Implementing HIV/AIDS education programs in rural secondary schools in Kenya: Principals perceptions, practices, and challenges - Ongaga, Kennedy; Ombonga, Mary (2009)
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Improving quality in Zambias community schools: Sustainable strategies or quick fixes? - Sampa, Peter; Graybill, Edward; Plessis, Joy du (2009)
openalex: W564339691 mag: 564339691
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Pupil performance and age: A comparison of efficiency rates by relative age in sub-Saharan Africa - Sylla, Benjamin P.; Wils, Annababette; Oliver, Sarah E. (2009)
openalex: W2290396356 mag: 2290396356
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Globalization and education reform in Uganda: A glass half empty or half full? - Wood, Jayne Millar (2009)
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Teaching in the window of hope: The problems and possibilities of college HIV/AIDS education in Zambia - Woods, Joan; Mumba, Evans; Malinda, Malinda (2009)
openalex: W2266171163 mag: 2266171163
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Home to school: A complex language encounter for young children in South Africa and Canada - Cleghorn, Ailie; Evans, Rinelle (2009)
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Environmental implications of bitumen seep induced pollution in parts of Ogun state, southwestern Nigeria - Gbadebo, A. M. (Environmental Earth Sciences, 2009)
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Resource network centrality and school performance: Examining a secondary school network in Mukono, Uganda - Hite, Julie M.; Hite, Steven J.; Rew, W. Joshua; Mugimu, Christopher B.; Nsubuga, Yusuf K.; Jacob, W. James (2009)
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Diffuse Pollution of Water Resources : Principles and Case Studies in the Southern African Region - Hranova, Roumiana (2009)
1 DIFFUSE POLLUTION - BASIC PRINCIPLES, DEFINITIONS AND REGULATORY ASPECTS - R. Hranova 2 MONITORING, ABATEMENT AND MANAGEMENT OF DIFFUSE POLLUTION - R. Hranova 3 CHARACTERISTICS OF AN URBAN ENVIRONMENT IN THE CONTEXT OF DIFFUSE POLLUTION CONTROL - THE CITY OF HARARE, ZIMBABWE - R. Hranova 4 ASSESSING AND MANAGING URBAN STORMWATER QUALITY FROM COMMERCIAL, INDUSTRIAL AND RESIDENTIAL AREAS - R. Hranova & M. Magombeyi 5 DIFFUSE POLLUTION IN HIGH-DENSITY (LAW - INCOME) URBAN AREAS -WATER QUALITY ASSESSMENTS AND MANAGEMENT ASPECTS - R. Hranova & A.Mvungi 6 IMPACTS ON GROUNDWATER QUALITY AND WATER SUPPLY OF THE EPWORTH SEMI-FORMAL SETTLEMENT, ZIMBABWE - D. Love, E. Zingoni, P. Gandidzanwa, C. Magadza & K. Musiwa 7 IMPACTS OF A SOLID WASTE DISPOSAL SITE AND A CEMETERY ON THE GROUNDWATER QUALITY IN HARARE, ZIMBABWE - W. Moyce, D. Love, K. Musiwa, Z. Nyama, P. Mangeya, S. Ravengai, M. Wuta & E. Zingoni 8 SEWAGE SLUDGE GENERATION AND DISPOSAL ON LAND - BASIC PRINCIPLES AND ASSESSMENT OF IMPACTS ON SURFACE WATER QUALITY- R. Hranova & M. Manjonjo 9 SEWAGE SLUDGE DISPOSAL ON LAND - TRANSPORT MECHANISMS OF POLLUTANTS AND ASSESSMENT OF IMPACTS ON SOILS AND GROUNDWATER QUALITY - R. Hranova & A. Amos 10 LONG-TERM IRRIGATION WITH PONDS EFFLUENT - REGULATION AND IMPACTS ON SOILS AND GROUNDWATER - R. Hranova & W. Gwenzi 11 DIFFUSE POLLUTION OF URBAN RIVERS - TWO CASE STUDIES IN MALAWI AND SWAZILAND - R. Hranova, S. Nkambule & S. Mwandira 12 INTEGRATED MANAGEMENT OF DIFFUSE POLLUTION IN THE SOUTHERN AFRICAN REGION - R. Hranova
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Initial reactions of school administrators to Universal Secondary Education in Uganda - Werner, Jessica; Burton, Lisa; Chapman, David W. (2009)
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Botox to reduce drooling in South African neurologically impaired children : a retrospective study. - Hay, Nicola (2009)
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Grandmother Coresidence, Maternal Orphans, and School Enrollment in Sub-Saharan Africa - Parker, Erin; Short, Susan E. (Journal of Family Issues, 2009)
The HIV/AIDS pandemic in sub-Saharan Africa has brought renewed attention to the role of grandmothers as caregivers of children. Using 2004 Lesotho Demographic and Health Survey data, the authors examine the relationship between coresidence with a grandmother and child schooling in Lesotho, a country with one of the highest rates of HIV infection. Results confirm the critical role grandmothers play in the event of maternal death. Maternal orphans who live with a grandmother are just as likely to be in school as children living with a mother. The protective effect of living with a grandmother is also important for children whose mothers are alive but not affiliated with their households. The results of the analysis underscore the importance of attending to the simultaneous presence of mothers and grandmothers, as well as the circumstances associated with mother absence, when assessing the relationship between grandmother coresidence and child outcomes.
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Molecular Improvement of Tropical Maize for Drought Stress Tolerance in Sub-Saharan Africa - Anami, Sylvester; Block, Marc De; Machuka, Jesse; Lijsebettens, Mieke Van (Critical Reviews in Plant Sciences, 2009)
Abstract The C4 grass Zea mays (maize or corn) is the third most important food crop globally after wheat and rice in terms of production and the second most widespread genetically modified (GM) crop, after soybean. Its demand is predicted to increase by 45% by the year 2020. In sub-Saharan Africa, tropical maize has traditionally been the main staple of the diet, 95% of the maize grown is consumed directly as human food and as an important source of income for the resource—poor rural population. However, its growth, development and production are greatly affected by environmental stresses such as drought and salinization. In this respect, food security in tropical sub-Saharan Africa is increasingly dependent on continuous improvement of tropical maize through conventional breeding involving improved germplasm, greater input of fertilizers, irrigation, and production of two or more crops per year on the same piece of land. Integration of advances in biotechnology, genomic research, and molecular marker applications with conventional plant breeding practices opens tremendous avenues for genetic modifications and fundamental research in tropical maize. The ability to transfer genes into this agronomically important crop might enable improvement of the species with respect to enhanced characteristics, such as enriched nutritional quality, high yield, resistance to herbicides, diseases, viruses, and insects, and tolerance to drought, salt, and flooding. These improvements in tropical maize will ultimately enhance global food production and human health. Molecular approaches to modulate drought stress tolerance are discussed for sub-Saharan Africa, but widely applicable to other tropical genotypes in Central and Latin America. This review highlights abiotic constraints that affect growth, development and production of tropical maize and subsequently focuses on the mechanisms that regulate drought stress tolerance in maize. Biotechnological approaches to manage abiotic stress tolerance in maize will be discussed. The current status of tropical maize transformation using Agrobacterium as a vehicle for DNA transfer is emphasized. This review also addresses the present status of genetically modified organisms (GMOs) regulation in sub-Saharan Africa. Keywords: tropical maizedrought stressconventional breedinggenetic engineering ACKNOWLEDGEMENTS The authors thank Martine De Cock for help in preparing the manuscript, and Kan Wang and Luis Herrera-Estrella for critical reading and constructive suggestions. S.A. is indebted to the Vlaamse Interuniversitaire Raad (VLIR) for a PhD fellowship.
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Physics Education in Sub-Sahara African Schools and Universities - Deressu, Tilahun (Bulletin of the American Physical Society, 2009)
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Teachers' participation in policy making : the case of the South African Schools Act. - Govender, Loganathan Velayudam (2009)
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HIV/AIDS education in Tanzania: The experience of at-risk children in poorer communities - Maro, Cyprian N.; Roberts, Glyn C.; Sørensen, Marit (Vulnerable children and youth studies (Print), 2009)
This study has investigated human immunodeficiency virus (HIV) knowledge, attitudes and sexual at-risk behaviours of youths from disadvantaged communities of Dar es Salaam, Tanzania. Participants were 800 youths aged 12–15 years within three youth subgroups in these poorer communities: those children attending school; children who were not attending school but who were still residing within their communities; and children who were street children (more than 50% of them being orphans). Participants responded to questionnaires. In general, all youths showed low levels of HIV knowledge, experience with condom use and intention to use condoms. They exhibited moderate perceived behaviour control in using condom and positive subjective norms about the use of condoms, the value of sexual abstinence and having an exclusive sexual partner. Contrary to expectations, there were no significant differences between those in-school and those out-of-school with regard to HIV knowledge, intended condom use, subjective norms about condom use and abstinence. Indeed, the in-school children were more at risk for HIV infection, in that they reported the lowest condom experience and perceived behavioural control in condom use. There were systematic gender differences, in that girls scored lower than boys on all variables. The policy of basing HIV/acquired immunodeficiency syndrome (AIDS) education within the schools of Tanzania has not been as effective as desired. To be effective in “kicking AIDS out of Africa”, we need to re-evaluate the educational strategies being used.
openalex: W2019803195 mag: 2019803195
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Orphans and future livelihoods in Mozambique? The role of the Junior Farmer Field and Life School Programme - Vikan, Selvi; Seeley, Janet (Vulnerable Children and Youth Studies, 2009)
The Junior Farmer Field and Life School (JFFLS) Programme, a joint venture of the Government of Mozambique and the Food and Agriculture Organisation and the World Food Programme, was piloted in Mozambique in 2003 to support orphans to gain farming skills. In this article, based on fieldwork in Mozambique in 2006, the impact of the JFFLS programme is examined in four different communities. The findings show that JFFLS graduates from rural communities, who anticipated that their livelihoods would continue to depend on farming, did value the skills that they had learnt but in places where other livelihood options existed, or land was scarce, the new skills went unused. The family context determined whether graduates could use the programme as a stepping stone to build livelihoods, as it facilitated access to other vital assets. The findings suggest that a thorough needs assessment is required before the implementation of such programmes to ensure that resources are used effectively.
openalex: W2010009352 mag: 2010009352
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Elementary School Placements of African American Students Who Are Profoundly Deaf - Wilkens, Christian P. (Journal of Disability Policy Studies, 2009)
Data from the third wave (2003—2004) of the Special Education Elementary Longitudinal Study are used to generate nationally representative estimates of current school and classroom placements of elementary school—aged students who are African American and profoundly deaf. These students are found to have less access to regular schools and less access to typical classroom placements within schools than their White peers.
openalex: W2067155942 mag: 2067155942
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Working practices and patient outcome in the intensive care unit of the University of Benin Teaching Hospital - Adudu, OP; Adudu, OG (Journal of Medicine and Biomedical Research, 2009)
The working practices and outcome of patients admitted into the intensive care unit (ICU) of the University of Benin Teaching Hospital (UBTH), a tertiary institution, was examined. The conditions under which these were carried out were reviewed over a 15-year period (January 1985 to December 1999). We found that the admission rate was 53.3% with post-surgical patients in the majority (50.4%). One hundred and thirteen patients needed respiratory support and were ventilated (14.1%). The incidence of tracheostomy was 6.4, while the mean length of stay in the ICU was 7.1 days. Outcome of patients admitted into the unit included a mortality rate of 35.1%, 50% direct transfers to the lying-in wards, 2.8% referrals to other tertiary institutions for more specialised care, and 12.1% discharged home! Patients who were not ill enough to require admission into the ICU were found in the study. In addition, unnecessary long stay of patients in the ICU made their management not to be cost-effective. We conclude that there is a need to streamline and enforce admission criteria in the intensive care unit in order to reduce the rate of unnecessary admissions into the unit. Discharge criteria should also be strictly adhered to, thereby making the ICU services more cost-effective. There is a need for a high dependency unit as a step down from the ICU to take care of post-surgical cases that are not critically ill. Keywords: Working practices, patient outcome, intensive care unit Journal of Medicine and Biomedical Research Vol. 3 (1) 2004: pp. 67-72
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Perception of Female Doctors\' Clinical Practice and Teaching in Anaesthesia and other Medical Specialties by Medical Students in Nigeria - Adudua, OP; Adudub, OG; Egbagbe, EE (Journal of Medicine and Biomedical Research, 2009)
More women are in medicine. The study aimed at examining medical students' perception of female doctors' clinical practice and teaching as it relates to their gender. The study's design was simple randomized using well-structured questionnaires. One hundred and sixtyone medical students with a mean age of 24.4 ± 2 years were involved in the study. Gender bias was shown generally by 68.9 % of them with male doctors being favoured (42.9%). Specialty preferences significantly favoured male surgeons (76 ie50.3%) and female paediatricians (67 ie 44.9%) (x2 = 10.78 and 6.62 respectively, p< 0.05 for both). Preference for female anaesthetists (9.3%) was better than has been reported (0.69%).Majority of students (61.5%) showed indifference to doctors gender as it relates to lecture delivery. The reasons adduced for these include socio-cultural misconceptions, gender concordance and sensitivity. We conclude that female doctors should improve their practice style and content and veer into male dominated specialties to clarify these misconceptions. Journal of Medicine and Biomedical Research Vol. 5 (1) 2006: pp. 7-12
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Attitudes to Malocclusion in a Nigerian School Population - Ajayia, Emmanuel O.; Ajayi, Y.O. (Journal of Medicine and Biomedical Research, 2009)
The aim of this study was to determine attitudes to malocclusion and orthodontic treatment need among school children in Lagos, Nigeria. The sample consisted of 120 randomly selected school children, 66 boys (55%) and 54 girls (45%) aged 10-12 years in Lagos State, Southwestern region of Nigeria. The study was conducted with a fixed choice questionnaire and the need for orthodontic treatment was assessed with the WHO-FDI basic method for recording occlusal traits, 1979. The results showed that most children (61.7%) were satisfied with their dental appearance with no significant sex differences while the10-year-old children expressed significantly higher level of dissatisfaction with their teeth arrangement (P
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Common psychiatric disorders in glaucoma patients as seen at the University of Benin Teaching Hospital, Benin City, Nigeria - Dawodu, OA; Otakpor, AN; Ukponmwan, CU (Journal of Medicine and Biomedical Research, 2009)
Fifty consenting patients attending glaucoma clinic were recruited over a six-month period and screened for general psychiatric morbidity, anxiety and depression using the SRQ-20 and HAD scales respectively. The male:female ratio of the group was 2.1:1 with a mean age of 57.3 years. The elderly population constituted 52% of the group. Twenty two per cent of the patients had a probable co-morbid psychiatric disorder with the prevalence rates of 10% and 6% respectively for anxiety and depression. All the depressed patients were males. The glaucoma patients with co-morbid psychiatric disorder had significantly higher scores on all psychometric test instruments than those without co-morbidity. Lack of formal education was the only socio-demographic variable that was significantly associated with psychiatric co-morbidity. Patients aged 50 years or above scored significantly higher than those aged less than 50 years on the depression sub-scale of the HADS, while the reverse was true for the anxiety sub-scale. The implications of these findings in the management of glaucoma patients are discussed. The prevalence and pattern of distribution of psychiatric disorders found among glaucoma patients in this study did not differ from that of the normal population Keywords: keyGlaucoma patients, common psychiatric disorders, anxiety, depression Journal of Medicine and Biomedical Research Vol. 3 (1) 2004: pp. 42-47
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Perceptions towards private medical practitioners\' attachments for undergraduate medical students in Malawi - Matchaya, Medson; Muula, Adamson S (Malawi medical journal, 2009)
Objective To describe perceptions of medical students, recent medical graduates, faculty of the College of Medicine, University of Malawi and private medical practitioners (PMPs) towards an attachment of undergraduate medical students in private medical doctors' offices.Method Qualitative cross sectional study conducted in Blantyre, Malawi in 2004 using in-depth key informant interviews and content analysis. ResultsIn general, private medical practitioners were favourable to the idea of having medical students within their consulting offices while the majority of students, recent graduates and faculty opposed, fearing compromising teaching standards.The lack of formal post-graduate qualifications by most private medical practitioners, and nationally-approved continued medical education programs were mentioned as reasons to suspect that private medical practitioners (PMPs) could be outdated in skills and knowledge.Private medical practitioners however reported participation in credible continued professional development (CPD) programs although these were not necessary for reregistration.Students and faculty suggested that the need for privacy in private institutions unlike in the public teaching hospitals as one reason why patients may not be willing to participate in the teaching in PMPs facilities.The fact that the patients profiles with regard to disease presentation (mostly ambulatory) and higher socio-economic status may be different from patients attending the public, free for service teaching hospital was not seen as a desirable attribute to allocate students to PMPs clinics.Conclusion Faculty, medical students and recent graduates of the Malawi College of Medicine do not perceive PMPs as a resource to be tapped for the training of medical students.
