues that despite the programme having considerable success in implementing appropriate training for women, meeting the needs of rural women, and making positive impacts on women's livelihoods, its success in responding to gender concerns has been limited by constraints which are themselves due to gender inequality. These constraints are: lower-than-anticipated participation of women in the courses, the lower educational level of women, and difficulties women have in implementing changes to their livelihoods after training.
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Assessing and Discussing Excellence in African Journalism Education - Claussen, Dane S. (Journalism & Mass Communication Educator, 2008)
Editor's Note As is so often the case, attending an international conference made me think a lot about the United States while listening to speakers talk about other countries. In this case, the conference was the Consultation Meeting on Capacity Building for Potential Centres of Excellence in Journalism Training in Africa, held March 16-18, 2008, at Rhodes University, Grahamstown, South First, some background: In December 2005, education experts meeting at the United Nations Educational, Scientific, and Cultural Organisation (UNESCO) decided to identify of in African education so that UNESCO would know which to work with in developing (capacity building) education and education in The UN Economic Commission for Africa in 2006 called for a comprehensive audit of existing media training in Africa, identifying gaps, and development proposals to strengthen training. UNESCO contracted with Rhodes University's School of Journalism and Media Studies and France's Ecole superieure de de Lille (ESJ) to set up criteria and indicators and identifying centres of excellence in training in Africa. Rhodes researched programs in Portuguese- (Lusophone) and English-speaking (Anglophone) countries, while ESJ researched programs in French-speaking (Francophone) countries and the Republic of South For the purposes of this study, African journalism were defined as programs at universities and private colleges, and in nongovernmental organizations (NGOs.) Data were gathered on ninety-six programs in thirty-six of the fifty-four African countries, including sixty Anglophone, thirty Francophone, and six Lusophone. Researching the schools was often difficult, due to many schools not having Web sites, schools not responding, e-mail addresses having changed, and more. The countries whose schools the researchers had the most trouble contacting were in Algeria (one contacted, eleven not); Kenya (six contacted, seventeen not); Nigeria (twelve contacted, thirty-six not), and Tanzania (two contacted, eight not). Criteria that were eventually developed and agreed upon were: A: Curriculum and institutional capacity; B: Professional and public service, external links and recognition; and C: Development plan, strategy and potential. Criterion A consisted of curriculum, teaching resources and equipment, and assessment systems, each of those points having their own operational definitions. Criterion B consisted of interaction and relations within the profession, international networking and recognition, social participation and standing, and other external orientations, again, each of those having their own detailed definitions. Criterion C consisted of strategy, budget and sustainability, management, and challenges. Researchers decided after their data collection (which included some on-site visits) and analysis that the seven significant factors for differentiation between institutions were/are: breadth of media platforms covered by a school.... Formal mechanisms of interaction with the profession. Offer of entry-level education as well as continuing/in-service training to practicing professionals. Involvement of and/or training networks and associations. Momentum of expansion/improvement over past three years. Sustainability: commitment of overall management of school activities and diversification of national and international partners. Systems in place for development of staff. Using the significant factors for differentiation, the researchers identified twelve of and nine potential centres of reference that might eventually be of excellence. This latter group was identified by having demonstrated one or more of these characteristics: sustainability of the institution (in conditions of donor dependence or instability). …
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Peer-reviewed publication output from South African dental schools 1990-2005. - Cleaton‐Jones, P. E. (journal of the South African Dental Association, 2008)
INTRODUCTION A study published in 1996 suggested that a limit had been reached for peer-reviewed publication output from South African dental schools. AIMS AND OBJECTIVES This study was to examine recent trends in publication output from five South African dental schools to compare with the earlier study. METHODS A PubMed on-line search coupled with a manual search was done for peer-reviewed publications appearing in 1995-2005 from the five dental schools. RESULTS The literature search identified 610 listings–595 actual publications six of which were listed for two dental schools. Overall there was a slight reduction in number of articles as well as an increase in articles published in South African journals. Within the schools there was also a decline in output. Disciplines producing the publications varied within the schools with dental materials being the most common, There was little difference in the quality of articles indicated by mean CJM scores between the schools. CONCLUSIONS This study shows that research output has declined beyond the limit speculated in 1996.
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Peer-reviewed publication output from South African Dental Schools 1990-2005 : scientific - Cleaton‐Jones, Peter (South African Dental Journal, 2008)
Introduction: A study published in 19961 suggested that a limit had been reached for peer-reviewed publication output from South African dental schools. Aims and objectives: This study was to examine recent trends in publication output from five South African dental schools to compare with the earlier study. Methods: A PubMed on-line search coupled with a manual search was done for peer-reviewed publications appearing in 1995-2005 from the five dental schools. Results: The literature search identified 610 listings - 595 actual publications six of which were listed for two dental schools. Overall there was a slight reduction in number of articles as well as an increase in articles published in South African journals. Within the schools there was also a decline in output. Disciplines producing the publications varied within the schools with dental materials being the most common. There was little difference in the quality of articles indicated by mean CJM scores between the schools. Conclusions: This study shows that research output has declined beyond the limit speculated in 1996.
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The framing of climate change in three daily newspapers in the Western Cape Province of South Africa - Cramer, Carolyn Maire (2008)
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Constraints Experienced by Elite Athletes with Disabilities in Kenya, with Implications for the Development of a New Hierarchical Model of Constraints at the Societal Level - Crawford, Janna L.; Stodolska, Monika (Journal of Leisure Research, 2008)
The purpose of this study was to investigate the constraints to the development of elite sport for people with disabilities in Kenya. A grounded theory research design was utilized to analyze the data collected by means of personal in-depth interviews. Interviews were conducted in 2003 in Nairobi, Kenya with five athletes on the Kenya Paralympic Team and five administrators supporting the Kenya Paralympic team. Seven major themes were identified with respect to the constraints faced by athletes and administrators. Issues related to negative attitudes toward people with disabilities, coaching, equipment, facilities, transportation, ethnic favoritism, and lack of financial resources proved to be the biggest constraints identified by the respondents. Based on the findings of this study we developed a hierarchical model of constraints at the societal level and put forth propositions that explain its operation.
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Coddling' Africans Abroad: Colonial Director Paul and the Education of Africans in Germany, 1891-1896 - Davis, Christian (Journal of Colonialism and Colonial History, 2008)
“Coddling” Africans Abroad: Colonial Director Paul Kayser and the Education of Africans in Germany, 1891–1896 Christian Stuart Davis In October of 1896, the Foreign Office in Berlin received an angry letter from Franziska Dörfling of Görlitz, Germany, concerning a most pressing matter. As Frau Dörfling explained in the beginning of her letter, she preferred to discuss the issue in person, and she had recently made the two-hundred kilometer trip to Berlin on two separate occasions in order to speak with the director of the Colonial Division of the Foreign Office. Yet the director had been unavailable during both her visits, and so the exasperated Frau Dörfling communicated her concerns in writing. The matter at hand concerned the welfare of two young men from the African colony of Cameroon who had recently finished their vocational training in Germany. Lukenje and Demba were brought to Germany as boys by Dörfling’s brother where they lived with Frau Dörfling at her own cost for over four years in Görlitz. In October of 1893, the director of the Colonial Division of the Foreign Office, Paul Kayser, contacted Dörfling with an offer to subsidize the boys’ vocational training on the condition that they return to Cameroon at its end and work for four years for the colonial government. Dörfling accepted the deal with the consent of the two boys, and Lukenje trained as a locksmith, and Demba trained as a carpenter. After about a year, the two returned to Cameroon to fulfill their obligations, but a progress report on the young men written in August of 1896 was disappointing. According to the governor’s representative, Theodore Seitz, Lukenje and Demba exhibited “Negro-laziness” after their arrival, and their sloth only increased the longer they stayed. Seitz noted that Demba was particularly indolent, and that “neither strong encouragement nor strict handling . . . can encourage him to eagerness.”1 Kayser forwarded news of this report to Frau Dörfling in September of 1896, and he added in an introductory note that “the hopes attached to the education and training of both Negro boys appear to have not come true.”2 In her October letter to the Colonial Division of the Foreign Office, Frau Dörfling’s outrage is palpable. She not only defended Lukenje and Demba from Seitz’s accusations, but she accused their employers of mistreatment. Dörfling explained that both Lukenje and Demba were sick with fever, but that their superiors in Cameroon refused to believe them. According to Lukenje’s letters, Demba was losing his eyesight, and the two lived in a former goat stall that easily flooded. Furthermore, their employers neglected to pay them a full twenty marks a month as promised. Frau Dörfling insisted that the two young men were very hard working and possessed excellent characters and therefore did not deserve the severe treatment they were receiving. She pleaded that the Colonial Director help her secure their well-being, indicating that she feared for their lives.3 Lukenje and Demba were not the only Africans who lived and learned in Germany at this time. Instead, the boys were part of a trickle that came to Germany in the second half of the 19th century. This trickle increased following Germany’s procurement of an African colonial empire in 1884 that largely coincided with the present-day nations of Togo, Cameroon, Namibia, and Tanzania. As Katarina Oguntoye shows in her short but important work, Eine afro-deutsche Geschichte: Zur Lebenssituation von Afrikanern und Afro-Deutschen in Deutschland von 1884 bis 1950, many of these individuals came to the metropole for educational purposes or for employment. Unlike Lukenje and Demba, however, the vast majority did not have their education abroad paid for by the German government. Most funded their ventures privately, either by themselves or through their families, and a few came as members of German missionary societies, often brought over for additional training. Those who came for work frequently arrived as the cooks or servants of white officers, ex-settlers, or traders, or as members of the now infamous Völkershauen (ethnographic displays of foreign peoples) popular during the late 19th century...
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Strengthening Agricultural Education and Training in sub-Saharan Africa from an Innovation Systems Perspective: A Case Study of Mozambique - Davis, Kristin; Ekboir, Javier M.; Spielman, David J. (The Journal of Agricultural Education and Extension, 2008)
Abstract This paper examines how post-secondary agricultural education and training (AET) in sub-Saharan Africa can contribute to agricultural development by strengthening the capacity to innovate—to introduce new products and processes that are socially or economically relevant to smallholder farmers and other agents. Using the AET system in Mozambique as a case study, this paper examines the role of AET within the context of an agricultural innovation system. This innovation systems perspective offers an analytical framework to examine technological change in agriculture as a complex process of interactions among diverse actors who generate, exchange, and use knowledge, conditioned by complex social and economic institutions. The paper argues that while AET is conventionally viewed as key to the development of human capital, it also has a vital role to play in building the capacity of organizations and individuals to transmit and adapt information, products and processes, and new organizational cultures and behaviors. The paper emphasizes the importance of improving AET systems by strengthening the capabilities of organizations and professionals; changing organizational cultures, behaviors, and incentives; and building innovation networks and linkages. The paper offers several recommendations to enhance the effectiveness of AET for agricultural innovation and development. Key reforms include aligning the mandates of AET organizations with national development aspirations; inducing change in the cultures of AET organizations through the introduction of educational programs and linkages beyond the AET system; and enhancing innovative individual and organizational capacity by improving incentives to forge stronger links between AET and other stakeholders.