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Impact of iron supplementation on schistosomiasis control in Zambian school children in a highly endemic area - Mwanakasale, Victor; Siziya, Seter; Mwansa, James; Koukounari, Artemis; Fenwick, Alan (Malawi medical journal, 2009)
Aim: To study impact of once weekly iron supplementation on praziquantel cure rate, Schistosoma haematobium reinfection, and haematological parameters in pupils aged between 9 and 15 years of age in Nchelenge district, Zambia.Methods: Pupils in the intervention group received once weekly dose of ferrous sulphate at 200mg while those in the control received once weekly vitamin C at 100mg for up to 9 months.Both study groups received a single dose of praziquantel at baseline.Results: S haematobium reinfection intensity was significantly lower in boys in the intervention group than in boys in the control group at 6 months (P<0.001) and 9 months (P<0.001) of supplementation.Significantly lower S haematobium reinfection intensity was found in girls in the intervention group than in girls in the control group only at 6 months of supplementation (P=0.018).Boys in the intervention group were 42% (Adjusted Risk Ratio =0.58, 95% confidence interval 0.39, 0.86) less likely to be reinfected with S haematobium than in the control group at 6 months follow up.Conclusion: Once weekly iron supplementation can decrease S haematobium reinfection after 6 months and should be incorporated into school based schistosomiasis control programs in highly endemic areas.
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Knowledge, Attitude And Expectation of Mothers of Children With Neurologic Disorders Attending The Paediatric Neurology Clinic, University Of Benin Teaching Hospital, Benin City, Nigeria - Ofovwe, GE; Ofovwe, CE (Journal of Medicine and Biomedical Research, 2009)
Background: The high rate of default from follow up clinic by children with chronic neurological disorders and shopping around from one place to another in search of a cure by their mothers may be as a result of ignorance concerning the diagnosis, cause and prognosis of these disorders. The ignorance of mothers may be as result of lack of adequate information from medical personnel at time of initial consultation. Objectives: To assess mothers whose children were referred to the paediatric neurology clinic to determine what they know and feel about the cause, management, prognosis and their expectation regarding the disorders. Study design and methods: The study was conducted between January 7th 2004 and December 8th 2004 in the paediatric neurology clinic of University of Benin Teaching Hospital, Benin City, Nigeria using a semi-structured questionnaire. Responses were aggregated and expressed as simple percentages and analyzed using SPSS 10.0 for windows. Results: One hundred and ten mothers aged between 21 and 65 years were recruited. 21.8%, 19.1% and 23.6% knew the cause, diagnosis and outcome respectively while 30% had diagnosis explained. Over 70% of the mothers had negative attitude toward their children being seen in public. All the mothers expected cure while 98.2% were willing to share their experience with other mothers. Conclusion: Majority of the mothers lack adequate information about possible cause, diagnosis and outcome of their children\'s neurological disorder at referral. Willingness of almost all mothers to share experience with others provides opportunity for group therapy and formation of support groups Keywords: Knowledge, Attitude, Expectation, Mothers, Children, Neurological Disorders Journal of Medicine and Biomedical Research Vol. 5 (1&2) 2007: pp. 59-65
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Exposure to Television Advertisement and Product Preference Among Primary School Pupils in Nigeria - Peter, Ada (Social Science Research Network, 2009)
This experimental study, investigated the influence of television food adverts on children’s product preference. A sample of 210 participants between ages 5 and 11 years were selected via the random and stratified sampling techniques. The instrument of data collection was Thurstones Preference Rating Scale (TPRS). The moderating role of age and gender were calculated to test the three null hypotheses raised at 0.05 level of significance. Findings denote that there is a significant difference in the preference for an advertised product between children within age 5-8 and children within age 9-11. Disparate from some western studies, the Chi-square value in this research been 0.543 and greater than the critical value in the goodness of fit value table, implies that older children are more influenced by food advertisements.
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Prevalence of Plasmids Mediated Pseudomonas aeruginosa Resistant Genes from Burn Wound Patients at the University of Benin Teaching Hospital Benin City, Nigeria - Yah, SC; Eghafona, N. O.; Enabulelem, IO (Journal of Medicine and Biomedical Research, 2009)
The studies of the prevalence of Pseudomonas aeruginosa in burn wounds contamination in the ward were carried out. From a total of 166 Pseudomonas aeruginosa strains, 104 (62.7%) were obtained from freshly admitted burn wounds inmates where the isolates predominated in second-degree burns 45 (43.3%), followed by first-degree 38(36.5%) and third- degree 21(20.2%). From long term patients, a total of 62 (37.3%) were obtained where the isolates dominated in third degree burns 33(53.2%) and second- degree 29(46.8%). The organisms were further tested for their antibiotic sensitivity pattern. The quinolones, cefuroxime and gentamicin were the most effective on the isolates from newly admitted patients and to a lesser extent on isolates from long-term patients. Generally, there was a significant difference between (p
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Training health care workers to promote HIV services for patients with tuberculosis in the Democratic Republic of Congo - Driessche, Koen Vanden; Mulangu, Sabue; Dufour, Wendy; Behets, Frieda; Rie, Annelies Van (Human Resources for Health, 2009)
Abstract Background HIV counseling and testing, HIV prevention and provision of HIV care and support are essential activities to reduce the burden of HIV among patients with TB, and should be integrated into routine TB care. Methods The development of training materials to promote HIV services for TB patients involved the definition of target health care workers (HCWs); identification of required tasks, skills and knowledge; review of international guidelines; and adaptation of existing training materials for voluntary counseling and testing, prevention of mother-to-child transmission of HIV, and management of opportunistic infections (OIs). Training effectiveness was assessed by means of questionnaires administered pre- and post-training, by correlating post-training results of HCWs with the centre's HIV testing acceptance rates, and through participatory observations at the time of on-site supervisory visits and monthly meetings. Results Pre-training assessment identified gaps in basic knowledge of HIV epidemiology, the link between TB and HIV, interpretation of CD4 counts, prevention and management of OIs, and occupational post-exposure prophylaxis (PEP). Opinions on patients' rights and confidentiality varied. Mean test results increased from 72% pre-training to 87% post-training (p < 0.001). Important issues regarding HIV epidemiology and PEP remained poorly understood post-training. Mean post-training scores of clinic's HCWs were significantly correlated with the centre's HIV testing acceptance rates (p = 0.01). On-site supervisory visits and monthly meetings promoted staff motivation, participatory problem solving and continuing education. Training was also used as an opportunity to improve patient-centred care and HCWs' communication skills. Conclusion Many HCWs did not possess the knowledge or skills necessary to integrate HIV activities into routine care for patients with TB. A participatory approach resulted in training materials that fulfilled local needs.
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Training health care workers to promote HIV services for patients with tuberculosis in the Democratic Republic of Congo - Driessche, Koen; Mulangu, Sabue; Dufour, Wendy; Behets, Frieda; Rie, Annelies Van (Carolina Digital Repository (University of North Carolina at Chapel Hill), 2009)
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Mobilizing Higher Education for Development in Africa: A Case Study of the Association of African Universities - Johnson, Ane Turner; Hirt, Joan B.; Burge, Penny L.; Janosik, Steven M. (2009)
ii TABLE OF CONTENTS iv LIST OF FIGURES vi LIST OF TABLES vi LIST OF APPENDICES vii GRANT INFORMATION viii ACKNOWLEDGEMENTS ix CHAPTER ONE: Introduction 1 Higher Education in Africa 5 The Connection between Development and Higher Education 8 Statement of the Problem 12 Purpose of the Study 14 Research Questions 15 Significance of the Study 15 Delimitations 17 Organization of the Study 18 CHAPTER TWO: Literature Review and Setting of the Study 19 Higher Education in Developing Countries 20 Issues in Higher Education in Africa 22 Development in Developing Countries 23 Paradigms of Development 24 Higher Education and Development 26 Individual Institutions’ Contributions to Development 28 Networks, Education and Development 29 Conclusion 32 Setting of the Study 34 Secretariat 36 CHAPTER THREE: Methodology 37 Purpose Statement 37 Research Questions 37 Rationale and Assumptions of a Qualitative Strategy of Inquiry 38 Participant Selection 41 Instrumentation 44 Data Collection 46
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DRC Leaders Learn to Address Health Issues - Santiago, Judith (2009)
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Science Teacher Learning of MBL-Supported Student-Centered Science Education in the Context of Secondary Education in Tanzania - Voogt, Joke; Tilya, Frank; Akker, Jan van den (Journal of Science Education and Technology, 2009)
Science teachers from secondary schools in Tanzania were offered an in-service arrangement to prepare them for the integration of technology in a student-centered approach to science teaching. The in-service arrangement consisted of workshops in which educative curriculum materials were used to prepare teachers for student-centered education and for the use and application of Microcomputer Based Laboratories (MBL)—a specific technology application for facilitating experiments in science education. Quantitative and qualitative data were collected to study whether the in-service arrangement impacted teacher learning. Teacher learning was determined by three indicators: (1) the ability to conduct MBL-supported student centered science lessons, (2) teachers’ reflection on those lessons and (3) students’ perceptions of the classroom environment. The results of the research indicate that the teachers’ were able to integrate MBL in their science lessons at an acceptable level and that they were able to create a classroom environment which was appreciated by their students as more investigative and open-ended.
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Interlingual Transfer of Idioms by Algerian Learners of English. - Belkacem, Benseddik Belkacem Benseddik (الحوار المتوسطي, 2009)
openalex: W2784370368 mag: 2784370368
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Economic Impact of Climate Change on Crop Production in Ethiopia: Evidence from Cross-section Measures - Deressa, Temesgen; Hassan, Rashid M. (Journal of African Economies, 2009)
Journal Article Economic Impact of Climate Change on Crop Production in Ethiopia: Evidence from Cross-section Measures Get access Temesgen Tadesse Deressa, Temesgen Tadesse Deressa * Department of Agricultural Economics and Rural Development, Faculty of Natural and Agricultural Sciences, Centre for Environmental Economics and Policy in Africa (CEEPA), University of Pretoria, Pretoria 0002, Republic of South Africa * Corresponding author: Temesgen Tadesse Deressa, Department of Agricultural Economics and Rural Development, Centre for Environmental Economics and Policy in Africa (CEEPA), University of Pretoria, Room 2-4, Agric. Annexe, Pretoria 0002, Republic of South Africa. Telephone: +27 12 420 5767. Fax: +27 12 420 4958. E-mail: ttderessa@yahoo.com Search for other works by this author on: Oxford Academic Google Scholar Rashid M. Hassan Rashid M. Hassan Department of Agricultural Economics and Rural Development, Faculty of Natural and Agricultural Sciences, Centre for Environmental Economics and Policy in Africa (CEEPA), University of Pretoria, Pretoria 0002, Republic of South Africa Search for other works by this author on: Oxford Academic Google Scholar Journal of African Economies, Volume 18, Issue 4, August 2009, Pages 529–554, https://doi.org/10.1093/jae/ejp002 Published: 15 March 2009
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TEACHING AND LEARNING Colloquium: A paradigm shift in African language teaching and learning in the US - Bokamba, Eyamba G (2009)
openalex: W2289055034 mag: 2289055034
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Climate change and its impacts on the coastal zone of the Nile Delta, Egypt - El-Nahry, A. H.; Doluschitz, Rainer (Environmental Earth Sciences, 2009)
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The effect of single dose versus two doses of praziquantel on Schistosoma haematobium infection and pathology among school-aged children in Mali - Sacko, Moussa; Magnussen, Pascal; Traoré, Mamadou; Landouré, Aly; Doucouré, Aïssata; Reimert, Claus M.; Vennervald, Birgitte J. (Parasitology, 2009)
SUMMARY The aim of this study was to assess the effect of two doses of 40 mg/kg praziquantel with 2 weeks interval versus a standard single dose of 40 mg/kg on cure rates, egg reduction, intensity of infection, and micro-haematuria in Schistosoma haematobium infections. A randomised controlled intervention study was carried out among school-aged children in two different endemic settings with follow-up at 3, 6 and 18 months following drug administration. Differences in cure rates between the two treatment regimens were not significant. However, in high transmission areas, the double treatment regimen was more effective in egg reduction than single treatment regimen and the difference in egg reduction between the two treatments was significant at 3 months ( P <0·005), 6 months ( P <0·0001) and 18 months ( P <0·003) after treatment. There was a significant difference in the effect of the two treatments on prevalence of micro-haematuria at 18-month follow-up in both Koulikoro ( P <0·001) and Selingue ( P <0·003). The study shows that although no significant difference could be observed in the overall cure-rates between the two treatment regimens, the effect of double treatment was a significant reduction in infection intensity as well as micro-haematuria which may have a great impact in reducing subtle morbidity.
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Assessment of groundwater vulnerability to pollution in Dire Dawa, Ethiopia using DRASTIC - Tilahun, Ketema; Merkel, Broder J. (Environmental Earth Sciences, 2009)
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Education and culture for the development of Africa today : a conceptual statement - Pityana, N. Barney (2009)
openalex: W637903397 mag: 637903397
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Association between lung function and disability in African-Americans - Thorpe, Roland J.; Szanton, Sarah L.; Whitfield, Keith E. (Journal of Epidemiology and Community Health, 2009)
Impaired lung function is independently associated with higher rates of disability; however, few studies have examined the extent to which this relationship varies by sex. Because men are less likely to have disability, it is expected that the relationship between lung function and disability will be greater among women.Logistic regression models were specified to examine the relationship between lung function and disability in 689 African-American men and women participating in the Carolina African American Twin Study of Aging. Disability was defined as difficulty in performing at least one of seven basic activities of daily living. Impaired lung function was defined as per cent of predicted peak expiratory flow (PEF) <80.Accounting for demographic and health-related characteristics, women who had impaired lung function had a higher odds (OR 1.77; 95% CI 1.02 to 3.06) of being disabled than those with normal lung function. Impaired lung function was unrelated to disability in men.Lung function appears to vary by sex in this sample of African-Americans. Furthermore, among women, lung function should be considered as an important indicator of health. Every effort should be made to improve lung function in African-Americans, but interventions and health promoting strategies may need to be sex specific.
openalex: W2163587268 mag: 2163587268
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Verbal person in written and spoken french in the Congo : A systematic study of learners' sentences in high grammar classes - Loussakoumounou, Alain Fernand; Dinga, B. (2009)
openalex: W4392183612
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Age At First Child: Does Education Delay Fertility Timing? The Case Of Kenya - Ferré, Céline (2009)
Completing additional years of education necessarily entails spending more time in school. There is naturally a rather mechanical effect of schooling on fertility if women tend not to have children while continuing to attend high school or college, thus delaying the beginning of and shortening their reproductive life. This paper uses data from the Kenyan Demographic and Health Surveys of 1989, 1993, 1998, and 2003 to uncover the impact of staying one more year in school on teenage fertility. To get around the endogeneity issue between schooling and fertility preferences, the analysis uses the 1985 Kenyan education reform as an instrument for years of education. The authors find that adding one more year of education decreases by at least 10 percentage points the probability of giving birth when still a teenager. The probability of having one's first child before age 20, when having at least completed primary education, is about 65 percent; therefore, for this means a reduction of about 15 percent in teenage fertility rates for this group. One additional year of school curbs the probability of becoming a mother each year by 7.3 percent for women who have completed at least primary education, and 5.6 percent for women with at least a secondary degree. These results (robust to a wide array of specifications) are of crucial interest to policy and decision makers who set up health and educational policies. This paper shows that investing in education can have positive spillovers on health.
openalex: W3123267064 mag: 3123267064
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Training lawyers for the sub-Saharan African market: what role for academics? Perspectives from Kenya - Kibugi, Robert (The Law Teacher, 2009)
Skilled professionals such as lawyers are imperative for any society. Their training is even more critical, as it shapes their eventual role in transforming society. They play an important role since the law influences literally all aspects of our lives. My thesis here is that the “market” for lawyers in sub-Saharan Africa is dictated by the stage of societal development. Thus their training must be focused on the present and projected needs of the particular society. So, what role do academics play in realising this long-term goal? Academics must wear many hats as thinkers and scholars, teachers and mentors. They must influence philosophical paradigms of teaching for local relevance. They must deconstruct the “market” to decipher its meaning – are they training professionals for local service or for emigration? Thus, examining the place of the university academic in the training process, this paper investigates the situation, and makes policy-level remedial proposals.
openalex: W2048305110 mag: 2048305110
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Visual impairment from age-related cataract among an indigenous African population - Komolafe, Opeyemi; Ashaye, Adeyinka; Ajayi, B G K; Bekibele, CO (Eye, 2009)
To determine the magnitude of visual impairment (VI) resulting from lens opacity/cataract among a rural population in southwestern Nigeria.A population-based cross-sectional survey using a multistage sampling method to select subjects >or=50 years. Participants with pinhole visual acuity of <or=6/18 in their better eye, exclusively from lens opacity/cataract, were further examined by an ophthalmologist. Their level of VI was categorised using the International Classification of Disease tenth revision and lens opacity was graded using the World Health Organization's cataract grading system.From the enumerated population of 1200 subjects, 1031 subjects were examined. The prevalence of VI from cataract/lens opacity in the population studied was 11.9% (95% CI: 10.1-14.0) with a cataract blindness prevalence of 2.0% (95% CI: 1.3-3.0). The odds for VI increased with increasing age and female patients had 1.6 times the odds for cataract blindness than did male patients. Mixed cataract was the most prevalent of the visually disabling cataract. (3.9% (95% CI: 2.8-5.2)), whereas posterior subcapsular cataract was the least prevalent (2.5% (95% CI: 1.7-3.7)).VI from cataract remains a public health problem in the Akinyele district of Nigeria. The need for a comprehensive cataract surgical service using the VISION 2020 model is necessary in the district if the burden from the backlog of visually disabling cataract is to be reduced.
openalex: W2058853112 mag: 2058853112
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Incidence of Proteus species in wound infections and their sensitivity pattern in the University of Benin Teaching Hospital - Mordi, RM; Momoh, MI (African Journal of Biotechnology, 2009)
Proteus species are frequently recovered from infected wounds. They contaminate wounds and thus cause infections. This study was carried out at the University of Benin Teaching Hospital (UBTH) to determine the involvement of Proteus species as one of the major causative organisms in wound infections. The study also determined the sensitivity pattern of the Proteus isolates. This was a prospective and cross-sectional study. Wound swabs and aspirates from various parts of the body and consisting of accidental, pathological and post-operative wounds were collected from patients who attended the clinics at the UBTH and examined by standard bacteriological methods. All isolates were tested for sensitivity against ciprofloxacin 5 µg, gentamycin 10 µg, streptomycin 10 µg, ofloxacin 5 mg/µg, chloramohenicol 10 µg, erythromycin 10 µg and tetracycline 10 µg. Of the 400 wound samples from various parts of the body 390 (97.5%) yielded growths and produced 560 isolates. Ten samples (2.5%) yielded no growths. Proteus species accounted for 150 (26.8%) of the isolates. Proteus mirabilis was the Proteus species most commonly isolated, 97 (17.3%), Proteus vulgaris 40 (7.1%), Proteus rettgeri 8 (1.40%), and Proteus morgagni 5 (0.9%). All the isolates were sensitive to ciprofoxacin, ofloxacin and gentamycin while all were resistant to tetracycline and erythromycin. Knowledge of the microbial flora of an environment and the sensitivity pattern are important tools in the management of wound infections especially those caused by Proteus species, and are also useful in formulating rational antibiotic policy.
openalex: W2116700625 mag: 2116700625
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Livelihood Security and Climate Change in Africa - Baro, Mamadou (2009)
openalex: W576668229 mag: 576668229
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The Politicization of the Education System: Implications for Peace in Sudan - Guta, Hala Asmina (Africa media review, 2009)
This article takes a closer look at the education system in Sudan and its role in social cohesion/division. It analyzes themes run in approved textbooks. The findings of this article can be summarized around three main points: the curriculum constructs an exclusionary version of Sudanese identity that is practically the same as Northern Arabic Muslim identity; heroism is associated with war and history lessons are centred on the history of wars; and, war and violence are always linked and consequently legitimized. The article argues that educational institutions in Sudan fail to create harmony and acceptance among different ethnic groups and perpetuate prejudice and violence. An urgent reform in the curriculum is needed.
openalex: W4385518627
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The Genesis of Student Radicalism in Ethiopia - Tareke, Gebru (Africa Review of Books, 2009)
The Quest for Expression: State and the University in Ethiopia under Three Regimes, 1952 – 2005 by Randi Rnning Balsvik. Addis Ababa University Press, 2007, 190 pp. ISBN: 978-99944-52-08-8Radicalism and Cultural Dislocation in Ethiopia, 1960-1974 by Messay Kebede. University of Rochester Press, 2008, 235 pp. ISBN: 978-1-58046-291-4 Between 1974 and 1991, Ethiopia passed through two revolutions in which students played an uncommon role. That history has been extensively analysed by scholars, including former members of the international Ethiopian student movement. The two books under review are the latest additions to the growing literature on this subject, without which Ethiopian history of the last half century cannot be fully appreciated. The books are qualitatively different: while one is merely descriptive and uninspiring, the other is interpretive and provocative, bound to cause considerable controversy especially among Ethiopians.Balsvik’s The Quest for Expression, which seeks to examine ‘the democratization process in Ethiopia’ under three regimes, is a continuation of her pioneering and first substantive scholarly work on the Ethiopian student movement. It is, however, less weighty. Slightly less than one-fifth of the book is a rehash of the first, and more than half of it deals with issues, such as the Red Terror, which are well covered in other works. Only about a third of the volume offers new material but hardly any fresh insights...
openalex: W4385596790
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INTERNATIONALISATION OF THE SOUTH AFRICAN PUBLIC HIGHER EDUCATION SECTOR: 1994 - 2001 - Rouhani, Sepideh (2009)
openalex: W2132993182 mag: 2132993182
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Analysis of the 1998 to 2005 drought over the northeastern highlands of Tanzania - Kijazi, Agnes Lawrence; Reason, C. J. C. (Climate Research, 2009)
Extreme weather and climate events have major negative effects on Tanzania's economy.Recently, the prolonged drought from 1998 to 2005 caused devastating crop failures, livestock losses and reductions in the country's water reservoir levels, which, in turn, created food shortages and rationing of hydroelectric power and water.The present study analyses the atmospheric circulations associated with the 1998 to 2005 drought that affected the northeastern highlands of Tanzania.Analysis of large-scale circulation indicates that the drought during the October to December (OND) short rainy seasons, from 1998 to 2005, was related to westerly low-level moisture flux divergence and subsidence over northern Tanzania associated with an eastward shift of the Walker cell.For the March to May (MAM) long rainy seasons, the prolonged drought was related to strong moisture flux divergence over the region and subsidence associated with the occurrence of the descending branch of a Walker-type circulation over the region.Rainfall onset was undefined for most years in both the OND and the MAM seasons, and, in all cases, unevenly distributed rains with prolonged dry spells were experienced in a shorter than average rainy season.However, an out-of-season rainfall peak occurred in January, after the end of the OND rains.This delayed peak has important implications for agricultural and water resource activities.The circulation patterns observed in the Tanzanian region from 1998 to 2005 were similar to those experienced during a previous prolonged drought (1973 to 1976), suggesting that some predictability of drought may exist.
openalex: W2031858663 mag: 2031858663
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A Ricardian Analysis of the Distribution of Climate Change Impacts on Agriculture across Agro-Ecological Zones in Africa - Seo, S. Niggol; Mendelsohn, Robert; Dinar, Ariel; Hassan, Rashid M.; Kurukulasuriya, Pradeep (Environmental and Resource Economics, 2009)
This paper examines the distribution of climate change impacts across the sixteen Agro-Ecological Zones (AEZs) of Africa. We combine net revenue from livestock and crops and regress total net revenue on a set of climate, soil, and socio-economic variables with and without country fixed effects. Although African crop net revenue is very sensitive to climate change, combined livestock and crop net revenue is more climate resilient. With the hot and dry CCC climate scenario, average damage estimates reach 27% by 2100, but with the mild and wet PCM scenario, African farmers will benefit. The analysis of AEZs implies that the effects of climate change will be quite different across Africa. For example, currently productive areas such as dry/moist savannah are more vulnerable to climate change while currently less productive agricultural zones such as humid forest or sub-humid AEZs become more productive in the future.
openalex: W3122897265 mag: 3122897265
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Improving Teaching and Learning Through Multi-site Teaching System:A Case Study of O.A.U ile-Ife,Nigeria - Sofowora, Olaniyi Alaba; Joel, Adeyanju (Society for Information Technology & Teacher Education International Conference, 2009)
openalex: W1606026522 mag: 1606026522
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Size resolved dust emission fluxes measured in Niger during 3 dust storms of the AMMA experiment - Sow, Mamadou; Alfaro, S.; Rajot, Jean Louis; Marticorena, Béatrice (2009)
Abstract. During the 2006 and 2007 special observing periods of the African Monsoon Multidisciplinary Analysis campaign an original experimental system has been implemented in Banizoumbou (Niger) for measuring the size-resolved dust emission flux in natural conditions and documenting the possible influence of wind speed on its size distribution. The instrumental set-up, associated methodology, and the quality tests applied to the data set are described before the results acquired during 2 events of the Monsoon type and 1 of the convective type are analyzed in detail. In good agreement with the theory of sandblasting, it is found in all cases that saltation must take place for a vertical emission flux to be detected. During a particular erosion event, the magnitude of the vertical flux is controlled by the surface roughness, which conditions the saltation threshold, and by the wind friction velocity. The dust flux released by the high energy convective event is also found to be much richer in very fine (<2 μm) particles than those of the relatively moderate Monsoon event, which shows that aerodynamic conditions definitely influence the initial size distribution of the erosion flux as previously suggested by wind tunnel experiments. However, the size distribution of the dust released by a given event is fairly constant and insensitive to even relatively important variations of u*. This is interpreted as a possible result of the rather long duration (15') over which wind fluctuations must be averaged for computing u*, which could make it an inadequate parameter for representing the very short response-time physical processes that are at the origin of fine dust emission at the measurement sites.
openalex: W3026894493 mag: 3026894493
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Cervical Cancer Screening Among College Students in Ghana: Knowledge and Health Beliefs - Abotchie, Peter N.; Shokar, Navkiran K. (International Journal of Gynecological Cancer, 2009)
Background: Cervical cancer is the most incident cancer and the leading cause of cancer mortality in women in Ghana. Currently, little is known about Ghanaian women's knowledge and beliefs about cervical cancer screening, yet this information is essential to the success of cervical cancer screening programs. Therefore, the purpose of this study was to describe the knowledge and beliefs of female university college students in Ghana. Methods: A cross-sectional survey among college women in a university in Ghana elicited information about sociodemographics, knowledge and beliefs, and acceptability of cervical cancer screening, screening history, and sexual history. Bivariate analyses were conducted to identify factors associated with screening. Results: One hundred forty women were recruited; the age range was 20 to 35 years. The prior Papanicolaou (Pap) screening rate was 12.0%. The women were unaware of local screening initiatives, and only 7.9% were aware of the link between human papillomavirus and cervical cancer. The most prevalent barriers were lack of awareness that the purpose of Pap screening is to diagnose cancer, concerns about what others may think, and lack of information about how to obtain screening services. Although women perceived the benefits of screening, only about half perceived themselves to be at risk. Women received few screening cues. Three barriers were negatively associated with screening in bivariate analyses: lack of belief that cancer is diagnosed by cervical screening, belief that Pap test is painful, and belief that the test will take away virginity. Conclusion: New screening programs in Ghana should address these barriers and increase screening cues to the public.
openalex: W2050858785 mag: 2050858785
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Medical student fashion: Nigeria - Adeniran, Adepeju O (The BMJ, 2009)
openalex: W2943805021 mag: 2943805021
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Menstrual characteristics amongst south-eastern Nigerian adolescent school girls. - Adinma, ED; Adinma, J. I. B. (PubMed, 2009)
Information on pattern of menstruation and its implications is lacking amongst adolescents in Nigeria.To examine the characteristics of menstruation amongst adolescent Igbo school girls with respect to the biosocial characteristics, the pattern of menstruation, associated complications, and the source of information on menstruation.A descriptive cross-sectional study of 550 students recruited from a multi-sampling of 50 secondary schools in Onitsha, Anambra State, Nigeria, using pre-tested, semistructured, and interviewer administered questionnaires.Four hundred and sixteen (75.6%) respondents were aged 15-17 years; 338 (61.4%) of whom were Catholics. Menarcheal age range of respondents was 11-16 years, with a mean age of 13.40 +/- 1.15 years. Menstruation was regular in 410 (74.5%), and irregular in 124 (22.5%) of respondents. Duration of menstrual flow ranged between two and eight days, although a four-day flow occurred most commonly, 268 (53.6%). Abdominal pain, (66.2%), and waist pain, (38.5%), constituted the major problems associated with menstruation, followed by depression, (24.4%); vomiting, (6.9%); school absenteeism, (4.5%); anorexia, (1.8%); weakness, (1.5%); and increased appetite, (1.1%). The commonest source of information on menstruation (prior to menarche) amongst respondents was from the mother, 48.4%, followed by elder sister, and friends –14.2%, and 8.7% respectively, while the teacher constituted the least source, 1.1%.The characteristics of menstruation in this study do not differ considerably from what obtains amongst other adolescent girls. Associated complications may have profound psychosocial impact on the growing adolescent girl, requiring address, best achieved through the empowerment of mothers and teachers under a comprehensive family life education scheme.