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Supporting a Kenyan Teacher Librarian: The WASLA Way - Dickman, Jenny (Access, 2008)
After the ASLA national council meeting in August 2005, the executive of WASLA made the decision to sponsor a teacher librarian from Kenya by providing IASL membership. The sponsorship was directed to Margaret Muthiga, the teacher librarian at Kilimo Primary School in Njoro, Kenya. In June 2006, as part of their school library conference, WASLA asked all its members to take a new library book to the conference, for sending to Kilimo Primary School. Many of the donated books came with letters and e-mails from the students in the various schools throughout Western Australia, allowing their students to make a connection with Kilimo Primary School.
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The Capital Asset Pricing Model: An Application on the Efficiency of Financing Higher Public Education in Egypt - Eid, Nevine Mokhtar (RePEc: Research Papers in Economics, 2008)
In the Markowitz (1952) mean-variance model as well as the Capital Asset Pricing Model of Sharpe (1964) and Lintner (1965) agents make their investment decisions based solely on the expected return and variance. On the other hand, human capital theory does not consider uncertainty in its return function except recently initiated by Harmon et al. (2001) who distinguish between the level and the years of education and incorporate uncertainty in Mincer’s Model (1974). This study has twofold objectives: First, estimate the risk-return trade-off of the public higher education capital stock in Egypt to indirectly evaluate the performance of its current financing system, and second, investigate the inter-linkage between real investment (human) and financial investment (lost opportunity or access to funds), then draw the channel through which they can affect the economic growth.
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HIV-related knowledge and stigma among high school students in Libya - El-Gadi, S. M. A.; Abudher, Abdulhafid; Sammud, Mohamed (International Journal of STD & AIDS, 2008)
Summary This study aims to measure indicators of HIV-related stigma among students of high schools in the North West of Libya. The results will be part of baseline data and evaluation of the impact of successive interventions. Understanding the behaviour of risk groups in a society, such as young people, is essential in order to draw effective prevention strategies. Behavioural surveillance surveys have been shown to make an important and useful contribution to informing the response to HIV. This study was part of a large Knowledge, Attitude, Beliefs and Practice survey. A self-administrated questionnaire method was used. The response rates were high (83–92%). Despite high level of stigma shown by both boys and girls in the study, 91% of students supported providing free care to HIV infected individuals. The HIV intervention programmes for young people should operate within a comprehensive strategy to combat HIV/AIDS. The stigmatizing and the discriminatory perceptions of HIV infected individuals should be addressed as part of the education campaign.
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Pollution of water resources from industrial effluents: a case study — Benghazi, Libya - Elhassadi, Abdulmonem (Desalination, 2008)
Abstract Water shortage problem is considered to be one of the biggest problems facing the middle eastern region, specifically the Arab countries located in semi-arid zones. The natural water resources of the region are suffering from outside control dominated by complex political circumstances, and inside deteriorations imposed by the combination of a fast growing population, and the challenges of industrialization which increases the water demands for domestic, agricultural and industrial applications. This puts a high stress on the natural water resources and make them vulnerable to pollution. This paper investigates the problem of pollution caused by industrial wastes, evaluates prevention means, and promotes desalination techniques.
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The Impact of Distributing School Uniforms on Children’s Education in Kenya - Evans, David A.; Kremer, Michael; Ngatia, Mũthoni (2008)
The authors evaluate the impact of an educational intervention, in which a Kenyan non-governmental organization distributes school uniforms to children in poor communities. The Nongovernmental organization (NGO) used a lottery to determine who would receive uniforms. Although compliance with the lottery was not perfect, we use winning the lottery as an instrumental variable to identify the impact of receiving a uniform. The authors find that giving a school uniform significantly reduces school absenteeism by 38 percent. Effects are much larger for poorer students who did not previously own a uniform: a 64 percent reduction in school absenteeism. Preliminary data suggest positive impacts of uniform distribution on test scores in core subjects.
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Pennsylvania Professor Uses Spring Break to Establish Music Program in South African School - Fehr, Rosalind C. (Music Educators Journal, 2008)
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Factors Affecting Urban African American High School Students' Achievement in Reading - Flowers, Tiffany A.; Flowers, Lamont A. (Urban education (Beverly Hills, Calif.), 2008)
Data analyzed from the Educational Longitudinal Study of 2002 indicate that the reading achievement of urban African American high school students is positively influenced by the amount of hours spent doing homework and by parents' expectations of their child's future educational attainment. Implications for practice and research are provided.
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Historical Perspectives on African American Males as Subjects of Education Policy - Fultz, Michael; Brown, Anthony L. (American Behavioral Scientist, 2008)
The intent of this article is to frame the contemporary policy prescriptions concerning the plight and prospects of African American males in historical perspective. The authors argue that the emergence of African American males as a special subject of educational policy represents a more explicit rendering of a deeply rooted social and educational policy discourse in which African American males figured prominently but seldom as a targeted subject. Selected historical literature in African American education, sociology, and educational policy are reviewed, noting relevant trends over time.
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Dietary micronutrients are associated with higher cognitive function gains among primary school children in rural Kenya - Gewa, Constance; Weiss, Robert; Bwibo, Nimrod O.; Sigman, Marian; Whaley, Shannon E.; Suzanne, Murphy; Harrison, Gail G.; Neumann, Charlotte G. (The FASEB Journal, 2008)
With the exception of iodine and iron, there is still very limited information on the effect of micronutrients on cognitive function, especially among school‐age children. This analysis evaluates the relationship between dietary iron, zinc and B‐vitamins and, gains in cognitive test scores among school children in rural Kenya. Data for this study were obtained from The Child Nutrition Kenya Project, a 2‐year longitudinal. Dietary nutrient values were based on monthly and bimonthly 24‐hour recall data collected during the study period. In longitudinal regression analyses, available iron, available zinc, vitamin B‐12 and riboflavin showed significant relationships with improved cognitive test scores, after controlling for confounders such as energy intake, school, socio‐economic status and morbidity. This analysis demonstrates the influence of improved dietary micronutrient status on school children's cognitive function. Support: GLCRSP
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Prevalence and Causes of Functional Low Vision in School-Age Children: Results from Standardized Population Surveys in Asia, Africa, and Latin America - Gilbert, Clare; Ellwein, Leon B. (Investigative Ophthalmology & Visual Science, 2008)
purpose. Data on the prevalence and causes of functional low vision (FLV) in adults and children are lacking but are important for planning low-vision services. This study was conducted to determine the prevalence and causes of FLV among children recruited in eight population-based prevalence surveys of visual impairment and refractive error from six countries (India [2 locations]; China [2 locations]; Malaysia, Chile, Nepal, and South Africa). methods. Using the same protocol, 4082 to 6527 children aged 5 (or 7) to 15 years were examined at each site. Uncorrected and presenting visual acuities were successfully measured with retroilluminated logMAR tumbling-E charts in 3997 to 5949 children; cycloplegic autorefraction was performed and best corrected acuities assessed. All children were examined by an ophthalmologist and a cause of visual loss assigned to eyes with uncorrected acuity ≤6/12. The prevalence of FLV was determined overall and by site; associations with gender, age, parental education and urban/rural location were assessed with logistic regression. results. The prevalence of FLV ranged from 0.65 to 2.75 in 1000 children, with wide confidence intervals. The overall prevalence was 1.52 in 1000 children (95% CI 1.16–1.95). FLV was significantly associated with age (odds ratio [OR] 1.13 for each year, P = 0.01), and parental education was protective (OR 0.75 for each of five levels of education, P = 0.017). Retinal lesions and amblyopia were the commonest causes. conclusions. More studies are needed to determine the prevalence and causes of FLV in children so that services can be planned that promote independence, improve quality of life, and increase access to education.
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An Essay on Searching for Curriculum and Pedagogy for African American Students - Grant, Carl A. (American Behavioral Scientist, 2008)
What should be the nature of the curriculum and instructional pedagogy for African American students has a long history of debate. Currently, Afrocentric curriculum/ pedagogy and multicultural curriculum/pedagogy are the main focus of the debate. This essay discusses the nature and purpose of both curricula and critiques their strengths and weaknesses. An argument is present as to which of these curricular concepts best suits the current needs of African American students. Finally, implications are listed for using both Afrocentric and multicultural curricula and pedagogies.
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Determinants of African farmers’ strategies for adapting to climate change: multinomial choice analysis - Hassan, Rashid M.; Nhemachena, Charles (African Journal of Agricultural and Resource Economics, 2008)
This study analyzed determinants of farm-level climate adaptation measures in Africa using a multinomial choice model fitted to data from a cross-sectional survey of over 8000 farms from 11 African countries. The results indicate that specialized crop cultivation (mono-cropping) is the agricultural practice most vulnerable to climate change in Africa. Warming, especially in summer, poses the highest risk. It encourages irrigation, multiple cropping and integration of livestock. Increased precipitation reduces the probability of irrigation and will benefit most African farms, especially in drier areas. Better access to markets, extension and credit services, technology and farm assets (labor, land and capital) are critical for helping African farmers adapt to climate change. Government policies and investment strategies must support education, markets, credit and information about adaptation to climate change, including technological and institutional methods, particularly for poor farmers in the dry areas of Africa.
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Determinants of African farmers’ strategies for adapting to climate change: multinomial choice analysis - Hassan, Rashid M.; Nhemachena, Charles (African Journal of Agricultural and Resource Economics, 2008)
This study analyzed determinants of farm-level climate adaptation measures in Africa using a multinomial choice model fitted to data from a cross-sectional survey of over 8000 farms from 11 African countries. The results indicate that specialized crop cultivation (mono-cropping) is the agricultural practice most vulnerable to climate change in Africa. Warming, especially in summer, poses the highest risk. It encourages irrigation, multiple cropping and integration of livestock. Increased precipitation reduces the probability of irrigation and will benefit most African farms, especially in drier areas. Better access to markets, extension and credit services, technology and farm assets (labor, land and capital) are critical for helping African farmers adapt to climate change. Government policies and investment strategies must support education, markets, credit and information about adaptation to climate change, including technological and institutional methods, particularly for poor farmers in the dry areas of Africa.
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All American Yemeni Girls: Being Muslim in a Public School by Loukia K. Sarroub - Hemmings, Annette (American Anthropologist, 2008)
American AnthropologistVolume 110, Issue 1 p. 140-141 All American Yemeni Girls: Being Muslim in a Public School by Loukia K. Sarroub ANNETTE HEMMINGS, ANNETTE HEMMINGS University of CincinnatiSearch for more papers by this author ANNETTE HEMMINGS, ANNETTE HEMMINGS University of CincinnatiSearch for more papers by this author First published: 29 April 2008 https://doi.org/10.1111/j.1548-1433.2008.00018_67.xRead the full textAboutPDF ToolsExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Volume110, Issue1March 2008Pages 140-141 RelatedInformation
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Should Traditional Medicine Practiced in Chivi, Zimbabwe Be Included In School Curricula? - Kazembe, Takawira; Mashoko, Dominic (Zimbabwe Journal of Educational Research, 2008)
A ZJER article on proposals to include traditional medicines on the education curricular in Zimbabwe.