openalex: W2401102236 mag: 2401102236
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Low student enrollments at alternatives schools : a case study of a Ugandan alternative school - Agaba, Laura (2009)
openalex: W65970922 mag: 65970922
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Promoting access and enhancing education opportunities? The case of ‘no‐fees schools’ in South Africa - Ahmed, Rashid; Sayed, Yusuf (Compare: A Journal of Comparative and International Education, 2009)
Public financing of education in the developing world context combines public and private funds, and the utilisation of fees is seen as a way of complementing state resources. In South Africa the new government in 1994 permitted schools to charge fees, a policy that has provoked much controversy. While different aspects of this policy have been well documented, less is known about the decision to review this policy and declare certain schools as no‐fees schools in 2006. This paper addresses this gap by reviewing the current no‐fees schools policy and its potential impact on the South African education system. Specifically it examines whether the amended policy promotes school access for the poor while creatively complementing state resources. It is argued that while the policy is a progressive step away from charging fees for basic education, there are a number of policy challenges that require further reflection and research.
openalex: W2078418622 mag: 2078418622
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Biochemical infertility among females attending University of Ilorin Teaching Hospital, Nigeria. - Akande, AA; Idowu, AA; Jimoh, Ayodele (PubMed, 2009)
Biochemical laboratory investigations potentially contribute to the diagnosis of over 50-75% of couples being investigated for infertility. Both hormonal and anti-hormonal treatments have achieved great successes in the treatment of infertility. Our aim therefore was to investigate the pattern of biochemical abnormalities in females diagnosed as infertile form anovulation.One hundred and twenty women diagnosed clinically as primary or secondary infertility from anovulation referred from the gynecological clinic of UITH and private hospitals in Ilorin were investigated by routine fertility test profile.The age ranged between 20-40 years (mean = 32.9, sd +/- 4.7) for the primary infertility and 23-47 years (mean = 34.4, sd +/- 5.4) for the secondary infertility groups respectively. Ninety six (80%) subjects were found to have hormonal abnormalities. Pattern of biochemical diagnosis amongst the 33 (34.4%) primary infertility subjects included hypergonadotrophic hypogonadism 21 (63.6%), hypogonadotrophic hypogonadism 9 (27.3%), and hyperprolactinemia 3 (9.1%). Among the 63 (65.6%) cases of secondary infertility, there were 31 (49.2%) cases of hypergonadotrophic hypogonadism, 30 (47.6%) hypogonadotrophic hypogonadism, and 2 (3.2%) hyperprolactinemia. There was no statistical difference in the mean values in the various biochemical parameters.Hormonal profile should be a goal standard in the diagnosis of anovulation.
openalex: W1608753721 mag: 1608753721
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Making the Introduction of Multi-media Technologies Count in Education Reform in Africa: the Case of Ghana - Akyeampong, Kwame (Comunicar, 2009)
This contribution reviews the introduction of old and new information communication technologies in Ghanaian education. It points out how the recent proliferation of multi-media technologies in the country has ultimately encouraged the introduction of ICTs in education. However, the author argues that much of the move to introduce these new technologies into schools and colleges has not reflected the need to re-conceptualise teacher education curriculum practices to base its foundations on constructivist ideas about knowledge and its production. Without this, reforms to introduce new information communication technologies in classrooms risk becoming tools that are again used to reinforce old traditions of teaching and learning based on uncritical transmission of knowledge. Finally, the author argues that changes to the teacher education curriculum in Ghana, and elsewhere in Africa, should also reflect the new professional learning identities and learning experiences that ICT and other media communication tools are meant to foster in the classroom. La presente contribución da un repaso a la introducción de las tecnologías antiguas y nuevas de la información en el sector educativo de Ghana. Señala cómo la reciente proliferación de las tecnologías mul timedia en el país ha alentado finalmente la introducción de las TIC en la educación. Sin embargo, el autor sostiene que buena parte de la motivación para introducir estas nuevas tecnologías en los centros educativos e institutos superiores no ha reflejado la necesidad de reconceptualizar las prácticas curriculares en la formación docente, con el fin de fundamentarlas en ideas constructivistas sobre los conocimientos y su producción. Sin esto, las reformas para introducir las nuevas tecnologías de información y comunicación en las aulas corren el riesgo de ser meramente herramientas que nuevamente se utilizan para reforzar las viejas tradiciones de enseñanza y aprendizaje en base a la trasmisión de los conocimientos sin ningún pensamiento crítico. Finalmente, el autor insiste en que los cambios curriculares en la formación docente en Ghana, y en otras partes de África, también deben reflejar las nuevas identidades de aprendizaje profesional y experiencias de aprendizaje que deben fomentar las TIC y otras herramientas mediáticas en el aula.
openalex: W3143260142 mag: 3143260142
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Public–private partnership in the provision of basic education in Ghana: challenges and choices - Akyeampong, Kwame (Compare: A Journal of Comparative and International Education, 2009)
Growing private‐sector participation in basic education service delivery in many developing countries has led to calls for greater partnership arrangements with the public sector to improve access for poor and disadvantaged groups. In Ghana there is some interest in forging closer public–private partnerships to improve access for children who have been out of mainstream education or have difficulty accessing public schools. By examining three examples of non‐state provision that have had links with the public sector to improve access, this paper evaluates the impact of such partnerships to draw lessons for policy and practice. An important conclusion the paper draws is that for public–private partnerships that serve the needs of disadvantaged groups to work, it is important that they take into account both the diversity and context‐specific educational access needs of the groups concerned.
openalex: W2060910565 mag: 2060910565
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Education and Improved Iron Intakes for Treatment of Mild Iron-Deficiency Anemia in Adolescent Girls in Southern Benin - Alaofè, Halimatou; Zee, J.A.; Dossa, Romain; O’Brien, Huguette Turgeon (Food and Nutrition Bulletin, 2009)
To our knowledge, the impact of a nutrition education program combined with an increase in bioavailable dietary iron to treat iron-deficiency anemia has never been studied in adolescent girls.To evaluate the impact of an intensive dietary program for the treatment of iron-deficiency anemia in 34 intervention and 34 control boarding-school girls aged 12 to 17 years from Benin.A quasi-experimental design consisting of 4 weeks of nutrition education combined with an increase in the content and bioavailability of dietary iron for 22 weeks was implemented in the intervention school, but not in the control school. Data were obtained from both groups from a nutrition knowledge questionnaire, 24-hour dietary recalls, anthropometric measurements, measurement of iron status indices, and screening for malarial and intestinal parasitic infections.Nutrition knowledge scores and mean intakes of nutrients, including dietary iron, absorbable iron, and vitamin C, were significantly higher in the intervention group (p < .05) than in the control group after 26 weeks. Mean hemoglobin and serum ferritin values were also significantly higher in the intervention group than in the control group (122 vs. 112 g/L [p = .0002] and 32 vs. 19 microg/L [p = .04], respectively), whereas the prevalence of anemia (32% vs. 85% [p = .005] and iron-deficiency anemia (26% vs. 56% [p = .04]) was significantly lower in the intervention group than in the control group. No significant differences between the groups were observed in intestinal parasitic infections or malaria status postintervention.A multidietary strategy aiming to improve available dietary iron can reduce iron-deficiency anemia in adolescent girls.
openalex: W1537514031 mag: 1537514031
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Paper recycling patterns and potential interventions in the education sector: A case study of paper streams at Rhodes University, South Africa - Amutenya, N.; Shackleton, Charlie M.; Whittington-Jones, K. (Resources, Conservation and Recycling, 2009)
This paper considers the use of paper by academics and student computer laboratories at Rhodes University as a basis for identifying areas to reduce the amounts used and increase rates of recycling. A sample of 50 academic staff monitored the volume and purpose of the paper they used over 5 months, and the procurement officers in all the academic departments were interviewed regarding the total amount of paper used per academic department. Mean use was 34 ± 20 new sheets of paper per working day, of which 3% were trashed, 15% were kept for later use (as scrap or printed on the opposite side) and 79% were given out as notes to students, filed as records or posted out as mail to other departments or institutions. There was a significant relationship between number of students served by a department and the overall demand for paper, as well the number of staff per department and the number of recycling bins. The university could save approximately US$ 7000 per year for every 10% reduction in current use of paper (12,784 reams/year). Reduction in paper usage could be achieved through an increase in re-use of paper, printing handouts for students on both sides of each sheet of paper and by investing in printers that are capable of printing on both sides of a sheet of paper. Double-sided printers are only 20–25% more expensive than single-sided ones, but will potentially reduce paper usage by half. A 40% reduction would save the university approximately US $ 20,000 per year in direct costs, and more in reduced waste streams, as well as help promote the environmental image of the university. On a per unit basis, the higher costs for a double-sided printer in offices would be repaid in 9 months or less through reduced paper use.
openalex: W2118959575 mag: 2118959575
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Prevalence of refractive errors in school‐age children in Morocco - Anera, Rosario G.; Soler, Margarita; Cardona, Juan de la Cruz; Salas, Carlos; Ortíz, Carolina (Clinical and Experimental Ophthalmology, 2009)
A bstract Background: The prevalence of refractive errors in school‐age children in Morocco was assessed. Methods: A total of 545 children (300 boys and 245 girls, between 6 and 16 years of age) attending school were examined to assess their refractive errors in a field study in Morocco (North Africa). The examination included autorefraction under cycloplegia and visual acuity, stereopsis and anterior corneal‐radius measurements . Results: We found a low prevalence of myopia (≤−0.5 D SE [spherical equivalent] in at least one eye), i.e. only 6.1%. The prevalence of hyperopia (≥2.0 D SE in at least one eye) was 18.3%. Astigmatism (≤−0.75 D of cylinder in at least one eye) was found in 23.5% of these children. The low prevalence of large refractive errors makes visual acuity in these children very good. In general, the corneal radii did not significantly vary with age. There were no significant differences between the distribution of refractive errors in these children according to gender but there were with respect to age. Conclusions: There was a low prevalence of myopia in these African children, astigmatism being the most frequent refractive error. The mean refractive errors found were low, and therefore visual acuity was high in these children.
openalex: W2047414287 mag: 2047414287
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An Investigation of Training Methods and Effectiveness in Kenyan Saccos (A Study of Wakenya Pamoja Sacco-Kisii Central District). - Atemba, Isaac Nyasani (2009)
openalex: W1592089122 mag: 1592089122
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Landuse-based nonpoint source pollution: a threat to water quality in Murchison Bay, Uganda - Banadda, E. N.; Kansiime, Frank; Kigobe, M.; Kizza, M.; Nhapi, Innocent (Water Policy, 2009)
Murchison Bay in Lake Victoria is the main water source for Kampala City (Uganda) but is also the recipient for the wastewater discharged from the city. The objective of this paper is to trace the main landuse-based pollution sources within Kampala City borders and around Murchison Bay as a means to develop methods and systems to protect and preserve the aquatic environment and, from the lessons learned, to highlight what is considered to be an appropriate and sustainable approach for Uganda. This paper shows that Uganda needs to set realistic local standards, offer affordable services, set time frameworks, streamline politics, nurture and develop institutions, divide institutional responsibilities, educate her people and learn from the success stories to reverse the negative impacts on the water quality in Murchison Bay.
openalex: W2166641972 mag: 2166641972
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Exploring Media Education as Civic Praxis in Africa - Banda, Fackson (Comunicar, 2009)
This article argues that African media education must define a pedagogical agenda for citizenship. That task lies in a postcolonial revisionism of liberal modes of thought and practice about media. This neo-colonial dependence of African media education is evident in the pedagogical emphasis on professional- journalistic automation. However, Africans are increasingly becoming politically and civically apathetic. This analysis calls for an emancipatory vision of journalism that is embedded in civil society. It uses a case study of radio listening clubs to illustrate the civic influence of the media in Malawi and Zambia. It concludes by proposing a model of media education for citizenship. The key tenets of the model include enhancing critical analysis of the correlation between media, democracy and development; developing an emancipatory vision of journalism; cultivating an active citizenship; entrenching a viable institutional infrastructure of democracy; and promoting an informed adherence to human rights. Este trabajo sostiene que la educación en medios africana debe definir una agenda pedagógica para la ciudadanía. Esa tarea se sitúa en un revisionismo poscolonial de formas liberales de pensamiento y práctica acerca de los medios. Esta dependencia neo-colonial de la educación en medios africana es evidente en el énfasis pedagógico de la automatización periodística-profesional. Sin embargo, los africanos se están volviendo crecientemente apáticos, política y cívicamente. Esta aportación demanda una visión emancipatoria del periodismo inmerso en la sociedad civil. Se basa en el estudio de caso de clubs de radio-escuchas para ilustrar la influencia cívica de los medios en Malawi y Zambia, y propone un modelo de educación mediática para la ciudadanía. La tesis clave de este modelo incluye realzar el análisis crítico de la correlación entre medios, democracia y desarrollo; desarrollar una visión emancipatoria del periodismo; cultivar una ciudadanía activa; fortificar una infraestructura institucional viable de democracia, y promover una adhesión informada a los derechos humanos.
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The Impact of Education on the Subjective Discount Rate in Ugandan Villages - Bauer, Michal; Chytilová, Julie (RePEc: Research Papers in Economics, 2009)
Heterogeneity in time discounting may reinforce the existing barriers to save and invest faced by rural populations in developing countries. We elicit a subjective discount rate for a varied sample of Ugandan villagers. In accordance with other studies, we have found the discount rate to decrease with education. We examine this correlation further by testing the causal effect of education and exploit two different sources of its variation: school frequency across villages and the number of the respondents' school-going years that overlap with the era of the dictator Idi Amin's rule. For men, we find that education has a significant impact on their discount rate, similar in magnitude for both types of instruments and robust to observable characteristics. This finding highlights the importance of education in development.
openalex: W3121267015 mag: 3121267015
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The Impact of Education on the Subjective Discount Rate in Ugandan Villages - Bauer, Michal; Chytilová, Julie (RePEc: Research Papers in Economics, 2009)
openalex: W4298115156
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Rupture parameters of the 2003 Zemmouri (M_w 6.8), Algeria, earthquake from joint inversion of interferometric synthetic aperture radar, coastal uplift, and GPS - Belabbès, Samir; Wicks, Charles W.; Çakır, Ziyadin; Meghraoui, Mustapha (2009)
We study the surface deformation associated with the 21 May 2003 ( M w = 6.8) Zemmouri (Algeria) earthquake, the strongest seismic event felt in the Algiers region since 1716. The thrust earthquake mechanism and related surface deformation revealed an average 0.50 m coastal uplift along ∼55‐km‐long coastline. We obtain coseismic interferograms using Envisat advanced synthetic aperture radar (ASAR) (IS2) and RADARSAT standard beam (ST4) data from both the ascending and descending orbits of Envisat satellite, whereas the RADARSAT data proved useful only in the descending mode. While the two RADARSAT interferograms cover the earthquake area, Envisat data cover only the western half of the rupture zone. Although the interferometric synthetic aperture radar (InSAR) coherence in the epicenter area is poor, deformation fringes are observed along the coast in different patches. In the Boumerdes area, the maximum coseismic deformation is indicated by the high gradient of fringes visible in all interferograms in agreement with field measurements (tape, differential GPS, leveling, and GPS). To constrain the earthquake rupture parameters, we model the interferograms and uplift measurements using elastic dislocations on triangular fault patches in an elastic and homogeneous half‐space. We invert the coseismic slip using first, a planar surface and second, a curved fault, both constructed from triangular elements using Poly3Dinv program that uses a damped least square minimization. The best fit of InSAR, coastal uplift, and GPS data corresponds to a 65‐km‐long fault rupture dipping 40° to 50° SE, located at 8 to 13 km offshore with a change in strike west of Boumerdes from N60°–65° to N95°–105°. The inferred rupture geometry at depth correlates well with the seismological results and may have critical implications for the seismic hazard assessment of the Algiers region.