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Early Childhood Education And Development In Malawi: Major Challenges And Prospects - Kholowa, Foster; Banda, Dixie. Maluwa (Zimbabwe Journal of Educational Research, 2008)
Early Childhood Education and Care (ECEC) is an integral part of basic education and represents the first essential step in achieving the goals of education for all. The child’s future personality is determined to a large extent by the learning capacity and value orientation of his/her first five years. ECEC enhances children’s readiness for school and positively influences later school and academic achievement. This article provides an overview of the status of ECEC in Malawi and then discusses the main challenges and perceived prospects. ECEC was an initiative of Christian churches in the late 1960’s. Consequently, collaborative efforts among various interested groups and organisations led to the creation of a coordinating body, the Association of Pre-school Playgroups in Malawi (APPM) in 1974. Up until the early 1990s, conventional forms of ECEC included nursery schools, kindergarten, playgroups, and creche. Few individuals and organisations in the urban areas mostly privately owned these ECEC Centres. The main challenges are those of access, service delivery, equity and staffing.
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A blended-learning approach to strategy training for improving second- language reading comprehension in South Africa - Klapwijk, Nanda (2008)
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The impact of educators' skills and training on the delivery of music in the learning area Arts and Culture within two districts of the Gauteng province of South Africa - Klopper, Christopher (British journal of music education (Print), 2008)
This article is the documentation of a sub-research question of a larger empirical study that employed quantitative methods to identify variables that are impacting on the delivery of music in the learning area Arts and Culture in South Africa extrapolated from questionnaires. Analysis of the data revealed that educators lack specialisation in music and have limited training in any of the art forms. Significant relationships were established between the educator and involvement in music activities within and outside of the school environment.
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Providing Instruction to Students with Special Needs in Inclusive Classrooms in Ghana: Issues and Challenges - Kuyini, Ahmed Bawa; Desai, Ishwar (International Journal of Whole Schooling, 2008)
Introduction Ghana's commitment towards inclusive education was heightened when it became a signatory to the Salamanca declaration in 1994. This commitment followed several previous piece-meal attempts at meeting the varied needs of persons with disabilities, including their access to general education classrooms. Although there are no accurate statistics on the prevalence of disabilities in Ghana, the National Disability Policy Document (Ministry of Employment and Social Welfare, Federation of Disabled & Ministry of Education, 2000) has suggested (based on estimates from the regions) that the national average is well above 10% of the population. These high estimates of the numbers of persons with a disability, a substantial percentage of whom are children, underscored the need for conscious efforts in pursuing effective measures to provide rehabilitation, education and other services to persons with disabilities. Undoubtedly, the Government of Ghana recognised that if the educational needs of such a substantial percentage of the population were to be met by only special schools, it would require enormous amounts of resources to provide the needed variety of specialists, equipment and space in special education classrooms. It was this recognition that underpinned the Ghanaian Government's drive to ensure that all children (with and without disabilities) attend their local schools through the initiation, in 1992, of the Community-Based Rehabilitation and the Inclusive Education Programs. The implementation of these two programs, aimed at providing services to many persons with disabilities who were without services in the community, entailed the acceptance of the principles underlying the Primary Health Care Project promoted by the World Health Organisation (WHO). Firstly, that it was more important to bring about small improvements for many than to provide the highest standard of care for a privileged few; and secondly, that non-professionals with limited training could provide crucial services (O'Toole, 1989). With respect to education, the evolving local inclusive school environments, it was envisaged, could provide the needed services to students with disabilities who were not able to enrol in the few special schools. This development marked a formal and broader attempt at meeting the needs of students with special needs in local community schools in order to address the enormous difficulties faced by many students with special needs who did not have the opportunity to attend the few scattered special schools. The program involved among others, the use of itinerant peripatetic teachers to liaise with classroom teachers to support students with special needs (Kuyini, 1998; Ofori-Addo, 1994; O'Toole, et al., 1996). Proponents of inclusive education have argued for its implementation on the basis of basic human rights and as a way of providing the same educational experiences for all students (Lipsky & Gartner, 1998; Gresham & MacMillan, 1997; Walker, Ramsey & Gresham, 2004). Inclusion has also been justified on the basis of research, which indicates that it could lead to better academic and social skills for students with special needs (Carlberg & Cavale, 1980; Cole & Meyer, 1991; Freeman & Alkin 2000; Fryxell & Kennedy, 1995; Kennedy, Shulka & Fryxell, 1997; Waldron & McLesky, 1998). In order to achieve the goals of inclusive education, research has identified several key variables that could enhance or impede the success of inclusion. Among the many factors shown to influence the success of providing effective inclusion for students with special needs has been the use of appropriate instructional strategies/ adaptations. Friend and Bursuck (1996, 2002), Mastropieri and Scruggs (2000), OECD (1995), Salend (2001) and Tomlinson (1995) have emphasised the role of instructional adaptation in inclusive settings as an indispensable means for accommodating the needs of students with disabilities. …
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Embedding community engagement in South African higher education - Lazarus, Josef; Erasmus, Mabel; Hendricks, Denver; Nduna, Joyce; Slamat, Jerome (Education, Citizenship and Social Justice, 2008)
Community engagement was a relatively unknown concept in South African higher education until the late 1990s. In response to the call of the White Paper on the Transformation of Higher Education (1997) for `feasibility studies and pilot programmes which explore the potential of community service in higher education' the Joint Education Trust launched the Community — Higher Education — Service Partnerships (CHESP) initiative in 1999. The purpose of this initiative was to assist South African Higher Education Institutions to conceptualization and implementation community engagement as a core function of the academy. This article tracks the development of community engagement in South African higher education through the CHESP initiative and identifies some of the processes and outcomes at a programmatic, institutional and national level. The article includes four South African universities as case studies to illustrate the processes and outcomes of embedding community engagement in South African higher education.
openalex: W2157712008 mag: 2157712008
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From 'crisis' to 'transformation'? Shifting orthodoxies of African higher education policy and research - Lebeau, Yann; Mills, David (Learning and Teaching, 2008)
After years of neglect, there is renewed international interest in higher education in sub-Saharan Africa. Comparative projects have been launched on a continental scale, looking at the socio-economic relevance of higher education, often with the aim of reviving failing institutions. A new 'transformation' policy paradigm has replaced a previously dominant rhetoric of 'crisis'. Promoted by the major funders, this discourse has been adopted by many within African governments and university administrations. We argue that such interventions are possible because of the particular post-colonial historical ties among African, European and American academies. They represent the latest stage of donor involvement in African universities, and are made possible by the outward-looking perspectives of many African scholars. Yet is this latest paradigm shift leading to real changes in research capacity and teaching quality within African institutions? Is it informed by specific institutional needs? We compare research and development projects led by donors with those led by academics themselves. Attempts by international donors to invigorate locally relevant research capacity are limiting the re-emergence of academic autonomy. Academic research 'collaborations', especially those led by European and American scholars, fare little better.'
openalex: W2163505328 mag: 2163505328
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Framing African American Students' Success and Failure in Urban Settings - Lewis, Chance W.; James, Marlon; Hancock, Stephen D.; Hill-Jackson, Valerie (Urban Education, 2008)
Grounded in critical race theory, this article seeks to frame the ideological positions of success and failure for African American students in urban school settings. First, we revisit national data and research literature that illustrate the ongoing urban Black—White achievement gap. Second, the Matrix of Achievement Paradigms is shared in an attempt to advance the conversation on African American students' achievement. It provides a serviceable organizational tool for framing African American students' success and failure. Finally, we bridge rhetoric with practical ideas for stakeholders by providing recommendations for closing the achievement gap in urban settings.
openalex: W2122152704 mag: 2122152704
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African American Students in K-12 Urban Educational Settings - Lewis, Chance W.; Moore, James L. (Urban Education, 2008)
openalex: W2159720440 mag: 2159720440
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Marriage and childbirth as factors in dropping out from school: An analysis of DHS data from sub-Saharan Africa - Lloyd, Cynthia B.; Mensch, Barbara S. (Population Studies, 2008)
Leaving school prematurely is often claimed to be among the most negative consequences of early marriage and pregnancy for girls in less developed countries. However, an analysis of the relative frequency with which these events actually occur or are named as reasons for leaving school reveals that, at least in the case of francophone Africa, they explain no more than 20 per cent of dropouts. To the extent that demographic events trump school or family factors as determinants of school-leaving, our data indicate that it is union formation–defined by the DHS as first marriage or cohabitation–rather than childbirth that is more likely to have this effect. 'Schoolgirl pregnancy' typically accounts for only between 5 and 10 per cent of girls' departures from school. Furthermore, the risks of leaving school because of pregnancy or marriage have declined over time with the decline in rates of early marriage and childbearing.
openalex: W2007712571 mag: 2007712571
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Use of telemedicine for cytology training in Africa - Malami, Sani (Journal of Telemedicine and Telecare, 2008)
openalex: W2020595782 mag: 2020595782
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HIV and AIDS knowledge, attitudes, behaviour and practices of student teachers in Namibia - Mamvura-Gava, Victoria Siphiwe (2008)
ENGLISH ABSTRACT: HIV and AIDS is a major challenge to the Namibian and worldwide population. It continues to be the single major killer disease regardless of the education and knowledge the population has. People’s culture, attitude and practices play a major role in turning around the challenge the world faces. Namibia has put extensive education programmes in place to try and control the incidences and prevent further spread of HIV, the study reveals education alone is not enough. This study was to assess the knowledge, attitudes, behaviour and practices of student teachers in the four Namibian Colleges of Education. The study aimed at determining and understanding the level of the knowledge of these young student teachers who will be the future torch bearers of the education sector, the biggest employer in public sector of Namibia. In the process certain beliefs and practices were evaluated. Data was collected from 100 student teachers from the four student teacher colleges using a structured questionnaire. The results indicated that although knowledge levels are quite high, this knowledge was mainly from electronic and print media and a very small portion from the health sector which is currently the Ministry tasked with the HIV and AIDS programming? It was also clear that there is a relationship between knowledge about HIV and AIDS and the standard of education of this population. It was clear however, that education and knowledge does not guarantee behaviour change and that a lot still needs to be done and can still be done to reverse this phenomena.%%%%AFRIKAANSE OPSOMMING: Die doel van hierdie studie is die bepaling van die vlak van kennis, houding en praktyke van studente aan vier opvoedkundiges kolleges in Namibie teenoor MIV en Vigs. 'n Gestruktureerde vraelys is gebruik om data by 100 studentonderwysers te verkry. Die resultate van die studie dui daarop dat kennisvlakke hoog is, maar dat hierdie kennis hoofsaaklik kom van inligting verkry uit die elektroniese- en gedrukte media en nie noodwendig vanaf die MIV/Vigsprogramme van die Ministerie van Gesondheid nie. Die studie kom tot die gevolgtrekking dat hierdie skynbaar hoe kennisvlakke nie tot beduidende gedragsverandering aanleiding gee nie en dat die bestaande MIV en Vigsprogramme verskerp sal moet word voordat wesentlike gedragsverandering hopenlik sal plaasvind.