openalex: W2049907448 mag: 2049907448
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Case Study of the Wind-Based Rural Electrification Project in Esilanke Primary School, Kenya - Bergès, Baptiste (Wind Engineering, 2009)
The ultimate goal of this study was to identify the barriers to the widespread development of wind-based electrification projects in rural Kenya and to contribute to the assessment of their technical suitability, affordability and financial viability. The study is based on the analysis of the electrification of Esilanke primary school. The key conclusions are: 1) the most critical barrier is the concentration of the technical expertise, technology suppliers and sales force in Nairobi area which affects negatively the project cost and sustainability in remote areas; 2) despite high upfront costs, the capacity of SWTs for producing large amounts of energy is a major asset for social development and income generating activities. The study also highlights how much the development of a supply chain for wind technology and services is crucial for structuring small wind energy activity in Kenya as a viable and self-growing business.
openalex: W2097034077 mag: 2097034077
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Comparative study of diatoms and macroinvertebrates as indicators of severe water pollution: Case study of the Kebena and Akaki rivers in Addis Ababa, Ethiopia - Beyene, Abebe; Addis, Taffere; Kifle, Demeke; Legesse, Worku; Kloos, Helmut; Triest, Ludwig (Ecological Indicators, 2009)
We assessed the relative performance of diatoms and macroinvertebrates to measure municipal and industrial impacts on the ecological integrity of the three major rivers flowing through Addis Ababa. Both community metric and multivariate statistical techniques were used to analyze the environmental variables and species data along the pollution gradient. This study in the Addis Ababa urban area revealed that three biologically highly stressed rivers are being impacted primarily by physical habitat degradation and both point and nonpoint pollution. The macroinvertebrate composition was liable to severe physical habitat and chemical water quality degradation. Consequently, macroinvertebrates were less diverse and not found at all at the most polluted sites with very low dissolved oxygen levels. Based on community metrics and multivariate analysis results, diatoms more reliably indicated a gradient of pollution than macroinvertebrates. However, both organism groups equally discriminated the two relatively unimpacted upstream sites from all other impacted sites. As diatoms are immobile and ubiquitous (i.e., at least a few can be found under almost any condition), they are good indicators of pollution levels among heavily impacted sites where macroinvertebrates are completely absent or less diverse. Therefore, diatoms are the powerful bioindicators for monitoring urban-impacted and seriously stressed rivers and to examine pollution gradients and impacts of specific pollution sources.
openalex: W2075205799 mag: 2075205799
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‘They’ve got all the knowledge’: HIV education, gender and sexuality in South African primary schools - Bhana, Deevia (British Journal of Sociology of Education, 2009)
Drawing on data derived from two socially contrasting primary schools in Durban, this paper focuses on how gender and sexuality feature in the teaching and discussion of HIV/AIDS. A detailed analysis of two ‘life‐skills’ lessons in the two schools shows that, despite the social differences between the schools, discussions of gender and sexuality remain muted. Discourses of childhood innocence make it difficult for teachers to provide comprehensive knowledge of sex, sexuality and gender in the primary school ‘life‐skills’ lessons. Implications for teacher training are suggested briefly in the conclusion.
openalex: W2125725773 mag: 2125725773
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Genesis of Peace Education in an Era of Xenophobia and Terrorism: The Case of Africa - Boaduo, Nana Adu-Pipim; Milondzo, Kazamula S.; Adjei, Alex A. (The Journal of Pan-African Studies, 2009)
The 21 st century ushered in new political developments in Africa of which civil strife xenophobia and terrorism, as new political cultures stand supreme. In the 1940s, Hitler initiated both xenophobic and terroristic actions against the Jews that led to the World War II. During the Cold War era, both the East and the West initiated xenophobic and terroristic activities against each other's interests worldwide, resulting in human, material and financial loses. Hence, Africa suffered the maximum blunt of these activities through economic and political sabotage (coup de'tats). When the USSR disintegrated in 1990, Africa and the rest of the developing world breathed a sigh of relief believing that the biblical peace on earth had come. However, the collapse of the USSR and the death of East-West economic, ideological and political competition ushered in a new surge of civil and ethnic conflicts in many parts of the world as xenophobia and terrorism as new political cultures replaced the East and West sabotage of rival interests in Africa, and other parts of the world.
openalex: W2147139391 mag: 2147139391
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COMPLEX OPERATIONS IN AFRICA: Operational Culture Training in the French Military - Bore, Henri (Military review, 2009)
FRANCE HAS DEPLOYED some 8,000 French troops around the world, and the way they interact with foreign populations and military organizations overseas is the direct result of a successful, 100-year-old marriage between ethno-anthropology and the French military experience in the 19th and 20th centuries in Africa, Asia, and Europe. The French military definition of operational culture takes note of this alliance: culture is the understanding of foreign cultural norms, beliefs and attitudes: it is an operationally relevant field guide used by general officers as well as infantry squad leaders to navigate a complex human terrain.1 Deployed French Army units learn about a foreign country's culture by studying its customs, history, economic issues, social norms, and traditions. This anthropology angle became part of the military learning process as a result of lessons learned in two centuries of counterguerrilla wars, or what we today refer to as irregular war or hybrid war.2 The French military experience led to two counterintuitive principles: * Effective leaders of small combat arms units must think like human intelligence collectors, counterpropaganda operators, nongovernmental organization workers, and negotiators. * The combat arms battalion is the nexus of operational cultural training and education for complex military and nonmilitary tasks. French Operational Culture Concept The colonial era influenced the development of operational culture concepts throughout the 19th and 20th century. The colonial campaigns from 1862 to 1962 linked anthropological studies with strategic and tactical military courses of action. Marriage of anthropological studies and irregular war. During the colonial expansion in Africa and Indochina in the second half of the 19th century, French military officers returning from campaigns in Asia and Africa travelled to Paris to share their observations and lessons learned witii a large authence of politicians, journalists, geographers, and ethno-anthropologists.3 A common interest in unknown populations led mese military thinkers to share their cultural awareness with these groups. Colonial officers hosted anthropologists overseas who assisted them in the study of violence among nonstate groups.4 This laid the foundation for the strong influence of ethno-anthropological studies on the colonial Army throughout the 19th and 20m century. Officers compared written reports witii ethno-anthropologists' observations on lifestyle, customs, social structures, and tribal governments in the unexplored territories of Africa and Asia. In 1 885, for instance, Captain Savorgnan de Brazza returned to Paris with ethno-anthropological information gathered during his exploration of the Ogoue, Congo, and Kouilou-Nari basins in Central Africa.5 Anthropologists also became more familiar with the planning and execution of military campaigns. Two French colonial military figures enforced this process: Marshals Joseph Gallieni and Hubert Lyautey. In 1899, building on 20 years of colonial campaign experiences, they established the first principles of expeditionary operations later integrated into operational culture.6 In his The Colonial Role of the Army, Lyautey, then a colonel, called for permanently stationing a reservoir of units overseas to develop staff and small-unit leaders with expertise in foreign cultures and languages, and in mediation and negotiation techniques. Lyautey set the conditions for integrating operational culture into irregular- warfare concepts. Expeditionary campaigns in Upper Tonkin (1885-1897) and Madagascar (1896-1900) served as on-the-ground laboratories to develop this approach. Company- to platoon-sized units operated independently to gain control of wide areas of operations. Captains, lieutenants, and sergeants learned that collecting the right intelligence at the right time was the key to mission success.7 Superior in their knowledge of the terrain but inferior in their equipment, organization, and firepower, the French Army's adversaries often waged guerrilla warfare. …
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Culture, indigenous knowledge systems and sustainable development: A critical view of education in an African context - Breidlid, Anders (International Journal of Educational Development, 2009)
The article’s focus is the relationship between culture, indigenous knowledge systems (IKS), sustainable development and education in Africa. It analyzes the concept of sustainability with particular reference to education and indigenous knowledge systems. In particular the article analyzes the documents from the World Summit in Johannesburg in 2002 as well as from the United Nations Decade of Education for Sustainable Development. Moreover, the article discusses South Africa’s Curriculum 2005 (C 2005) launched by the African National Congress (ANC) by focusing on the dilemmas of exclusively introducing Western-based scientific knowledge in a cultural context based on indigenous epistemology. The article concludes by calling for more research into the viability of indigenous knowledge systems as a potential tool in sustainable development.
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TALES OUT OF SCHOOL: COUNSELLING AFRICAN CARIBBEAN YOUNG PEOPLE IN SCHOOLS - Brooks, Onel (Journal of Social Work Practice, 2009)
This paper draws on my experience working as part of an innovative project that made it possible for a team of black therapists to work therapeutically in schools, in a community centre and at the Tavistock Clinic with black adolescents and their carers. It also draws on other experiences of being a black counsellor working in schools with black adolescents. I try to show that there are similarities between a child joining a school, this team of black counsellors joining the big school of provisions or services, and a black adolescent boy joining an adult world in which his loyalties, how he is perceived and his self‐perception seem to offer him a ready‐made place and way of being. This paper is about the power of pressures to conform, something that is intimately connected with or part of education, joining a culture, coming to know what is what and who belongs where and with whom, and who should be obeyed. It is also about the ability to resist conformity, and how terms such as ‘freedom’, ‘choice’ and ‘agency’ become applicable and warranted.
openalex: W2014952109 mag: 2014952109
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Nation, narration, unification? The politics of history teaching after the Rwandan genocide - Buckley-Zistel, Susanne (Journal of Genocide Research, 2009)
The paper investigates the strategy of the Rwandan government in pursuing its stated objective of national unity and reconciliation after the 1994 genocide. In order to unmake the divisions of the past it promotes a notion of collective identity, which is no longer based on ethnic but on civic identity of all as citizens. The strategy is centred on an interpretation of Rwanda's history according to which ethnicity did not exist prior to the arrival of the colonialists. But does narrating the nation as founded on ethnic harmony lead to unity in Rwanda? I argue that due to the top–down nature of the government's history discourse, its censorship of alternative accounts as well as the deep scars of the genocide division and resentment persists. At present, ethnic belonging is still very important for most Rwandans restricting their willingness to consider different interpretations of the past. The paper draws on the teaching of history as an example of illustrating means by which the Rwandan government narrates its past. It analyses the debates about and practises of history teaching in schools as well as in education camps called ingandos through which released genocide prisoners, but also a considerably large portion of the society in general, have to pass. By way of conclusion it argues that the Rwandan government introduces narrative closure on alternative interpretations of the past which stands in the way of reconciliation and a genuinely grown national unity in the future.
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Faced with a double-edged risk: Ugandan university students’ perception of the emergency contraceptive pill in Uganda - Byamugisha, Josaphat; Mirembe, Florence; Gemzell‐Danielsson, Kristina; Faxelid, Elisabeth (African Journal of Reproductive Health, 2009)
Whereas in high-income countries potential users of Emergency Contraception (EC) have information and access to emergency contraceptive pills (ECPs), it has remained secretive in low-income countries like Uganda. Although several studies have been conducted in relation to EC, few have addressed users’ perceptions. The objective of our study was to explore perceptions of EC by university students in Kampala, Uganda. Seven focus group discussions and four key informant interviews were conducted at Makerere University, Kampala. The transcribed data was analyzed for content and recurrent themes. Participants expressed ambivalence about ECPs. The method was generally recommended but only to the “right people”, in this context being those aged eighteen years and more. There were reservations surrounding provision of ECPs like similarity with abortion and fear of side effects. Users’ and potential-users’ perceptions are crucial in the accessibility and utilization of ECPs (Afr J Reprod Health 2009; 13[1]:47-59).
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Faced with a double-edged risk : Ugandan University students' perception of the emergency contraceptive pill in Uganda : original research article - Byamugisha, Josaphat; Mirembe, Florence; Gemzell‐Danielsson, Kristina; Faxelid, Elisabeth (African Journal of Reproductive Health, 2009)
Whereas in high-income countries potential users of Emergency Contraception (EC) have information and access to emergency contraceptive pills (ECPs), it has remained secretive in low-income countries like Uganda. Although several studies have been conducted in relation to EC, few have addressed users' perceptions. The objective of our study was to explore perceptions of EC by university students in Kampala, Uganda. Seven focus group discussions and four key informant interviews were conducted at Makerere University, Kampala. The transcribed data was analyzed for content and recurrent themes. Participants expressed ambivalence about ECPs. The method was generally recommended but only to the right people, in this context being those aged eighteen years and more. There were reservations surrounding provision of ECPs like similarity with abortion and fear of side effects. Users' and potential-users' perceptions are crucial in the accessibility and utilization of ECPs. Face a un risque a double tranchant : la perception des etudiants ougandais de la pilule contraceptive d'urgence Alors que dans les pays a hauts revenus les utilisateurs potentiels de la contraception d'urgence (CU) sont renseignes et ont acces aux pilules du contraceptif d'urgence (PCU) dans les pays a faibles revenus tel que l'Ouganda, elle est restee un secret. Bien que plusieurs etudes aient ete faites sur la CU, tres peu de ces etudes se sont occupees des perceptions des usagers. Notre etude avait pour but d'explorer les perceptions de CU par les etudiants universitaires a Kampala, Ouganda. Sept discussions a groupe cible et quatre interviews par des principaux informateurs ont ete menees a l'Universite de Makerere, Kampala. Les donnees transcrites ont ete analysees pour determiner le contenu et les themes recurrents. Les participants ont exprime des idees ambivalentes a l'egard des PCU. La methode a ete recommandee en general, mais seulement aux gens appropries, dans ce contexte, il s'agit des gens âges d'au moins dix-huit ans. Ils ont emis des reserves sur la provision des PCU telle sa similarite avec l'avortement et la crainte des effets secondaires. Les perceptions des usages et des usagers potentiels sont cruciales a l'egard de l'accessibilite et l'utilisation des PCU.
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The efficacy of the EyeThinkSport training software programme on South African high school cricketers : : sport psychology - Calder, Sherylle L.; Kluka, Darlene A. (African Journal for Physical, Health Education, Recreation and Dance, 2009)
The issue of enhancing an already superior visual system in elite athletes has led to several investigations dealing with intervention programmes designed to enhance visual performance. The influence of visual skills enhancement programmes has been investigated (Coffey & Reichow, 1990 ; Calder, 2005 ; Love, Kluka, & Young, 2006 ; Kluka & Love, 2006). Researchers (Kluka & Love, 2006 ; Kluka, Love, Covington, Bristow, & Allison, 2000) have reported that elite athletes, when compared to nonathletes, have superior visual abilities, measured through contrast sensitivity function, peripheral vision, visual reaction time, static visual acuity, eye movements, visual concentration, visual recognition and static / dynamic balance. Practical limitations, however, involves applicability to athletes. Where geographical location is considered, access to such training is a factor. A software programme, EyeThinkSport (Calder, 2006), was developed as an internet-based, self-administered intervention. Accessed through a personal computer with an internet link, the programme was designed to improve athlete's visual abilities and decision making. The aim of this investigation was to determine the efficacy of the EyeThinkSport visual training software programme on selected cricket athletes at high school club level. Thirty high school level (aged 13 - 19) cricket players participated. Each player had at least 3 years of cricket playing experience. Participants were divided into 2 groups (E = 15) and (C = 15). Four phases of assessment were involved : (1) Series of preliminary visual assessments to establish testing protocol ; (2) Pre-training programme assessment (pretest) using six different visual skills tests and five different cricket-specific skill tests (baseline data) ; (3) Three-week training programme using the EyeThinkSport software programme or a placebo; (4) Post training assessment (posttest) using 6 visual and 5 cricket-specific tests. All outcome variables were analyzed using a RM-ANOVA (group X time). Where significant interaction (p < 0.05) effects were found, post-hoc analyses were performed (Tukey's HSD). In all tests involving visual skills, E performances showed greater improvement when compared to C performances. The efficacy of the EyeThinkSport visual training software programme led to significant improvements in the performance of athletes in E in almost all visual skills. In contrast, there was minimal to moderate improvement in all tests with the exception of the horizontal and vertical saccades in C. It was confirmed that the EyeThinkSport visual training software programme is suitable to use in the enhancement of selected visual and sport-specific skills in high school cricketers.