openalex: W2100716304 mag: 2100716304
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A case study of women's education within the Moroccan development model - Marrakchi, Nora Larhouasli (Journal of North African Studies, 2008)
This paper examines the current efforts being made in Morocco in the field of women's education and evaluates the success of the Moroccan Development Model in the field of women's education by examining the topic through three lenses: international aid agencies, Moroccan government and royal efforts and the Moroccan Women's Movement. Consideration of the historical, religious and economic frameworks for each actor maintains priority within the study as a means of evaluating the progress made to date, the current status of women's education and the long-term goals and timeframes. The findings within this paper are primarily based on UN statistics, ratings, and definitions as well as other reputable sources such as the World Bank. Sources used include magazine articles, websites, academic journals and papers, and sociological, political and anthropological books on Morocco and women. It must be noted that this evaluation focuses on Anglophone and Francophone sources only and does not consider Arabophone sources.
openalex: W2078506481 mag: 2078506481
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Reflections on the training of counsellors in motivational interviewing for programmes for the prevention of mother to child transmission of HIV in sub-Saharan Africa - Mash, Robert; Baldassini, Giovanni; Mkhatshwa, Happiness; Sayeed, Ieshrit; Ndapeua, Shifiona (South African Family Practice, 2008)
Introduction: Within the Southern African prevention of mother to child transmission (PMTCT) programmes, counsellors talk with pregnant mothers about a number of interrelated decisions and behaviour changes. Current counselling has been characterised as ineffective in eliciting behaviour change and as adopting a predominantly informational and directive approach. Motivational interviewing (MI) was chosen as a more appropriate approach to guide mothers in these difficult decisions, as it is designed for conversations about behaviour change. MI has not previously been attempted in this context. This paper reflects on how MI can be incorporated successfully into PMTCT counselling and what lessons can be learnt regarding how to conduct training with counsellors.Methods: Thirty-eight lay and nurse counsellors at four sites in Southern Africa were trained in MI. After the initial training, they participated in a five-month inquiry group at each site, where an action researcher (AR) facilitated ongoing learning of new counselling skills and reflection. Transcripts of recorded counselling sessions were then analysed using the motivational interviewing treatment integrity (MITI) code to assess their skills in MI. The MITI analysis was discussed with the action researchers and a consensus was reached on how to improve training.Results: Overall, the counsellors showed a global rating score of four out of seven, a reflection-to-question ratio of 0, a 43% open question score, an 18% complex reflection score and a 58% MI-adherent score. There were significant differences between the sites and between nurses and lay counsellors (p < 0.05). The action researchers suggested that the following factors were important in enabling learning and change: assessment of the baseline level of skills and readiness to change, reflection on real consultations, differences between the ARs and counsellors, a focus on the overall spirit of MI versus technical skills, the approach to information giving, managerial support and an appreciative versus a critical facilitation style.Conclusion: Nurse counsellors in Namibia and Swaziland demonstrated beginning proficiency in MI, while lay counsellors in South Africa did not. From the dialogue with the action researchers, nine recommendations were made to guide the development of future training programmes.
openalex: W2125013017 mag: 2125013017
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Access to Mainstream Microfinance Services for Persons with Disabilities: Lessons Learned from Uganda - Mersland, Roy; Bwire, Flavia Nakabuye; Mukasa, George (Social Science Research Network, 2008)
This article reports from a pilot project in Uganda where the aim is to enable persons with disabilities to have access to mainstream microfinance services. Several lessons have already been learned: 1) entrepreneurs with disabilities are an untapped market opportunity for Micro Finance Institutions (MFIs); 2) to influence MFIs it is important to understand their business model and team up with key actors from the industry; 3) persons with disabilities are often misinformed about MFIs’ terms and services and don’t know how to tap these opportunities. Gradually a change in attitudes in MFIs and Disabled Peoples Organizations (DPOs) is observed. All MFIs participating in the project now report an increase in the number of clients with disabilities served. This is happening without the use of any economic incentives.
openalex: W1484365620 mag: 1484365620
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“Let’s not leave this problem”: exploring inclusive education in rural South Africa - Mitchell, Claudia; Lange, Naydene de; Thuy, Nguyen-Thi Xuan (PROSPECTS, 2008)
openalex: W2043960319 mag: 2043960319
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Classroom Discourse and Discursive Practices in Higher Education in Tanzania - Mohamed, Hashim Issa; Banda, Felix (Journal of Multilingual and Multicultural Development, 2008)
Abstract The paper problematises student writing as social practice from the perspective of lecturers’ discursive practices. The paper uses data from a major study at a higher learning institution in Tanzania to explore lecturers’ discursive practices and familiarity with the university orders of discourse including English medium of instruction, in unequal power relations with students, for whom English is a foreign language. The lecturers’ practices are scrutinised in terms of how they work against facilitating students’ access to the privileged literacy practices of the academia and how they serve to enact and sustain dominance in Tanzania's education system, with its monolingual orientation, which privileges Kiswahili in primary school and English in secondary and higher education.
openalex: W1986194281 mag: 1986194281
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Turning up the heat on African agriculture: The impact of climate change on Cameroon's agriculture - Molua, Ernest L. (African Journal of Agricultural and Resource Economics, 2008)
This paper examines the effect of changes in climatic averages on agricultural production at the national level in Cameroon. The empirical results reveal that Cameroon’s agriculture is influenced by climate variables. The economic value of the projected output in 2050 ranges from USD3.5 billion (41% less than the 1961–2001 mean value at 2.5 o C increase in temperature and 8.5% increase in precipitation) to US$ 7.1 billion (18.5% greater than the 1961–2001 mean, for a 1.5°C increase in temperature and a 15% increase in precipitation). A 3.5% increase in temperature associated with a 4.5% increase in precipitation in the absence of irrigation facilities would be detrimental to Cameroon’s agriculture, leading to a loss of almost 46.7% in output value. This would negatively affect the economy as a whole, since close to 30% of Cameroon’s national GDP comes from agriculture.
openalex: W2152846692 mag: 2152846692
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Teachers' attitudes towards working with students with special educational needs in mainstream classes in Egypt - Momberg, Naadia (2008)
Recent developments in education have focused on exploring different ways of responding to the diverse learning needs of students. The international trend has been to move towards an inclusive approach based on democratic principles in education, including students with special educational needs in mainstream schools and classrooms. Egypt, an initial signatory to the Convention on the Rights of the Child, has not escaped the prominence of inclusive education on the international education agenda. No legislation on inclusion in schools has been promulgated in Egypt. Furthermore, information is lacking regarding teachers' attitudes towards working with students with special educational needs in mainstream classes, despite the fact that teacher attitude are instrumental in determining the success or failure of inclusive education. The aim of the research, therefore, was to identify teachers' attitudes towards inclusive education. For the purpose of this study, a non-experimental quantitative research design with specific reference to survey research was chosen. The population consisted of teachers in five schools in Alexandria and Cairo and a questionnaire was designed. Data was analysed using the statistical programme SPSS (14.0 for Windows). Results indicate that teachers in Egypt have serious reservations about the feasibility of accommodating students with special educational needs in their classrooms. Curriculum development, educational support, funding opportunities, as well as the training of teachers, need to be addressed in order to facilitate the development of inclusive educational strategies.
openalex: W28745736 mag: 28745736
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African American Males in Special Education - Moore, James L.; Henfield, Malik S.; Owens, Delila (American Behavioral Scientist, 2008)
Drawing on a larger study, this article is based on the findings of individual interviews and biographical questionnaires conducted with 10 African American males in special education. These students attended two low-performing, urban high schools located in the midwestern part of the United States. Using critical race theory as the theoretical framework, this article focuses on these students' perceptions of school counselors and their attitudes toward school counseling services. Implications, based on the findings, are given to school counselors.
openalex: W2057633803 mag: 2057633803
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School children as health change agents in Magu, Tanzania: a feasibility study - Mwanga, Joseph R.; Jensen, Bjarne Bruun; Magnussen, Pascal; Aagaard‐Hansen, Jens (Health Promotion International, 2008)
The feasibility of an action-oriented and participatory educational approach, where school children function as health change agents, in a rural community of (Magu district) Tanzania was explored. Observations, in-depth interviews and focus group discussions with pupils, teachers and parents were undertaken. Findings showed that study participants favoured an approach where school children played an active role as health change agents in a combined school and community health education project. This conclusion contradicts traditional views in many African cultures where power, status and wisdom are usually closely associated with old age. However, a number of barriers were found, including the curriculum, time constraints, class size, teaching materials and teachers' skills and working conditions. The idea that pupils act as health change agents in the community as part of an action-oriented and participatory health education approach in schools was supported. A list of factors to consider when planning an action-oriented health education project is provided and discussed.
openalex: W2171646380 mag: 2171646380
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Curriculum continuity and school to university transition: science and technology programmes in Malawi - Nampota, Dorothy; Thompson, Jeff (Compare: A Journal of Comparative and International Education, 2008)
Abstract This paper reports on a study that explored issues of curriculum continuity at the school to university level transition in Malawi. It bases its analysis on the school integrated science curriculum and university science and technology programmes. Data were collected through interviews, documentation and classroom observations. The findings show that gaps do exist, with both the ‘intended’ and the ‘experienced’ curriculum, between integrated science and the requirements of university science and technology programmes in the three categories of the knowledge of science, science as a way of knowing and general knowledge and skills. With respect to the investigative nature of science, gaps exist only with the delivered curriculum. Implications for both the integrated science curriculum and the university science and technology programmes are discussed. Keywords: curriculumtransitionscience teaching
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The Safety Net to the Climate Change by the Rural Development in Africa - Naruoka, Michio; Ohira, Shozo; Naito, Kunihiko (2008)
openalex: W2344352123 mag: 2344352123
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A Veteran Female Teacher Losing Professional Footing in a "New" South African School. - Nduna, Bruce (Perspectives in Education, 2008)
This article uses a hybrid of ethnography and discourse analysis combined with an aspect of contemporary narrative inquiry to make sense of a veteran teacher's story. Interview and free discussion data were collated to capture the turning points in the teacher's history. These turning points are discussed, using the analytical categories of 'footing', 'positioning' and 'voice'. In this framing, her history is captured as that of a veteran who loses her footing and who longs for a past in which she was a starred teacher whose practice was applauded. The analytical device used presents not only glimpses of her history, but also of her positioning and what has become for her a volatile educational environment in which her identity is in flux.
openalex: W343893058 mag: 343893058
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Impacts of the universal primary education policy on educational attainment and private costs in rural Uganda - Nishimura, Mikiko; Yamano, Takashi; Sasaoka, Yuichi (International Journal of Educational Development, 2008)
While some governments in Sub-Saharan Africa have abolished tuition to achieve universal primary education (UPE), few studies have examined the impacts of the UPE policy beyond school enrolment. This study estimates the impact of the UPE policy in Uganda on overall primary education attainments by using data including 940 rural households. We find that UPE has decreased delayed enrolments and increased grade completion rates up to the fifth grade and its effects are especially large among girls in poor households. Yet, schools in Uganda still face further challenges in terms of low internal efficiency and the unequal quality of education.
openalex: W2058967495 mag: 2058967495
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Students’ Career Aspirations Versus Occupational Environments In The Economy Of Ghana - Ocansey, Frederick (Zimbabwe Journal of Educational Research, 2008)
A ZJER study on the occupational and career aspirations of Ghanaian secondary school students.
openalex: W1501645935 mag: 1501645935
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Culture, climate change and environmental conflict in the Niger Delta, Nigeria - Okereke, Chuks (2008)
openalex: W163336942 mag: 163336942
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Admission Policies and the Quality of University Education in Nigeria. - Okoroma, N. S. (Educational research quarterly, 2008)
The population of Nigeria is 140 million according to the last 2006 census. Only 75 Universities are available to cater to this population with one University for 1,866,000 people. The inability of the available Universities in Nigeria to cope with the high demand for University education has put much pressure on University admissions. In order to satisfy some interests the Government of Nigeria adopted such admission policies as the quota system, catchment areas, backwardness factor, and discriminatory fees. Following the observed fall in the standards of University education in Nigeria it is speculated that the admission policies are responsible for the situation. To confirm this an opinion survey involving 384 respondents sampled from eight (8) Universities in the South-South zone of Nigeria was conducted. An instrument known as 'Admission Policies and Effect on University Education Quality (APEUEQ)' was used for gathering data after validation. The correlation coefficient reliability of the instrument was found to be 0.73. The chi-square data analysis method was applied. The finding showed that all the parameters of interest have contributed to the reduction of the quality of University education in Nigeria. The paper recommended a complete review of the admission policies and the establishment of more universities to meet the increasing demand for university education. Introduction Nigerian youths, in particular, and the adult population in general, attach much premium on University education. Most people in Nigeria who have the potential for University education show desperation in their efforts to gain admissions into the highly limited available spaces. This obsession and preference for University education as against other forms of higher education such as Colleges of Education, Polytechnics and Monotechnics which also offer degree programmes has placed enormous pressure on the placement and management of Universities in Nigeria. Consequently, standards are often negatively affected. No law in Nigeria makes university education compulsory. The National Policy on Education (2004, p. 36) lists the goals of tertiary education which includes University education thus: To, (a) Contribute to national development through high level relevant manpower training; (b) Develop and inculcate proper values for the survival of the individual and society. (c) Develop the intellectual capability of individuals to understand and appreciate their local and external environments; (d) Acquire both physical and intellectual skills which will enable individuals to be self-reliant and useful members of the society. (e) Promote and encourage scholarship and community service (f) Forge and cement national unity; and (g) Promote national and international understanding and interaction. The National Policy on Education (1981, p. 22) specifically states that the above goals will be pursued by the Universities through: (i) Teaching; (ii) Research; (iii) The dissemination of existing and new information; (iv) The pursuit of service to the community; and (v) Be a storehouse of knowledge. Ajayi (1988) and Wokocha and Okujagu (1999) have respectively tried to place Universities above other tertiary institutions. However, such views do not provide reasons for the preference of University education by many Nigerians to other tertiary institutions. In the view of Ajayi (1988): A University is a storehouse of retrievable knowledge and has functions which include authorship and publication of standard texts, self-sustenance, creation of a model community in efficiency, probity and tolerance, honest and enlightened commentary on public affairs in order to impartially educate and to inform. In their own view about a University, Wokocha and Okujagu ( 1999, p. 120) state thus: A University is different from other academic institutions because its preoccupation is not only in the diffusion of knowledge but in its extension. …
openalex: W1572501695 mag: 1572501695
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Evaluation competencies of professional and non-professional teachers in Nigeria - Ololube, Nwachukwu Prince (Studies in Educational Evaluation, 2008)
Teachers’ job responsibility has changed significantly in recent years, and now, more than ever, there are pressing needs for high quality teachers to meet the goals of education for sustainable development, especially in developing countries. This timely study examined the relationship between professional and non-professional teachers’ evaluation competencies and its impact on testing complexities and student academic achievement in Nigeria. A simple questionnaire incorporating multiple statistical procedures was fashioned containing a range of questions that elicited information from 300 respondents on their perception of teachers’ evaluation competencies. From the findings, it was revealed that professional teachers apply various evaluation techniques more effectively than non-professional teachers. Further, suggestions regarding measures that could help improve the employability of teachers were succinctly discussed.
openalex: W2077926108 mag: 2077926108
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Investigating teachers' practices and beliefs in relation to curriculum innovation in English language teaching in Libya - Orafi, Senussi Mohamed Saad (2008)
This thesis presents the findings of a study which investigates the relationship between curriculum innovation and teachers' actual classroom practices in ELT. It examines five teachers' implementation of the English language curriculum in Libyan secondary schools, and compares their implementation to what is recommended by this curriculum innovation. It also sheds light on how teachers' beliefs and other contextual factors influence the way teachers interpreted and implemented this curriculum. In order to study these issues, a qualitative research design was employed as a mode of inquiry. Data collection methods consisted of classroom observations in which audio recordings of the teachers' actual classroom practices were obtained, and follow up interviews in which teachers commented on their classroom practices and discussed the factors shaping these practices. The analysis of the data pointed to a limited uptake of the curriculum by these teachers. The interviews with the teachers shed light on the tensions between teachers' actual classroom practices and the intentions of the curriculum. They also highlighted complex relationships among the curriculum reform, teachers' practices, teachers' beliefs, and other contextual factors. This study illustrates the value of studying what teachers do while implementing educational innovations and how their beliefs and other contextual factors influence the way teachers interpret and implement these educational innovations.
openalex: W1536109750 mag: 1536109750
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Contents of Referral Letters to the Children Emergency Unit of a Teaching Hospital, Southwest of Nigeria - Orimadegun, Adebola E.; Akinbami, Felix O.; Akinsola, Adebayo; Okereke, James Okorie (Pediatric Emergency Care, 2008)
This study was carried out to evaluate the quality of the contents of referral letters received at the pediatric emergency unit of the University College Hospital, Ibadan, Nigeria.We prospectively reviewed consecutive referral letters received over a 6-month period. The details of the contents of each letter were recorded using a structured pro-forma by 2 of the investigators after consent was obtained from the parent or caregiver.There were 974 patients admitted with referral letters; this accounted for 54.8% of all admissions. There were 568 boys and 406 girls (ratio, 1.4:1). More than one tenth of the referred patients reported after 24 hours of writing the letters. Letters were written by physicians (69.2%), registered nurses (21.3%), hospital assistants (2.1%), traditional birth attendants (0.4%), and non-health workers (0.3%). The identity of the writers of 65 letters (6.7%) could not be defined. More than half of the letters did not contain the patients' age, the treatment given, the findings from the investigations performed, the medical history, and what the writers expect from the referral. Other missing information includes examination findings (47.9%), provisional diagnosis (38.6%), history of presenting complaints (36.6%), writers' addresses (32.5%), reasons for the referral (23.9%), patients' sex (20.1%), and patients' names (3.4%). The most frequently stated reason for referral was poor or no response to the treatment given (17.8%).The contents of referral letters from the general practitioners to the pediatric emergency unit were found to be grossly inadequate. To enhance the quality of correspondence between the referring physicians and pediatricians, there may be a need for training and introduction of letter-format prompt forms.
openalex: W2016734104 mag: 2016734104
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Inconsistent Reports of Sexual Intercourse Among South African High School Students - Palen, Lori Ann; Smith, Edward A.; Caldwell, Linda L.; Flisher, Alan J.; Wegner, Lisa; Vergnani, Tania (Journal of Adolescent Health, 2008)
This study aims to describe patterns of inconsistent reports of sexual intercourse among a sample of South African adolescents.Consistency of reported lifetime sexual intercourse was assessed using five semiannual waves of data. Odds ratios related inconsistent reporting to demographic variables and potential indicators of general and risk-behavior-specific reliability problems.Of the sexually active participants in the sample, nearly 40% reported being virgins after sexual activity had been reported at an earlier assessment. Inconsistent reporting could not be predicted by gender or race or by general indicators of poor reliability (inconsistent reporting of gender and birth year). However individuals with inconsistent reports of sexual intercourse were more likely to be inconsistent reporters of substance use.These results suggest that researchers need to undertake efforts to deal specifically with inconsistent risk behavior data. These may include modification of data collection procedures and use of statistical methodologies that can account for response inconsistencies.
openalex: W2116860890 mag: 2116860890
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Extra tuition in Southern and Eastern Africa: Coverage, growth, and linkages with pupil achievement - Paviot, Laura Ciero; Heinsohn, Nina; Korkman, Julia (International Journal of Educational Development, 2008)
The phenomenon of extra tuition is witnessed in many countries and some educationalists have described it as a parallel education system. However, the incidence and impact of extra tuition have often not been studied systematically, especially in Africa. In this article cross-national data for six African education systems (Kenya, Malawi, Mauritius, Namibia, Zambia and Zanzibar) collected by SACMEQ, the Southern and Eastern Africa Consortium for Monitoring Educational Quality, have been used to assess: (a) the incidence and growth of extra tuition, (b) the characteristics of students who received extra tuition, and (c) the association between extra tuition and student achievement. The analyses presented in this paper showed that extra tuition was a widespread phenomenon in all six education systems, and that receiving extra tuition was positively associated with the socio-economic levels of students’ home backgrounds. The association between tuition and student achievement was mixed. The issues and challenges associated with tuition have been discussed and some suggestions for further research made.
openalex: W1966967943 mag: 1966967943
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Involvement of teachers, parents and community in life skills and sex education in South African secondary schools : HIV / Aids and health - Pengpid, Supa; Peltzer, K.; Igumbor, Jude (African Journal for Physical, Health Education, Recreation and Dance, 2008)
The aim of this study was to explore the involvement of parents and community in life skills and sex education. The study sample included 150 teachers selected through stratified proportional random sampling in South Africa. Teachers were interviewed at schools using a semi-structured interview guide. Results indicated that the majority of the teachers recognized the importance of parental and community involvement, and 50% and 25% actually had involved parents and communities respectively in their life skills and sex education programme. The methods used for parental and community involvement included consultation and sensitization meetings with parents and the community and sending students home with assignments requiring parental support. There is need to develop a standard protocol on parents and community involvement for life skills and sex education programmes that is culture sensitive.