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Religious education in Syria: unity and difference - Cardinal, Monique C. (British Journal of Religious Education, 2009)
This article discusses the almost identical syllabuses of the Christian and Muslim religious education programmes of the Syrian Arab Republic. Content analysis of the students’ textbooks and teachers’ guides (in Arabic) reveals common themes of citizenship education and national unity. Classroom observations in Damascus also highlight how Christian and Muslim teachers have similar ways of teaching religion. Finally, the article describes how each programme aims to unite, in its own way, all the Christians of Syria as well as the Muslims. It becomes evident that the Syrian religious education programmes strike a balance between the religious autonomy of the faith communities and the need for national unity.
openalex: W2098839863 mag: 2098839863
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Teaching African American Dance / History to a “Post-Racial” Class: Yale’s Project O - Cermatori, Joseph; Coates, Emily; Krier, Kathryn; MacArthur, Bronwen; Randle, Angelica; Roach, Joseph (Theatre Topics, 2009)
Teaching African American Dance / History to a “Post-Racial” Class: Yale’s Project O Joseph Cermatori (bio), Emily Coates (bio), Kathryn Krier (bio), Bronwen MacArthur (bio), Angelica Randle (bio), and Joseph Roach (bio) The authors of this article are members of Yale’s World Performance Project (WPP) creative team. We write together as we make dance-theatre work together—collectively, collaboratively, and experimentally. We seek to change the way in which performance scholarship is created, published, and evaluated. To that end, we are moving beyond the single-author model of traditional humanistic scholarship. We are adopting instead the multiple-author style that is typical of the sciences, whereby all those who participate in the project sign the article and share the credit as well as the labor of producing it. We lay no claim to the specialized empirical methods of scientists, but we want to learn from their social practices of collaborative experimentation, discussion, and publication. The project about which we write arose out of our shared premise that African American forms represent the mainstream of modern American cultural performance (rather than the “minority,” as they have for too long been characterized by some), and that this powerful general preeminence is particularly evident in popularly mediated dances and dance music from the 1950s and ’60s. To explore this premise, we offered a team-taught seminar-studio course that culminated in a production, applying the research done in and by the class to the creation of a musical that was simultaneously a multimedia event. We assigned readings in social history, dance history, media history, and performance theory. We learned and practiced together the popular dances of the rock ‘n’ roll era: kinesthetic emulation was the object of our research; it was also our method. We also explored myths of musical creativity centered on popular “Orphism”—the charismatic possession of groups by specially gifted performing artists. The course description set forth our intentions: Studying the historic retellings of the ancient myth of Orpheus—by Peri, Monteverdi, Glück, Offenbach, Cocteau, Williams, Zimmerman, and Ruhl—Project O will revive American popular music and dance forms of the 1950s and ’60s to create and perform a multimedia rock ‘n’ roll version of the doomed love of Orpheus and Eurydice, tentatively titled Classical Grease: Rebel without a Clue. As documented in our readings and in-class presentations on pop music and media theory, televised teen-dance parties in the mold of the long-running American Bandstand transformed youth culture, playing conformism off against rebellion by appropriating African-American rhythm & blues, consciously or unconsciously acting out their cultural future before the disavowed historical backdrop of the Cold War, the Kinsey Report, and the emerging Civil Rights movement. The story of the Orphic singer and his hell-bound bride has inspired many composers, lyricists, and choreographers to stage the dramatic conflict between irreconcilable imperatives—“you can’t look back” and “you must look back”—and it will be restaged again by Project O in collaboration with a simultaneous revival of Monteverdi’s Orfeo by the Department of Music. As predicated on our own retelling of the story of Orpheus and Eurydice in the race-conscious idiom of the televised teen-dance parties, therefore, the musical pastiche that resulted from our collective [End Page 1] work went through many drafts and conceptual shifts. Most of these changes were contested or, at least, resented by someone in the class of eighteen students and/or the four members of the WPP team, but they led ultimately to the sold-out production of a live/media event titled Don’t Look Back!: A Rock ‘n’ Roll Orpheus. No one on the WPP team or in the cast would be likely to describe the process as mostly happy or the result as wholly satisfying. Nor could anyone say that the work left him or her without something to think about, even if that only meant thinking more skeptically about the efficacy of challenging long-established norms of teaching classes, researching past and present social problems by acting them out, and making musicals. We could follow many other threads of the story in conveying our experience of this work, but the most intractable...
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Expanding post‐primary education in Malawi: are private schools the answer? - Chimombo, Joseph (Compare: A Journal of Comparative and International Education, 2009)
The study was concerned with the range of public and private provision of secondary education and how it is configured in terms of key dimensions of participation, staffing, curriculum, management and costs. It sought to explore how private schools have been developing to meet rapidly growing demand for secondary education of different types in Malawi, and to develop policy‐relevant insights based on evidence using illustrative case studies. The evidence showed that private schools are playing a pivotal role in supplementing government efforts in secondary school provisioning. However, lack of control and regulatory mechanisms has meant that the quality of the education offered in both Community Day Secondary Schools (CDSSs) and private schools is very low. The development of secondary schooling policy in Malawi revolves around the striking of proper balances in the quality of education provided by CDSSs and the lower‐end private schools. The tug of war in the contribution towards increased secondary school access seems to be between the CDSSs and the private schools and the extent of contribution by the private sector will be determined by what policies are put in place by the government to improve the CDSSs. There is need to establish some regulatory mechanisms so that access to private school is within the limits of parental affordability, otherwise private schools may not be the answer to problems of secondary education in poor Malawi.
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The role of higher education for knowledge on and for Africa: A historical critique - Chissale, Adelino Leonardo (2009)
This thesis investigates the ways in which higher education in Africa has been construing its mission for Africa’s development and how such constructions are shaped by particular global regimes of knowledge on development. The thesis unpacks the ways in which such regimes are deployed using specific technologies: neo-liberal precepts on economic development. To that end, I pose a set of questions which can be summarized in these two: How has higher education in Africa discursively construed Africa’s experiences? Second, in which terms such constructions have helped responding to Africa’s problems of development? Taking Mozambican higher education as a unit of analysis, I used postcolonial theory to unsettle neo-liberal regimes of development and to show how contingent they are. Methodologically, a historical critique was carried out to historize neo-liberal globalization as a contingent process and to understand multiple possibilities of construing Africa’s experiences. My data consisted of texts discussing ways in which Africa is discursively understood by both, African and Western scholarship, higher education policy in Mozambique, interviews with senior administrators of some Mozambican higher education institutions and text materials from higher education institutions’ websites in Mozambique. The findings suggest that, on the one hand, constructions of Africa as being in crisis are not new. In fact, for centuries Africa has always been a subject of knowledge from which the West constructs its differences. It is from such differences that the West assumed a civilizing mission in order to integrate African peoples in the world order. On the other hand, African scholars’ responses to Western constructions of Africa’s experiences end up building another crisis at the theoretical level: the difficulties of thinking effectively on Africa so as to solve its problems. The second finding is that Mozambican higher education’s responses to the crisis have been marked by a development agenda within the broader context of Mozambique’s history from late the 1970s onwards: first, within the socialist model of central planning economy and, second, within the international agenda of global neo-liberal market economy. My analysis suggests that both development practices reflect, to some extent, continuities of colonial regimes of development which did not take into account the contextualities of the colonized. Finally, my investigation found that higher education institutions in Mozambique are responding to development challenges based on very technological conceptions of development following global trends. The thesis contends that an engagement with the ethics of knowledge and development would lead to a development model more preoccupied with the social contexts beyond market rationalities.
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Exploring the Link Between Self‐Construal and Distress Among African American and Asian American College Students - Christopher, Michael; Skillman, Gemma D. (Journal of college counseling, 2009)
The authors investigated ethnicity, self‐construal, and distress among African American and Asian American college students. African American students expressed more salient independent self‐construals, whereas Asian American students expressed more salient interdependent self‐construals. As hypothesized, among African American participants, distress was positively related to interdependent self‐construal and negatively associated with independent self‐construal. Contrary to prediction, the same pattern was found for Asian American participants. Multicultural clinical practice implications are presented.
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Crimes Against the Future: Zambian Teachers' Alternative Income Generation and the Undermining of Education - Cliggett, Lisa; Wyssmann, Brooke (Africa today, 2009)
Throughout the continent of Africa, employment in the formal sector has been a much coveted position, offering what people hope will be livelihood security; however, with pressures from international financial institutions and current economic upheaval, formal sector wages are increasingly insufficient to support individuals and families. This article presents preliminary data from an ethnographic study of teachers’ livelihoods, documenting the range of diversification strategies teachers use to supplement their incomes. The authors argue that such diversification, while necessary in the current economic climate of Zambia, undermines teachers’ ability to carry out their primary jobs, and ultimately undermines the country’s educational base. International financial institutions’ creation of economic structures that force teachers to diversify their income generation in effect constitute crimes against the future.
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Beyond buzzwords : towards an evaluation framework for computer assisted language Learning in the South African FET sector - Coetzee, Renee Wilma (2009)
The evaluation and selection of software is a complex undertaking best performed by those with applicable specialised skills and knowledge. When it comes to a field like CALL, which draws on the theory and best practice of a variety related disciplines, language teachers in the South African FET sector are unlikely to possess those specialised skills and knowledge beyond language learning content. In an effort to make the evaluation and selection of CALL software a more productive process, the literature pertaining to the components that constitute CALL and the South African FET context was reviewed. Based on this an evaluation framework was developed incorporating all the crucial contextual elements. The choice of a framework as opposed to a checklist was motivated by a need to reflect context at a variety of levels, combined with the flexibility allowing customisation for use in a variety of language learning settings.
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'New students' in South African higher education : institutional culture, student performance and the challenge of democratisation - Cross, Michael; Carpentier, Claude (Perspectives in Education, 2009)
South African universities confront a situation that most advanced countries face : the increasing enrollment of the so-called 'new students' (non-traditional in SA) from disadvantaged milieus, less prepared for the requirements of the traditional university culture. They are urged to respond to this challenge within a moral system that upholds justice, equality and solidarity, while confronted with a neo-liberal discourse that emphasises efficiency, performance, competition, and individualism. The university practice thus reflects a tension between two hardly reconcilable logics, the logic of performance and the logic of competence, which renders difficult the adjustment of 'new students', the work of the lecturers, often guided by the logic of performance. Lecturers and students are subject to these contradictory logics, characterised by ambivalences and lack of clarity about expectations and what constitutes good academic practice - source of misunderstandings and frustrations. Most institutions strive to articulate both perspectives, constrained however by their peculiar histories. With reference to the University of the Witwatersrand, I seek to unpack how higher education addresses the problems arising out of the increasing intake of students from the historically disadvantaged social groups and the insufficiency of results they achieve, particularly the processes of learners' affiliation to the university culture, and the difficulties associated with their academic success or failure.
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A Review of the Racial Identity Development of African American Adolescents: The Role of Education - DeCuir‐Gunby, Jessica T. (Review of educational research, 2009)
The purpose of this article is to provide a review and etiology of research on racial identity development of African American adolescents in the field of education. This review explores the Black racial identity (BRI) literature, focusing on how BRI has been examined. In particular, the review concentrates on the literature’s use of surveying instruments, the instruments’ psychometric evidence, and the instruments’ use in education. This article ends with a discussion of BRI research, offering implications for adolescents in education and future directions for research.
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Sources: Student Encyclopedia of African Literature - Devaney, Sheila (Reference and User Services Quarterly, 2009)
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Begging the questions: producing Shakespeare for post‐apartheid South African schools - Distiller, Natasha (Social Dynamics, 2009)
Abstract This paper examines some of the ways ‘Shakespeare’ is functioning in the post‐apartheid education system. It is not based on education or textbook theory. Rather, it seeks to test some of the assertions of new historicist and cultural materialist theories by analysing the ideological work performed by editions of Macbeth produced for post‐apartheid schools. It asks questions about Shakespeare in the South African school classroom, and about the relationship of work produced in universities to the broader educational, and cultural, context. Keywords: ShakespeareSouth African educationeditions of Macbethuniversity theory Acknowledgements I would like to thank the reviewers who commented on this paper with such insight. I greatly appreciate their useful comments and suggestions for improvements. This paper draws on the ‘Shakespeare in Schools’ project, funded by the South African National Research Foundation, GUN no. 2053874. This project interviewed 46 teachers, and Western Cape Department of Education English Subject officials, by means of questionnaires and focus groups, in order to ascertain how Shakespeare was being taught in Grade 12 classrooms in the Western Cape, and to attempt to quantify teachers' reasons for why Shakespeare should be taught in South Africa. For more details, see Distiller (Citation2005). Notes 1. The study of English literature during apartheid was a complex enterprise for most South African learners. Questions were often raised about what literature was appropriate for black South African children, which was related to questions about what literature teaching could and should accomplish. Answers varied according to the political starting point of researchers, from the worst kind of conservatively Christianised ‘liberalism’ (Mullineux Citation1988, Coetzee Citation1997) to more sensible attempts to review the arguments and to engage with some of the complexities of the South African situation (Walters and England Citation1988, Lenahan Citation1994). 2. ‘Learner’ is the parlance of the South African Department of Education. The terms ‘student’, ‘pupil’ and ‘learner’ are used interchangeably in this paper. 3. These readings are 20 years old in the academy, and are no longer new. That they have never penetrated the readings of Macbeth at schools or in popular culture is precisely one of the points at issue here. 4. ‘Matric’, the final year of high school, is, under the post‐apartheid education system, called Grade 12. The language of this comment may date it. Equally, it may indicate that the intended recipients – prospective purchasers – are not current students. 5. Plays earmarked for removal included Anthony and Cleopatra and Othello (for being racist), Julius Caesar (‘because it elevates men’) and King Lear (for being ‘full of violence and despair’) (Sunday Times, Citationn.d.). See also BBC News (Citation2001). 6. The other authors discussed are H.I.E. Dhlomo, Mbulelo Mzamane and Ahmed Essop.
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Profile of research methodology and statistics training of undergraduate medical students at South African universities - Dommisse, Jean; Joubert, Gina (South African Family Practice, 2009)
AbstractBackground: Medical practitioners need to have knowledge of statistics and research principles, especially with the increasing emphasis on evidence-based medicine. The aim of this study was to determine the profile of research methodology and statistics training of undergraduate medical students at South African universities in terms of which topics are taught, by whom teaching is done, when these topics are taught and how they are taught.Method: Respondents for this descriptive study were persons responsible for the teaching of statistics and research methodology at the eight medical schools in South Africa. They were identified by the head of each school who also gave permission for the school to participate. The respondents completed a questionnaire and checklist after giving informed consent. No response was obtained from one university. Responses were compared to international guidelines.Results: At five universities the material is taught in the first year, at one in the second year and one in the third or fourth year, depending on when it is selected as an elective. The material is reinforced in other modules in the medical programme at three universities. The persons responsible for teaching are mainly statisticians (six universities). Class sizes vary from 40 to 320 students with four universities having 200 or more students per class. At two universities the current course has been in place since 2003, at two since 2000, and at two since the 1970/80s. The following topics are taught at the majority of universities: study designs in medical research, exploring and presenting data, summarising data, probability, sampling, statistical inference, analysis of cross tabulation and critical reading. At four universities there are practical classes, three of these mainly for computer work. At three universities tutors are used, at two of these the tutors are postgraduate students in statistics whereas at one university registrars, doctors and researchers are used as tutors. Students at three of the universities complete a research project, at two of these the students complete the full research process from planning up to reporting, whereas the project at the other university focuses mainly on the analysis of data.Conclusion: Recommendations have been made regarding topics which should be covered and teaching methods which should be used at all universities. Doctors should be involved in the training to ensure clinically appropriate material and examples.Keywords: medicineeducationresearch methodologystatistics training
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Changes in neuronal activity and gene expression in guinea-pig auditory brainstem after unilateral partial hearing loss - Dong, Songyu; Mulders, Wilhelmina; Rodger, Jennifer; Robertson, Donald (Neuroscience, 2009)
Spontaneous neural hyperactivity in the central auditory pathway is often associated with deafness, the most common form of which is partial hearing loss. We quantified both peripheral hearing loss and spontaneous activity in single neurons of the contralateral inferior colliculus in a guinea-pig model 1 week after a unilateral partial deafness induced by cochlear mechanical lesion. We also measured mRNA levels of candidate genes in the same animals using quantitative real-time PCR. Spontaneous hyperactivity was most marked in the frequency region of the peripheral hearing loss. Expression of glutamate decarboxylase 1 (GAD1), GABA-A receptor subunit alpha-1 (GABRA1), and potassium channel subfamily K member 15 (KCNK15) was decreased ipsilaterally in the cochlear nucleus and bilaterally in the inferior colliculus. A member of RAB family of small GTPase (RAB3A) was decreased in both ipsilateral cochlear nucleus and contralateral inferior colliculus. RAB3 GTPase activating protein subunit 1 (RAB3GAP1) and glycine receptor subunit alpha-1 (GLRA1) were reduced ipsilaterally in the cochlear nucleus only. These results suggest that a decrease in inhibitory neurotransmission and an increase in membrane excitability may contribute to elevated neuronal spontaneous activity in the auditory brainstem following unilateral partial hearing loss.
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The Universal Basic Education as an Effective Strategy for Meeting the Millennium Development Goals in Nigeria - Ejieh, Michael U. C. (Nebula, 2009)
The leaders of 189 countries of the world and their countries now face the challenges of achieving the Millennium Development Goals which they set for themselves during the Millennium Summit of September 2000. Although significant progress has been made by many countries towards the attainment of these goals, it has been noted that the countries of Sub-Saharan Africa are lagging behind. Nigeria, one of the countries of this region, has widened access to primary and junior secondary education with the hope of achieving some of the Millennium Development Goals. This paper addresses the roles of teacher education in the achievement of both the goals of universal basic education scheme in the country and some education related Millennium Development Goals and draws their implications for quality teacher education.
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Children's Rights and Participation in Schools: Exploring the Awareness Level and Views of Nigerian Primary School Children - Ejieh, Michael U. C.; Akinola, Oluwatoyin B. (Elementary Education Online, 2009)
Children's Rights and Participation in Schools: Exploring the Awareness Level and Views of Nigerian Primary School Children
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Education-Occupation Mismatch and the Effect on Wages of Egyptian Workers - El-Hamidi, Fatma (RePEc: Research Papers in Economics, 2009)
This study attempts to fill a void in the literature by examining education-occupation mismatches in Egypt. Using the Egypt Labor Market Panel Survey (ELMPS) 2006 and Egypt Labor Market Survey (ELMS) 1998, this paper investigates whether the empirical evidences of studies on over-education and under-education carry over to the private sector of the Egyptian labor market; evaluates the incidence and magnitude of the education-occupation mismatch by gender and by occupational categories; and determines whether the incidence of educational mismatches has increased over time. The main findings are as follows: there is evidence of an education-occupation mismatch in the Egyptian private sector. The incidence has declined from 51% to 42% during the eight year period, and males are more likely to be mismatched than females. The Egyptian labor market has witnessed a drop in the percentage of overeducated workers at the expense of an expansion in the share of under-educated workers. Empirical findings do not support the main stream literature. Returns to over-education for white collar and blue collar males are higher than those of adequately educated males and are greater in 2006 than in 1998. Females in white collar jobs, both over and undereducated, received higher returns than adequately educated females in 1998, but returns to over-education were higher and returns to under-education were lower than adequate education in 2006. Females in blue collar jobs are being penalized if they are inadequately matched, especially in 2006, and are rewarded less than males. These findings support the job competition model in a labor market with an imperfect information system whereby employers use education as an indicator of the cost of investing in job training. Workers, on the other hand, may accept these jobs while competing for a job.
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Three Essays on Education in Egypt - Elbadawy, Asmaa (2009)
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Crime Views on Two Continents: An Exploratory Study of Views of Nigerian and U.S. College Students Toward Crime, Criminals, Treatment, and Punishment - Elechi, O. Oko; Lambert, Eric G.; Jenkins, Morris; Baker, David (International Journal of Comparative and Applied Criminal Justice, 2009)
World views, including views toward crime, criminals, punishment, and treatment, are shaped by society's social structure, culture, and the dominant political/economic paradigms. These views are known to differ widely from society to society and even within a society. This study compares the crime views of Nigerian undergraduate students with that of undergraduate students in the United States of America. Findings from this study indicate significant differences in views between Nigerian and American college students toward crime, criminals, punishment, and treatment. Interestingly, there were also mixed views on punishment and rehabilitation among Nigerian respondents, which may reflect the dichotomy of the restorative justice‐based informal criminal justice system and the more punitive official criminal justice system. The differences in views regarding crime and criminality are attributed partly to the cultural differences and the level of economic and technological developments between the two countries.
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African Peace Education: An Initiative for a Nonviolence Curriculum - Ezozo, Agrippa O. (The Journal of Pan-African Studies, 2009)
This paper will critique problems resulting from military and, social conflict in five African nations, and offer ways to understand this conflict in an attempt to introduce new longitudinal and durable ideas for peace that can address the challenges of military and social conflict in contemporary Africa. The short-term approach in this exercise is to be able to convince our political leaders about the importance of peace education to support a long term approach that will enable academia to create a mandatory peace curriculum across the continent, and the world community that can effectively educate our future leaders about the essentiality of peace building in Africa.
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Big Five Personality Factors : Cross Cultural Comparison between Japanese and Egyptian Students - Fathy, Mohammed El-nabgha; Michael, Unher; Sugawara, Masakazu (岩手大学教育学部附属教育実践総合センター研究紀要, 2009)
openalex: W658181148 mag: 658181148
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Menstrual characteristics of secondary school girls in Ibadan, Nigeria. - Fawole, Adeniran O.; Babarinsa, I A; Fawole, Olufunmilayo I.; Obisesan, K A; Ojengbede, Oladosu (PubMed, 2009)
Disturbances of menstrual function are the commonest complaints among adolescents. Disorders of menstruation may have implications for future reproductive health.To assess menstrual patterns among school girls in Ibadan, south-western Nigeria.This was cross-sectional descriptive study in which 1,213 apparently healthy school girls were selected by multistage sampling technique in fifteen secondary schools from the five local governments within the metropolis. Information about details of menstrual experience was obtained with a self-administered questionnaire.The girls were aged between 9 and 23 years. Majority of respondents 768 (633%) experienced normal cycle length, 391 (32.2%) had short cycles; and 55 (4.5%) had cycle length greater than 35 days. Prevalence of normal cycles increased with increasing age; abnormalities of cycle length tended to decrease with increasing age (p < 0.01). The majority, 1,152 (95%), had normal menstrual loss. The majority 882 (72.7%) experienced dysmenorrhoea; severe dysmenorrhoea was reported by 154 (12.7%). Cycle length was not associated with presence of dysmenorrhoea (p > 0.05); 695 (57.3%) had symptoms of pre-menstrual syndrome.Prevalence of menstrual abnormalities among adolescent schoolgirls is high. More attention should be paid to identify and treat these menstrual morbidities.
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Appreciative inquiry into lifeskills-based HIV/AIDS education in South African schools - Govender, Sumeshni; Edwards, Stephen D. (African Journal of AIDS Research, 2009)
With a steady rise in the prevalence of HIV and AIDS throughout the world it has become vital for programme implementers at all levels to ensure that all HIV intervention programmes are effectively put into practice. The present research used qualitative and quantitative data to evaluate the lifeskills-based HIV/AIDS education programme being implemented in primary and secondary schools in South Africa, with special reference to KwaZulu-Natal. A qualitative questionnaire gathered information from nine respondents at three levels: Department of Education district officials, educators and learners. Six key themes were consequently identified to guide the evaluation: communication, empowerment, resources, networking, motivation, and evaluation and feedback. A quantitative questionnaire completed by 30 educators revealed an overall positive attitude towards the programme, regardless of the educator's gender, age or level of formal education. The results are discussed with special reference to continuation and improvement of the lifeskills-based HIV/AIDS education programme.
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The Importance of Visibility: Students' and Teachers' Criteria for Selecting African American Literature - Gray, Erika S. (The Reading Teacher, 2009)
Previous research has demonstrated that African American children do not always relate to the literature available in their classrooms. The study examined fifth‐grade students' responses to African American literature to determine the criteria students use to select books. Students' selection criteria were then compared with teachers' selection criteria. Students wanted African American literature that had realistic plots and book covers and that included characters that were similar to themselves and their families. However, the books available in teachers' classrooms did not reflect these criteria. These findings suggest that teachers know the types of books students would want to read but may not have the time or resources to make the books available in their classrooms. لقد أظهرت الأبحاث العلمية السابقة أن الأطفال الإفريقيين الأمريكيين لا يحسون بوجود صلة بينهم وبين الأدب المتوفر في صفوفهم لذا تقصت هذه الدراسة ردود طلاب الصف الخامس للأدب الإفريقي الأمريكي كي تحدد أسبابهم في اختيار كتبهم كي تتم المقارنة مع أسباب معلميهم في اختيار كتبهم. واتضحت أن الطلاب أرادوا الأدب الإفريقي الأمريكي الذي اشتملت فيه على حبكة قصة واقعية تحوي شخصيات ذات صلة بهم وبعائلتهم وكذلك أرادوا كتباً غلافها يعكس الواقع لكن الكتب المتوفرة في صفوف المعلمين لم يكن لديها هذه المواصفات. إذ تبين هذه النتائج أن المعلمين يدركون أصناف الكتب التي يريدها الطلاب في صفوفهم بيد أن في احتمال أنهم ليس لديهم الوقت ولا المال ليوفروها للطلاب في صفوفهم. 前人研究已显示：美国黑人儿童不是时常能把教室里所提供的文学与他们的生活关联起来。本研究考查五年级学生对美国黑人文学的回应，以确定学生选择文学书籍的标准。研究者然后再比较学生与教师的选书标准。学生所希望阅读的美国黑人文学，是需要具有逼真的情节及书本封面，而书中人物需要与他们和他们的家庭相似。可是教室里所提供的文学书籍并没有反映这些标准。这研究结果显示：教师是知道学生想要阅读哪种类的书籍的，但是他们却没有时间或资源，为学生在教室里提供该种类的书籍。 Des recherches antérieures ont montré que les enfants afro‐américains ne s'intéressent pas toujours à la littérature disponible dans la classe. On a examiné dans cette étude les réponses d'élèves de 5 ème année à la littérature afro‐américaine pour identifier les critères qu'utilisent les élèves pour choisir des livres. On a comparé ensuite les critères de sélection des élèves avec ceux des professeurs. Les élèves voulaient une littérature afro‐américaine avec des intrigues réalistes et des couvertures de livres et qui inclue des personnages qui leur ressemblent ainsi qu'à leur famille. Cependant, les livres disponibles dans les classes de leurs professeurs ne répondaient pas à ces critères. Ces résultats suggèrent que les professeurs connaissent les types de livres que les élèves aimeraient lire mais n'ont peut‐être pas le temps ou les moyens de se procurer ces livres dans leur classe. Предыдущие исследования продемонстрировали, что дети афро‐американцы редко обращаются к литературе, которую можно снять с полки в своем классе. В рамках исследования рассматривались ответы пятиклассников на вопросы, связанные с афро‐американской литературой и предложенные им, чтобы определить, по каким критериям они выбирают книги. Затем было проведено сравнение критериев учащихся с критериями их учителей. Оказалось, что дети предпочитают афро‐американскую литературу с реалистическим сюжетом и узнаваемыми персонажами на обложках – похожими на самих детей и их родственников. Однако книги, стоящие на полке в классе, этим критериям не соответствуют. Полученные результаты подсказывают, что учителя знают, какие именно книги хотели бы читать их ученики, но зачастую не имеют времени или возможности обеспечить наличие подобных книг в своих кабинетах. Investigaciones previas han demostrado que los niños afroamericanos no siempre sienten una conexión con la literatura disponible en el salón de clase. El estudio examinó cómo estudiantes de quinto grado respondieron a literatura afroamericana para determinar los criterios usados para seleccionar libros. Estos criterios entonces fueron comparados a los criterios de selección de los maestros. Los estudiantes querían literatura afroamericana que tuviera tramas y carátulas realistas y que incluyeran personajes similares a ellos y sus familias. Sin embargo, los libros en los salones de clase no reflejaban estos criterios. Estos hallazgos sugieren que los maestros saben cuáles libros les interesan a los estudiantes para leer pero no tienen el tiempo ni los recursos para tener tales libros en sus aulas.
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Universal Primary Education and School Entry in Uganda - Grogan, Louise (Social Science Research Network, 2009)
This paper examines the initial effects of the introduction of Universal Primary Education (UPE) in January 1997 on school entry in Uganda. Given that advanced age at school entry has historically been associated with primary school dropout, the paper focuses on the the effects of fee elimination on the age at which a child enters school. Data from the 2000 Uganda Demographic and Health Survey and 2001 Education Data Survey are employed to examine the effects of UPE on the probability that a child begins attending school before age nine. School fee elimination under UPE is found to cause a 3% increase in this probability on average. Effects are found to be particularly pronounced for girls and children living in rural areas.
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Student Im/mobility in Birzeit, Palestine - Harker, Christopher (Mobilities, 2009)
This paper draws on research with students at the Birzeit University in Palestine to examine how their experiences of university are shaped by a range of im/mobilities. In particular I am interested in how students who rent accommodation in Birzeit and make frequent trips to the cities and villages where they grew up experience a range of im/mobilities that are heavily impacted by technologies and practices of the Israeli Occupation Forces that are designed to render Palestinians less mobile in the West Bank. After mapping how students understand these im/mobilities, I explore how these differently mobile practices create Birzeit as place, how they unsettle particular notions of home, and the micropolitical responses they embody and engender.
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A Pilot Assessment of a School‐Based Youth Court in a Resource‐Poor African‐American Urban School District: Lessons Learned From Youth Court Volunteers - Hirschinger‐Blank, Nancy; Simons, Lori; Volz, Gregory L.; Thompson, Raymond W.; Finely, Laura; Cleary, Joseph P. (Juvenile and Family Court Journal, 2009)
ABSTRACT This study assesses the benefits of youth court participation for volunteers (N = 14) serving as jurors in an urban school‐based youth court. Focus group and questionnaire data indicate that volunteers are capable of providing more effective sanctioning decisions than adults. Volunteers reported developing citizenship skills including learning about the law and decision‐making skills. The youth court leaders developed self‐confidence and maturity while learning the conflict resolution skills necessary for rendering dispositions and conducting trials. We interpret our findings within the context of the youth court literature, the issue of the school‐to‐prison pipeline, and Elijah Anderson's analysis of the Code of the Street.