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The impact of climate change on human security in South Africa - Rabie, Elsa (2008)
ii Opsomming iv Acknowledgements vi List of tables x List of figures xi List of acronyms xii CHAPTER
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Uganda - Textbooks, school libraries and the provision of information and communication technologies for secondary schools : a roadmap for reform - Read, Tony; Read, N W; Okwenu, Joshua (2008)
This document, the Road Map for Reform of the Provision of Learning and Teaching Materials to Secondary Schools in Uganda, is an assessment of the current situation concerning learning and teaching materials was based on a survey conducted in December 2007. It also takes into account for purposes of comparison with policies and practices in other sub-Saharan African (SSA) countries, the findings of a recent World Bank financed research report on textbooks, and school library provision in SSA. The Road Map contains recommendations, timetables and cost estimates for reform of textbook and supplementary and didactic materials provision in line with current government policies
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Psychopathology and Academic Performance among Nigerian High School Adolescents: The Moderator Effects of Study Behaviour, Self-Efficacy and Motivation - Salami, Samuel O. (Journal of Social Sciences, 2008)
This study investigated the relationship between psychopathology and students’ academic performance and the moderator effects of study behaviour, self-efficacy and motivation. Participants were 476 SS2 students (228 males, 248 females) randomly selected from ten coeducational secondary schools in Ibadan. Measures of psychopathology, study behaviour, self-efficacy and motivation were administered on the sample. Data collected were analysed using hierarchical multiple regression. Results showed that psychopathology correlated negatively but non-significantly with academic performance. Study behaviour, self-efficacy and motivation correlated significantly with academic performance and moderated the psychopathology – academic performance nexus. The results suggest the need for counsellors to design therapeutic interventions for alleviating the students’ psychopathology, increasing their study skills, self-efficacy and motivation for improved academic performance.
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In-school HIV&AIDS counselling services in Botswana: An exploratory study - Sefhedi, Sheila; Montsi, Mercy R.; Mpofu, Elias (Perspectives in Education, 2008)
This exploratory study describes the provision of HIVA teaching experience range = 0-21 years) from three schools participated. The participants completed a questionnaire on the types of HIV&AIDS-related counselling services provided in the junior secondary schools services, their self-rated HIV&AIDS counselling training needs and their perceived importance of the HIV&AIDS-related counselling services. Descriptive statistical analysis revealed a broad range of HIV&AIDS-related counselling services including life-skills education, care and support education and stigma reduction counselling. Teachers perceived a greater need for training in HIV&AIDS counselling skills and also in the use of information technology to support counselling.
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Animal husbandry in Africa: Climate change impacts and adaptations - Seo, S. Niggol; Mendelsohn, Robert (African Journal of Agricultural and Resource Economics, 2008)
This paper uses a cross-sectional approach to analyze the impacts of climate change on animal husbandry and the way farmers adapt. The study is based on surveys of almost 5000 livestock farmers across ten countries in Africa. A traditional Ricardian regression finds that the livestock net revenues of large farms in Africa are more sensitive to temperature than those of small farms. Cross-sectional analysis also reveals that large farms (but not small farms) have fewer animals per farm in warmer places. Farmers tend to select beef cattle and chickens in cool climates and goats and sheep in hot climates. Using the Ricardian results and examining climate scenarios for 2060 and beyond, the net revenues of small farms are predicted to increase as much as 120% (+USD6 billion) but those of large farms are predicted to fall by 20% (-USD12 billion). The impact estimates in any given period also depend on the rainfall predictions. The results suggest that large livestock farms in Africa are more sensitive to temperature than small ones, primarily because of their dependence on cattle.
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Measuring impacts and adaptations to climate change: a structural Ricardian model of African livestock management - Seo, S. Niggol; Mendelsohn, Robert (Agricultural Economics, 2008)
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Barriers to e-learning amongst postgraduate black students in higher education in South Africa - Takalani, Tshisikhawe (2008)
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Stereoacuity Testability in African-American and Hispanic Pre-School Children - Tarczy-Hornoch, Kristina; Lin, Jesse; Deneen, J.; Cotter, Susan A.; Azen, Stanley P.; Borchert, Mark; Wang, Ying; Varma, Rohit (Optometry and Vision Science, 2008)
To determine testability using the Randot Pre-school Stereoacuity Test in black and Hispanic children 30 to 72 months of age.A population-based cohort of children 30 to 72 months of age was administered the Randot Pre-school Stereoacuity Test, with presenting refractive correction, and before cover testing, visual acuity testing, or refraction. Children who could not point to specified two-dimensional demonstration pictures, and children who would not try to name or match random dot figures to the corresponding two-dimensional pictures, were classified as unable to perform the test. Children who were able to perform the task but could not correctly identify at least two 800-arcsecond random dot figures were classified as having no stereopsis, and were retested by another examiner.Stereoacuity testing was attempted in 1662 Hispanic and 1470 black children. Overall, 80% of children were able to be tested; 33% of children 30 to 36 months of age, 73% of children 37 to 48 months of age, 96% of children 49 to 60 months of age, and 98% of children 61 to 72 months of age were testable. Older children were significantly more likely to complete testing successfully than younger children (p < 0.0001). After adjusting for age, there was no significant ethnicity-related difference in testability (p = 0.19); however, there was a small but significant gender-related difference (p = 0.0002) with more girls (82%) than boys (77%) able to complete testing.Eighty percent of children aged 30 to 72 months can be tested using the Randot Pre-school Stereoacuity test. Testability increases steadily with age, and 97% of children over 48 months of age can complete the test. Testability does not differ between children of Hispanic and black ethnicity.
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Climate change and poverty in Africa: mapping hotspots of vulnerability. - Thornton, Philip K.; Jones, Peter G.; Owiyo, Tom; Kruska, R.L.; Herrero, Mario; Orindi, Victor; Bhadwal, Suruchi; Kristjanson, Patricia M.; Notenbaert, An Maria Omer; Bekele, Nigat; Omolo, Abisalom (African Journal of Agricultural and Resource Economics, 2008)
Climate change and increasing climate variability threaten the attainment of the Millennium Development Goals (MDG), and some of the worst effects on human health and agriculture will be in sub-Saharan Africa, particularly in vulnerable regions. The relationships between climate change and the vulnerability of resource-poor croppers and livestock keepers and their resilience to current and future climate variability need to be better understood. This paper describes the generation of information that combines projected climate change in agricultural systems with vulnerability data. The results of the analysis, in terms of vulnerable people particularly at risk for deleterious effects of climate change, are being used for impact assessment, targeting and priority setting, to help identify locations for specific research and adaptation activities. Given the heterogeneity in households’ access to resources, poverty levels and ability to cope, vulnerability assessments need to be done at the sub-national level to help improve the adaptive capacity and coping strategies of highly vulnerable households.
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Integrated medical education: An african experience - Tomey, Agustín Vicedo (2008)
OBJECTIVE: to assess the application of an integrated curriculum model for the medical career in Walter Sisulu University. METHODS: a structured observation of the integrated teaching plan in relation to the solution of health problems was made. The curriculum was described making emphasis on basic sciences. The advantageous or disadvantageous aspects of this plan were evaluated. RESULTS: the development of self-training and communication skills, the formulation and assessment of judgments and hypotheses, the early contact with clinical and epidemiologic topics, and the participation in different learning activities in the community were stressed as positive elements. The high number of professors required for tutelary activities, the limited assimilation of systematizing cognitive elements, and the organizational difficulties are some of the http://scielo.sld.cu 1 Educacion Medica Superior. 2008; 22(1) inconveniences observed. CONCLUSIONS: as a whole, it is a very interesting model and a pedagogical experience worthy to be known and spread.
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Climate change impacts on agro-ecosystem sustainability across three climate regions in the maize belt of South Africa - Walker, N.J.; Schulze, R. E. (Agriculture, Ecosystems & Environment, 2008)
The Highveld region in South Africa is an important area for its food production for the nation, as 70% of country's cereal crops and 90% of the commercially grown maize is cultivated there. The sustainability of these agro-ecosystems is, therefore, of vital importance for the nation's food security. The western part of the Highveld is characterised by relatively low mean annual precipitation (MAP) and highly variable yields, and while rainfall increases towards the east, inter-annual yield variability remains high. Variability of yields is already a concern for agro-ecosystems and it is hypothesised that it could be exacerbated by future climate changes. A sustainability framework was used to assess the sustainability agro-ecosystems under plausible future climate scenarios. Three Quaternary Catchments were assessed ranging from relatively dry (MAP 432 mm) to relatively moist (MAP 903 mm). A sensitivity analysis of plausible scenarios was performed with incremental increases in temperature by 1, 2 or 3 °C, increases/decreases of rainfall by 10% and a doubling of pre-industrial atmospheric CO2 concentrations to 555 ppmv. From the present and nine plausible future climate scenarios which were modelled using CERES-Maize over a 44-year period, it is shown that climatic changes could have major negative effects on the already drier western, and therefore more vulnerable, areas of the South African Highveld. An increase in temperature increases the variability of yields in the relatively moist Piet Retief area (MAP 903 mm), while at the more sub-humid Bothaville, with a MAP of only 552 mm, the inter-annual variability remains the same but mean yield over 44 seasons is reduced by 30%. A simulated increase in temperature coupled with a doubling of CO2 increases the rate of soil organic nitrogen depletion from the agro-ecosystem. Therefore, long-term perspectives in regard to human well-being and ecological integrity need to be applied to policies and actions for sustainability of both commercial and smallholder agro-ecosystems, particularly, in the western Highveld.
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Interacting forces influencing private dental practice in South Africa: implications for dental education. - White, John G. (journal of the South African Dental Association, 2008)
Healthcare professionals are being challenged by a whole host of outside pressures and forces. The emerging healthcare environment and traditional ways of thinking are mutually exclusive. Innovative thinking is required as accelerating change, increasing complexity, intensifying competition and expanding consumerism will be characteristic of the 21st century.
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Uganda - The efficiency of public education in Uganda - Winkler, Donald R.; Søndergaard, Lars (2008)
This is a study of the efficiency of Ugandas public education system. Since this type of study is relatively new for Ugandan education, the study begins by defining the basic concepts, terminology, and methods for analyzing efficiency. Given the lack of any recent cost or efficiency analysis of primary education, and the fact that this sub-sector absorbs almost two-thirds the government's education expenditure, special emphasis was put on primary education. Since recurrent expenditures represent more than 95 percent of the government's education budget, this study focuses on recurrent expenditures, although the future growth of enrollments and school infrastructure argues for a subsequent, separate analysis of the efficiency of development spending. This study has generated a large number of findings and recommendations, as well as a number of areas where additional information needs to be gathered in order to improve the analysis. The findings and recommendations are summarized below, followed by a discussion of the highest priority actions in the sector for improving efficiency. This study documents the magnitude and extent of the leakage and misuse of educational resources. When possible, it identifies the principal causes of inefficiencies. However, in general, further research is needed in order to pinpoint causes and thus identify cost-effective solutions. Determining the multiple reasons for poor deployment and developing programmatic and policy options for treating those reasons is beyond the scope of this work and requires a study of its own.
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Democracy, social capital and school governing bodies in South Africa - Woolman, Stuart; Fleisch, Brahm (Education And The Law, 2008)
Critics of school governing bodies (SGBs) – both on the left and on the right – tend to rely upon arguments that ignore significant portions of the act that created SGBs – the South African Schools Act (SASA) – the exact nature of the changes to SGBs wrought by amendments to the act and the manner in which the courts, in interpreting the act, have both reinforced the autonomy of SGBs at the same time as they have set limits on those powers. The authors’ reading takes seriously all of the provisions of SASA, its amendments and various court constructions of SASA's provisions. This close reading of the South African Constitution, SASA, SASA's amendments and the case law reveals the lineaments of a fourth level of democratic government. Even with their uneven success as a fourth tier of democratic government, SGBs reflect, in many respects, the most important interactions that citizens have with the state. The authors contend that SGBs provide a vehicle for popular political participation that is quite real, and that participation is made no less real by the strictures imposed upon them by South Africa's constitutional and regulatory order. Despite concerns about their lack of capacity, SGBs enjoy popular acceptance and participation across class and language divides. The legal status of SGBs does not merely enhance various forms of local democracy, SGBs also maintain and create effective social networks that generate new stores of social capital. The ability to provide new forms of democratic participation and to create new stores of social capital suggests that SGBs have the makings of a great, new and rather unique ‘South African’ political institution.
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Developing Curriculum Markers for Agricultural Extension Education in South Africa - Worth, S.H. (The Journal of Agricultural Education and Extension, 2008)
Abstract Sufficient changes have occurred in both the agricultural and educational sectors of South Africa to warrant a careful scrutiny of the agricultural education offerings in South Africa. Agricultural extension is identified as an important part of the intended transformation of the agricultural sector. Further, agricultural extension is essentially an education programme. As such agricultural extension should be subject to the same scrutiny—both in terms of agricultural policy and educational policy. Drawing on two previously published papers, this paper synthesizes the findings of examining agricultural extension in these two lights. The result is the establishment of a range of 21 markers, grouped in three categories: meta-markers which address cross-cutting factors in the learning agenda; content markers which are underpinning markers that address theory and practice in areas that impact on all other learning outcomes in the curricula; and process markers which are facets of the learning process which need to be included in the agricultural extension curricula. The identified markers comprise essential learning for extension practitioners in addition to the particular technical learning required (as implied in South African agricultural policy). As such they create the framework for facilitated learning.
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Feeling Stressed: Integrating Climate Adaptation with Other Priorities in South Africa - Ziervogel, Gina; Taylor, Anna (Environment: Science and Policy for Sustainable Development, 2008)
(2008). Feeling Stressed: Integrating Climate Adaptation with Other Priorities in South Africa. Environment: Science and Policy for Sustainable Development: Vol. 50, No. 2, pp. 32-41.
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Problem drinking among university students in Malawi. - Zverev, Yuriy (Collegium Antropologicum, 2008)
A survey of 787 University of Malawi students (481 males and 306 females) using the Alcohol Use Disorders Identification Test (AUDIT) indicated that about 72% of responders (78% of males and 63% of females) drink alcohol. The mean AUDIT score was 3.4+/-5.3 for females and 13.2+/-8.9 for males. Some 54.1% of males and 16.5% of females had the AUDIT score above the threshold level of 8.0, which corresponded with high mean values of alcohol consumption per week (222.8+/-162.7 g of pure ethanol for males and 100.3+/-98.3 g for females). In addition, about 74.4 % of male students and 27.3% of females reported episodes of heavy drinking. The findings stressed the need for developing of alcohol control policies in the University of Malawi and in the country as a whole.
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Histopathological Pattern of Carcinoma of Cervix in Olabisi Onabanjo University Teaching Hospital, Sagamu, Nigeria - Abudu, Emmanuel Kunle; Banjo, A A F; Izegbu, MC; Agboola, Ayodeji; Anunobi, C C; Jagun, Olusoji Edward (Nigerian quarterly journal of hospital medicine, 2008)
AIM: To document the prevalence and histological types of cervical carcinoma in Sagamu, Ogun State, Nigeria and to suggest ways of reducing the incidence. SETTING: The department of Morbid anatomy and Histopathology laboratory of the Olabisi Onabanjo Teaching Hospital, Sagamu, Ogun State. MATERIALS AND METHODS: The materials for this study comprised slides and tissue blocks of all cases of cervical cancers diagnosed in department of Morbid Anatomy and Histopathology, OOUTH, Sagamu from January 2003 to December 2004.These were retrieved and reviewed. Relevant clinical information extracted from the case notes, request and report forms included the ages of patients, histological types and stages of the disease. RESULTS: Cervical cancers represent 50% of cervical tissue biopsies and 60% of all gynaecological cancers in Sagamu, South West, Nigeria. It occurs commonly between the ages of 31 to 70years with the peak in the 41 to 50years age brackets.93.6% of malignant cervical neoplasms were found to be squamous cell carcinoma variety. Adenosquamous carcinoma and Adenocarcinoma constituted 3.2% each respectively. Five cases (13.9%)were carcinoma-in-situ (CIN III). Well differentiated squamous cell carcinoma represents 39%, poorly differentiated carcinoma and moderately differentiated carcinoma represent 33.3% and 17.7% respectively.45.2% of the patients present with stages 3 and 4 of the disease. CONCLUSION: The incidence of cervical carcinoma is high in Sagamu and may be related to sexual activities in this environment. Efforts should be geared towards mass education about the cause of the disease. Routine cytological screening of the population for cervical cancers is highly necessary as early detection and treatment of the cancers will go a long way reducing the mortality and morbidity of the disease. The sentinel node (SN) procedure has emerged as an alternative to systematic lymphadenectomy and it is our candid opinion that our surgeons be trained to master the this procedure NQJHM Vol. 16 (3) 2006: pp. 80-84
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Knowledge and Misconceptions about Malaria among Nigeria School Children - Agbaje, Esther Oluwatoyin (Nigerian quarterly journal of hospital medicine, 2008)
Background Information: Malaria, a disease which cuts across all age groups, both genders and races, remains the most deadly tropical disease, despite the huge sums of money expended by the World Health Organization, United Nations, Governmental Agencies and other collaborators in search of a long-lasting solution to the menace caused by the disease. Method: The present study focused on evaluation of the knowledge about malaria among Nigerian school children. Research instrument constituted structured questionnaire of which, five hundred and fifty copies were randomly shared among students in both senior and junior forms in six secondary schools within Mainland and Surulere Local Govt. Areas of Lagos in Nigeria. Among the information enquired were the mode of transmission of malaria, prevalence of the disease and its target site in the host, preventive measures, symptoms and drugs for therapy. Results: A total of 532 copies of questionnaire recovered, made up the sample population. It was discovered that 30% respondents did not know that malaria is a tropical disease and only 258 (48.5%) and 78 (14.7%) knew that malaria is transmitted through the bite of female anopheles mosquito and blood transfusion respectively. Furthermore, 196 (37.6%) informants thought that malaria is more prevalent in the dry season. Only 204 (38.5%) knew that anaemia is one of the signs of the disease. There was an association (critical value X2 = 9.49, calculated p value = 59.38; p
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Audit of Radiological requests at the University of Nigeria Teaching Hospital, Enugu - Agwu, K K; Okoye, IJ (Nigerian quarterly journal of hospital medicine, 2008)
Aim: To determine, the adequacy of the radiological request form currently in use at the University of Nigeria Teaching Hospital (UNTH), Enugu, the efficiency of its completion by referring clinicians and the utilization of radiological services by clinical units. Materials and Method: The contents and structure of the radiological request form in use at UNTH were compared with those from reputable international radiology centres and also with recommendations of an expert report on the design of radiological request form. 8500 request forms were reviewed retrospectively to determine the compliance of referring clinicians in properly completing the request forms. The total number of referrals for radiological investigations from each clinical unit in the hospital for the year 2004 was analyzed. Results: Important items like section for safety information for examinations involving contrast agent administration and purpose of the radiological request were omissions noted in the request form currently in use at UNTH. Among other non-compliances, column for patients age and sex though provided for, had no information supplied by referring clinicians in 42% (N=3570) of the cases: part of the body to be examined was not stated in 40% of the cases (n=3400) and the dates the requests were made were not indicated in 30% (N=2550). The general out-patient department (GOPD) and the internal medicine department utilize radiological services most and jointly constituted 52%) (N=4420) of the total requests made. Conclusion: Evaluation of the radiological request from currently in use at the UNTH has revealed the existence of important omissions and poor compliance with filling of important requested data by referring clinicians. A restructure of the request from using the outcome from this study is recommended in addition to periodical audit of non-conformities in its completion by referring clinicians. A well designed radiological request form (RRF) will provide more information, increase compliance of clinicians, and enable better assessment of pretest probability necessary for the provision of good and reliable radiological services. Keywords: Radiological request, audit quality.NQJHM Vol. 15 (2) 2005: pp. 67-71
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Practice of Periodic Medical Examination among Hospital Workers in a Nigeria Teaching Hospital - Akande, T.M.; Salaudeen, A.G. (Nigerian quarterly journal of hospital medicine, 2008)
A survey conducted to examine the practice of periodic medical examination among health workers was conducted at University of Ilorin Teaching Hospital, Ilorin. A total of 74 hospital workers were selected by stratified random sampling from all the departments and units in the hospital and interviewed. More than half (60.9%) of those interviewed were senior staff while 39.1% were junior staff. Most of the respondents (82.8%) had a medical examination since being employed in the hospital. Among those that had pre-employment medical examination done only 14.1% had the examination done before assumption of duty. Two-thirds of those who did the medical examination did so just to satisfy the hospital management requirement. Only 20.6% of the respondents had ever had periodic medical examination (PME) while on employment of the hospital. Among those that ever had PME the mean number of times that they had periodic medical examination was 2.4. Socio-demographic characteristic of respondents had no significant effect on the practice of PME. It was found that there was a significantly higher level of PME practice among hospital workers who were encouraged to do PME by doctors. This low practice of periodic medical examination will not allow early detection of diseases. The situation will probably be worse among the general population who have less knowledge of the benefits of PME and reduced access to facilities for PME. It is therefore important to put in place a national policy on periodic medical examination so that diseases can be detected early and through this put in place early management to reduce morbidity and motility. NQJHM Vol. 14 (3&4) 2004: pp. 206-210
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Measuring Welfare for Small But Vulnerable Groups: Poverty and Disability in Uganda - Hoogeveen, Johannes G. (Social Science Research Network, 2008)
When vulnerable population groups are numerically small - as is often the case - obtaining representative welfare estimates from non-purposive sample surveys becomes an issue. Building on a method developed by Elbers et al., it is shown how, for census years, estimates of consumption poverty for small vulnerable populations can be derived by combining sample survey and population census information. The approach is illustrated for Uganda, for which poverty amongst households with disabled heads is determined.
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Pelvic Inflammatory Disease: An Index for Female Infertility in a Teaching Hospital in Lagos, Nigeria - Joda, A.E.; Masha, Y. (Nigerian quarterly journal of hospital medicine, 2008)
Background: Increasing numbers of women experiencing delay in childbirth have been encountered in various locations including churches, community pharmacies, hospitals and even in the neighborhood. Also a higher proportion of women experienced ectopic pregnancies or miscarriages. All this prompted the researchers to try to determine probable causes for these events and thus resulted in this study. Objective: The main purpose of this study was to explore the interrelationship that exists between pelvic inflammatory disease and infertility as well as investigate the level of suspicion of physicians in the relevant units (Obstetrics and Gynaecology) to the interrelationship. Methodology: 20 physicians in Obstetrics and Gynecology of the Lagos University Teaching Hospital, Idiaraba were interviewed by means of a semi structured 2-part questionnaire. 100 case notes of female patients with infertility problems were randomly selected from the Medical Records Department and assessed using a pre-formed Checklist. Recovery was 100%. Results: From the results obtained it was documented that the problem of PID associated infertility is a serious one, which must be tackled appropriately. The level of suspicion of physicians in the relevant units must be raised to the likelihood of PID as a cause of infertility through timely and appropriate in-service education and training. Conclusion: In order to prevent PID and the associated infertility, physicians and public health specialists need to understand the interactions of PID-causing microorganisms with the host immune system which will enable them provide efficient primary, as well as secondary prevention services to their patients. It is, therefore, essential that relevant in-service training be given to physicians in these units periodically to enable them perform this function effectively. Keywords: Pelvic Inflammatory Disease (PID), Female Infertility, Infertility in NigeriaNQJHM Vol. 16 (4) 2006: pp. 117-121
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Reason for Endodontic Treatment of Permanent Teeth of Patients seen in a Nigerian Teaching Hospital - Oderinu, O H; Shaba, OP; Adegbulugbe, IC (Nigerian quarterly journal of hospital medicine, 2008)
Objective: To determine the reasons for endodontic treatment. Methodology: This was a cross-sectional study of all patients aged 17years and above of both gender attending the conservative clinic for endodontic treatment during the 18 months study period. Reasons for pulp disease leading to teeth being indicated for root canal therapy were retrieved from the patients\' hospital record. Result: 323 teeth were indicated for endodontic treatment. The teeth included one hundred and two anterior teeth (31.6%), one hundred and forty one premolars (43.7%) and eighty molars (24.8%). Reasons for endodontic treatment were caries, trauma, failed restoration, tooth wear, periodontal disease and any combination of these reasons. Caries was the most common reason for endodontic treatment (50.2%), followed by trauma (20.7%) while failed restoration accounted for (16.1%).Trauma was the commonest reason for endodontic treatment among the anterior teeth studied while dental caries was the commonest reason for endodontic treatment among the posterior. Conclusion: Dental caries was found to be the commonest reason for endodontic therapy. Traumatic exposure of the pulp was the second most common reason for endodontic treatment. Premolars were the most treated teeth, followed by anterior (incisors and canines). Molars were the least treated teeth. Keywords: Endodontic Treatment, Pulpitis, IndicationsNQJHM Vol. 16 (2) 2006: pp. 37-40
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Satellite measurements of recent volcanic activity at Oldoinyo Lengai, Tanzania - Vaughan, R. G.; Meerendre, Matthieu Kervyn De; Realmuto, V. J.; Abrams, Michael J.; Hook, Simon J. (Bulletin of Volcanology, 2008)
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Environmental pollutions impacts on the bacteriological and physicochemical quality of suburban and rural groundwater supplies in Marrakesh area (Morocco) - Alaoui, Hafsa Lamrani; Oufdou, Khalid; Mezrioui, Nour-Eddine (Environmental Monitoring and Assessment, 2008)
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Higher Education in Francophone Africa - Gioan, Pierre Antoine (2008)
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Empowering out of school youth through non- formal education in Kenya - Mualuko, Ndiku J. (Educational Research Review, 2008)
Non-formal education, defined as any organized educational activity outside the established formal system whether operating separately or as an important feature of some broader activity that is intended to serve identifiable learning clienteles and learning objective is of great importance to society. It emerged out of the feeling that formal systems were failing in some aspects like irrelevant curriculum and other socio-economic problems. Owing to the dynamics of education in society today and the need to develop new approaches to non-formal education within the context of life long learning, development of non-formal education programmes for the out of school youth in Kenya is necessary. This paper discusses the need for a renewed approach to non- formal education for out of school youth. In the paper the definition and development of non- formal education is discussed highlighting the challenges and gaps in its development in Kenya. The problems and challenges facing the Kenyan out of school youth are highlighted. Recommendations are made on how best to design and implement non-formal education programmes to benefit a wider clientele of the out of school youth and adults.
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Going to School in Sub-Saharan Africa - Omatseye, Bridget Olirejere; Omatseye, Jim Nesin (2008)
Educational practices vary widely in sub-Saharan Africa, due to political instability, economic pressures, and availability of resources. This volume examines the history, educational philosophies, and current practices of schools in the region, including a special Day in the Life feature that shows readers what an average student's school day is like for that country. All educational levels are covered, from primary through secondary school, and both public and private systems are examined.; Angola; Cameroon; Democratic Republic of Congo; Ghana; Ivory Coast; Kenya; Nigeria; South Africa; Tanzania; Uganda
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Emotional Intelligence, Religiosity and Self-Efficacy as Predictors of Psychological Well-Being among Secondary School Adolescents in Ogbomoso, Nigeria - Adeyemo, D. A.; Adeleye, AO (Europe’s Journal of Psychology, 2008)
The study investigated emotional intelligence, religiosity and self-efficacy as predictors of psychological well-being among secondary school adolescents. The study made use of stratified random sampling in selecting 292 adolescents from ten (10) secondary schools in Ogbomoso, Oyo State, Nigeria. The sample age ranged between 13 -20 years. Four instruments were used, namely: General Self-Efficacy Scale, Well-being Manifestation Measurement Scale; The Wong and Law Emotional Intelligence Scale (WLEIS); and Religiosity Scale. Data analysis involved the use of multiple regression and Pearson Product Moment correlation. The results indicated that the three independent variables as a block were effective in predicting psychological well-being of adolescents. On the basis of the finding, it was suggested that teachers should endeavour to teach rudiments of emotional intelligence to the students while school counselors and psychologists should develop programmes to foster emotional intelligence and self-efficacy.
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Higher Education in Francophone Africa: What Tools Can Be Used to Support Financially-Sustainable Policies? - Gioan, Pierre Antoine (2008)
The higher education and research sector in the French-speaking countries of Africa has, for more than a decade, been in a state of severe crisis, stemming from an increasing disparity between the requirements vital to providing high quality education and the available resources. The goal of this article is to: i) highlight the factors which have lead to the development of this situation in most countries; ii) identify the conditions for creating a framework to regulate the trends in the higher education and research systems and allow them to be more financially sustainable; and iii) identify ways of increasing funding for this sector as well maintaining its level of quality. The Main tools to support financially-sustainable policies include: i) controlling student inflows into higher education in order to avoid an increase in the student population that will be difficult to manage; ii) targeting student assistance more effectively towards the most disadvantaged and deserving students; iii) limiting the duration of study at the higher education level in order to prevent the number of students from building up in the institutions; iv) guiding students more effectively towards courses that offer better employment prospects; v) trying to promote a higher education private sector through fiscal and non-fiscal incentives; vi) reducing unit education costs; and vii) mobilizing additional self-generated resources.
openalex: W184032586 mag: 184032586
Keywords: openalex:import

A critical review of the developmental approach to disability in South Africa - Gathiram, Neeta (International Journal of Social Welfare, 2008)
The article describes the policies, legislation, institutional structures and programmes of the developmental welfare system for physically disabled people in South Africa that have developed since 1994. In so doing, it examines resources and constraints and suggests ways in which improvements might be made following the experiences in the first 12 years of social development in South Africa. The author believes that it is timely to pursue this topic given the barriers experienced on the ground where social developers are attempting to empower and improve the circumstances of physically disabled people. Thus, this article should be of interest to policy makers, social planners, practitioners, human rights activists and disabled people alike.
openalex: W2157675926 mag: 2157675926
Keywords: openalex:import

The Role of Open and Distance Learning in the Implementation of the Right to Education in Zambia - Siaciwena, Richard; Lubinda, Foster (The International Review of Research in Open and Distributed Learning, 2008)
As a member of the United Nations, Zambia is committed to the observance of human rights enshrined in the Universal Declaration of Human Rights of 1948. This is evidenced, among others, by the fact that Zambia is a signatory to the Convention on the Rights of the Child and the African Charter on the Rights and Welfare of the Child. Zambia has a permanent Human Rights Commission that includes a subcommittee on child rights whose focus is on child abuse and education. Zambia also has a National Child Policy and National Youth Policy whose main objectives are to holistically address problems affecting children and youth. This paper focuses on the progress and challenges currently facing Zambia and the role of open and distance learning in addressing those challenges.
openalex: W2119213496 mag: 2119213496
Keywords: openalex:import

New Ways of Mediating Learning: Investigating the implications of adopting open educational resources for tertiary education at an institution in the United Kingdom as compared to one in South Africa - Wilson, Tina (The International Review of Research in Open and Distributed Learning, 2008)
Access to education is not freely available to all. Open Educational Resources (OERs) have the potential to change the playing field in terms of an individual’s right to education. The Open University in the United Kingdom was founded almost forty years ago on the principle of ‘open’ access with no entry requirements necessary. The University develops innovative high quality multiple media distance-learning courses. In a new venture called OpenLearn, The Open University is making its course materials freely available worldwide on the Web as OERs ( see http://www.open.ac.uk/openlearn). How might other institutions make use of these distance-learning materials? The paper starts by discussing the different contexts wherein two institutions operate and the inequalities that exist between them. One institution is a university based in South Africa and the other is a college located in the United Kingdom. Both institutions, however, deliver distance-learning courses. The second part of the paper discusses preliminary findings when OERs are considered for tertiary education at these two institutions. The findings emphasise some of the opportunities and challenges that exist if these two institutions adopt OERs.
openalex: W2150560790 mag: 2150560790
Keywords: openalex:import

The Impacts of Information Communication Technology (ICT) on the Teaching and Learning of English as a Second Language in Nigerian Secondary Schools - Akinbode, J O (African Research Review, 2008)
The roles of Information Communication Technology (ICT) in the trend of English Language teaching and learning are enormous. These include globalisation of the teaching and learning of English Language, the use of technology to make teaching and learning of English as a Second Language communicative and functional and the development of the trendy English Language teacher. This study in consonance with the foregoing is aimed at examining the impacts of Information Communication Technology (ICT) on the teaching and learning of English as a Second Language in Nigerian secondary schools. African Research Review Vol. 1 (3) 2007: pp. 139-152
openalex: W1963693231 mag: 1963693231
Keywords: openalex:import