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Gertrude Cox in Egypt: A Case Study in Science Patronage and International Statistics Education during the Cold War - Hunter, Patti Wilger (Science in Context, 2009)
Argument Gertrude Cox, first chair of North Carolina State University's Department of Experimental Statistics, worked as a consultant for the Ford Foundation to Cairo University's Institute of Statistical Studies and Researches in 1964. An analysis of this work provides a case study in the internationalization of the statistics profession, the systems of patronage available to scientists in the second half of the twentieth century, and the history of women in science. It highlights some of the complexities in the process of internationalization in science, showing that even when scientists cross national boundaries to promote their discipline, they may have as a goal the advancement of their own nationalistic interests, or those of their patrons. In documenting Cox's commitment to serving her professional community, this case study will show that some particularly feminine qualities of Cox's approach to her work enabled her to accomplish what her male colleagues tried unsuccessfully to do.
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Using peer education approach to prevent HIV/AIDS on young people in Sub Sahara Africa : example the project “Yellow Reglo A” Cameroon - Ibom, Ngo; Clemence, Salome (2009)
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Teacher clusters in South Africa : opportunities and constraints for teacher development and change - Jita, Loyiso C.; Ndlalane, Thembi (Perspectives in Education, 2009)
Teacher clusters represent a recent experiment in the field of teacher professional development in South Africa. Increasingly, teacher clusters are being used as a substitute for the traditional approaches to professional development in helping teachers reshape their professional knowledge and change their classroom practices. What underlies this renewed confidence in teacher clusters as a vehicle for professional development? In this paper, we use a qualitative case study approach to examine the efficacy of clustering as an approach to teacher development. Using interview and observation data f rom a cluster of 120 s cience and mat hematics teachers in Mpumal anga, we discuss how structure and function in the cluster interacted to provide the participating science teachers with a rich set of ‘opportunities to learn’. We argue that it is not merely the existence of the structure, namely, the cluster, that provides the opportunity for effective professional development, but that it is the interactions among teachers, together with relationships of trust and identity, that make clusters an attractive vehicle for challenging and (possibly) changing teachers’ professional knowledge and practice.
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Globalising initiatives for gender equality and poverty reduction: Exploring ‘failure’ with reference to education and work among urban youth in The Gambia and Ghana - Jones, Gareth A.; Chant, Sylvia (Geoforum, 2009)
This paper focuses on what observers have perceived to be a failure of development leading to a ‘crisis of youth’ as increasing numbers of young people find it more difficult to gain education, access to health, a job and meet standard of living aspirations. For some, a possible escape is offered by migration to Europe, the United States or Australia, often illegally. For those remaining behind, however, international development agencies offer a ‘globalisation of solutions’ to employment, gender inequality and poverty through the millennium development goals and the programmes to attain them. In this paper we do not take the failures of development at face value but look at local contexts to present a more complex picture of the relation between education, work and social life. Based on fieldwork conducted in urban areas of The Gambia and Ghana, we argue that rather than education as a catch-all solution we need to give more attention to the costs incurred by and for young people in pursuing education and training, to the operation of and actual opportunities in labour markets, and to patterns of gender socialisation which give women limited scope to exercise agency. This paper explores key gender dimensions of work and education among low-income urban youth noting that despite on-going efforts to increase young women’s enrolment in schools and access to employment, gender inequalities have been far from eradicated. Our field interviews reveal how social expectations that women should perform the bulk of reproductive labour in their youth as well as in adulthood and constraints placed on young women’s personal freedom in respect of their social relationships reduce time dedicated to education and establish fewer contacts relevant to securing paid employment. The result is for men to end up with more educational qualifications, more skills, and higher-paying jobs, even if unemployment among young people in general remains a major problem.
openalex: W2000731883 mag: 2000731883
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Education, health and social welfare in the late colonial context: the International Missionary Council and educational transition in the interwar years with specific reference to colonial Africa - Kallaway, Peter (History of Education, 2009)
Mission schools in Africa in the first half of the twentieth century were in many ways microcosms of the great educational debates of the times. The objectives of policies regarding access, governance and curriculum were part of a historical evolution of mission education but they were also increasingly a reflection of significant new trends that were to reshape the theory and practice of colonial education. New forms of educational research and professional expertise were to play an ever‐increasing role in shaping the forms and content of the education provided. The brief of the mission churches was to meet with the increasing demand for schooling. Church and state gradually expanded their cooperation in the field as the costs of education outstripped the resources of the missions and the demand for mass education came to be linked to nationalist demands for political and economic rights. This paper is concerned to map the background to those international influences that shaped the policy and practices of mission education and the increasing engagement of colonial governments with the field of education. It addresses the question of the worldwide Protestant mission church’s response to the changing political, social and economic environment of the first half of the twentieth century. In particular it seeks to explore how mission initiatives shaped thinking about education in Asia, Africa, Oceania and Latin America by the 1930s. It also attempts to situate those issues within a wider educational framework by linking them to the emergent debate concerning pragmatism and utilitarianism in regard to progressive education in the USA and the quest for social democratic education in the United Kingdom and Europe as part of a response to socialism, nationalism and totalitarianism. In short, the paper explores the influence of the Christian mission churches with regard to social policy, in general, and the provision of education, in particular, during the interwar years, with special reference to areas influenced by the work of the International Missionary Council. At a time when there was a crisis of support for ‘foreign missions’ how did the debates between fundamentalist‐evangelicals and supporters of a ‘social gospel’ transform themselves into debates regarding the role of missions in non‐Western societies? And how did these essentially ecclesiastical/theological issues come to influence public policy, specifically educational policy, in the long term? The conclusions are that mission churches had a very significant influence on the shaping of educational thinking in the colonial and imperial context at a time when state influence in the sector was still often quite weak. The origins of the conference and research culture that has informed educational policy since the establishment of the United Nations Organization had its roots in the broad context of the Charter of the League of Nations, with a meeting of religious and secular goals, prior to the outbreak of the Second World War. Between 1910 and 1939 there was a significant history of educational reform and community development that has only been partially documented in relation to its global significance. This is an attempt to build a framework for understanding the nature of those changes and what was achieved. The investigation is conducted through an exploration of the three great World Mission Conferences of the International Missionary Council (IMC) held at Edinburgh (1910), Jerusalem (1928) and Tambaram, India (1938). The attempts of Christian churches to engage with dramatic social changes associated with industrialisation, urbanisation, poverty, cultural change and the rise of anti‐colonialism, with specific regard to the field of educational policy, are documented and analysed.
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Needs Assessment for Colleges of Education in Namibia - Kasanda, Choshi D.; Kapenda, Hileni M.; Nicol-Wilson, R.E. (2009)
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Language-in-education policy, publishing and the translation of children's books in South Africa - Kruger, Hendrik G. (Perspectives: Studies in Translation Theory and Practice, 2009)
Abstract The central focus of the article is the roles of translation in the production of children's books in South Africa, and how issues of multilingualism, power differentials between languages and language-in-education policy affect the uses and functions of translation in the production of children's books in South Africa. The article first provides a brief overview of the discursive and practical situation relating to education, multilingualism and mother-tongue education in South Africa. Following this background, the investigation proceeds in three parts. The first is a brief analysis of the broader current South African publishing scenario, with emphasis on language issues and books for children. This is followed by a discussion of the uses of translation in the production of children's books. The results of a survey among publishers are reported alongside an analysis of a sample of data from a recent catalogue of African-language children's books in South Africa. A few broad trends emerge from the discussion. Most pertinently, it appears that translation plays a very different role in the production of Afrikaans children's books and African-language children's books. These differing roles may be related to complex forces in the uniquely postcolonial polysystem of South African literature.
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Climate Change and Economic Development in Sub-Saharan Africa - Lyakurwa, William (2009)
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The influence of cultural bias on motivation to learn English: the case of Khoe primary school students in eastern Botswana - Magogwe, Joel M. (Language, Culture and Curriculum, 2009)
This study investigated the influence of cultural bias in the teaching of English and in the books used to teach English in primary schools attended by Khoe students in eastern Botswana. The study also explored the link between cultural bias and the attitudes and motivation of Khoe students learning English. One hundred and thirty-seven students completed an attitude and motivation questionnaire adapted from Gardner's (1985) Gardner, R. C. 1985. Social psychology and second language learning: The role of attitudes and motivation, London: Edward Arnold. [Google Scholar] Attitude and Motivation Test Battery. In addition, five of the students and 12 teachers were interviewed to obtain their opinion on cultural bias in English textbooks. English language textbooks for Standards 4–7 were analysed for culture bias, using Ndura's (2004) Ndura, E. 2004. ESL and cultural bias: An analysis of elementary through high school textbooks in Western United States of America. Language, Culture and Curriculum, 17(2): 143–153. [Taylor & Francis Online] , [Google Scholar] investigation of such materials for invisibility, unreliability and stereotyping of learner cultures. The findings show that English language books are not culturally diverse, but this does not affect the attitude and motivation of the students to learn English. The study recommends that English books be reviewed to make them culturally inclusive, and teachers trained to adopt a multicultural attitude in their teaching of English.
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Potential Benefits And Complexities Of Blended Learning In Higher Education: The Case Of The University Of Botswana - Masalela, Regina K. (The Turkish Online Journal of Distance Education, 2009)
Blended/hybrid learning is dominating news in higher education as a training and educational delivery method of choice. It is seen as a link between instructors, learners and classrooms located in different places to enhance learning. Based on the interviews with 15 faculty members and one administrator that had direct experience with this form of delivery at the University of Botswana (UB) the findings suggested two major themes that dominated faculty members ’accounts: potential benefits and challenges of blended learning. The study was guided by the Diffusion of Innovation theory. The potential benefits of blended learning included improved pedagogy; engagement in learning; and added flexibility in the teaching and learning to mention a few. Faculty members perceived complexities such as lack of students’ readiness to use the course management system, slow network and breakdowns; lack of computers for students and lack of time. The article concludes by suggesting future directions for blended learning (BL) at the UB.
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Biofuel policies : what can Zambia learn from leading biofuel producers - Matakala, Litiya (2009)
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Actualizing Free Primary Education in Kenya for Sustainable Development - Mathooko, Mbatha (The Journal of Pan-African Studies, 2009)
The right to education is one of the basic human rights stipulated in the Universal Declaration of Human Rights, 1948. In Kenya, this right has recently been livened through the launch of the Free Primary Education program (hence FPE) by the newly elected NARC government. The FPE program is faced with major challenges that range from lack of facilities, few teachers, over-age children, street children, no books, lack of finances and socio-cultural impediments such as HIV-AIDs. The FPE has been received with mixed feelings from different sections of the society. While some have expressed feelings of discontentment, failure, betrayal among others, many low income members of the population view it as a God sent opportunity. While a lot of concern has been raised, little has been advanced concerning the propagation of the actual learning itself. This paper seeks to underscore some of the pertinent issues concerning actual instruction in the FPE program. A glaring gap, which poses a major challenge to the success of the FPE, exists in terms of the language of instruction. The existing language policy disregards mother tongues as tools of disseminating knowledge and does very little to promote them. The paper suggests the training of teachers to equip them with skills in mother tongue instruction, preparation of learning materials, books and other resources. Providing money for schools without providing books in itself is a failure. This paper argues that there is need to put in place structures that enhance, promote and develop mother tongues for the purposes of actualizing the FPE program. Abbreviations: FPE-Free Primary Education; NARC-National Rainbow Coalition; MT-Mother Tongue; LOI-Language of Instruction; NACECE-National Center for Early Childhood Education; DICECEsDistrict Centers for Early Childhood Education; NEPAD-New Partnership for African Development.
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Vocational education and training for sustainability in South Africa: The role of public and private provision - McGrath, Simon; Akoojee, Salim (International journal of educational development, 2009)
Written in the twilight of the Mbeki Presidency, this paper considers the role that skills development has in the sustainability of the South African political–economic project. It explores some of the disarticulations of public policy and argues that these both undermine public sector delivery and open up opportunities for private provision to be, under certain circumstances, more responsive to the challenges of national development. We argue that there is a possibility that the state could work more smartly with both sets of providers. Crucially, however, this would necessitate working more smartly within itself. This was a major plank of the Mbeki strategy but it has failed conspicuously with regard to the Education–Labour relationship. Whether a new President can achieve a radical reworking of this relationship may be an important indicator of the viability of any new development project. The article concludes with reflections on the renewed international interest in skills development as a way of responding to the real and imagined pressures and opportunities of globalisation. Given the limited success of South Africa in pursuing skills development, we ask whether other African governments are any more likely to achieve a genuine combination of political, social and economic sustainability. The sustainability of national development projects in Africa is likely to continue to be problematic, and skills development will only ever be able to play a limited role in addressing this challenge. Nonetheless, governments can do more to support the sustainability of these skills development systems and need to pay attention to both public and private provision in so doing.
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An Exploratory Study of the Curriculum Development Process of a Complementary Education Program for Marginalized Communities in Northern Ghana - Mfum‐Mensah, Obed (Curriculum Inquiry, 2009)
Complementary education programs have emerged as a useful tool for addressing the educational needs of marginalized communities in the developing world. The literature attributes the success of these complementary education programs to innovative school organization, curriculum development, and community participation. This article is based on a recent ethnographic study that explored the curriculum development process of School for Life (SFL), a complementary education program operating in northern Ghana. The objective of the study was to understand the elements of the SFL curriculum, to explore the different stages of the curriculum development process, and to investigate the stakeholders and their roles in the process. The scope of the article includes the background, the analytical framework, the context of education in northern Ghana, the SFL program, the SFL curriculum development process, and conclusion. Initially, the study revealed that the program utilized elements of both technical and critical approaches to curriculum development. The curriculum process was influenced by the context within which it occurred; the process was highly political, empowering, and emancipating for the community members who served as the major curriculum actors and decision makers.
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Globalization and its Impact on Education with Specific Reference to Education in South Africa - Moloi, Kholeka Constance; Gravett, Sarah; Petersen, Nadine (Educational Management Administration & Leadership, 2009)
As globalization of the world economy continues unabated, a parallel growth of globalization of knowledge is also taking place. This latter trend is little affected by the boundaries between developed and less developed countries and is having a particular impact on trends in education. This article looks at the impact of globalization within the context of education in South Africa. It focuses on different perspectives of globalization and identifies key factors that may have an impact on education in South Africa. Finally, it argues that in order to respond to the dangers of marginalization posed by globalization it will be crucial to form, and be part of, new alliances and networks. These will both provide opportunities for sharing knowledge and skills and also build economic strength.
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The Effects of 'Sheng' in the Teaching of Kiswahili in Kenyan Schools - Momanyi, Clara (The Journal of Pan-African Studies, 2009)
Overview The term Kiswahili here has been used to refer to the language which is widely spoken by the people of Eastern Africa and adjacent islands. Today, the language is spoken in many parts of the world including Africa and Arabia, and is taught in many institutions of learning in Europe, Japan, Korea, USA, England and Canada, among others. The term Swahili is used here to refer specifically to people who speak Kiswahili as their native language, who share a more or less common culture and who live along the eastern coast of Africa, including the islands of Comoro, Zanzibar, Pemba, Mombasa, Lamu and Pate. According to Chimerah (1995), the use of the term had a direct bearing on the advent and ultimate settlement of Arabs among the Bantu Swahili. It is not the purpose of this paper to delve into the origin and development of Kiswahili, but suffice it to say that Kiswahili is typically a Bantu language (about 40% of its lexicon is Bantu) which borrowed and continue to borrow words and terminologies from other languages to enrich its lexicon. Any developing speech community borrow from different communities that it interact with and it is specifically for this reason that some known international languages acquired their sophistication (Chimerah ibid). Indeed, English has expanded its lexicon largely through borrowing. Many English words are not native to the language but they originated from many languages, dead as well as living in the world. According to McCrum (1986), only 20% of the entire vocabulary of modern English is actually native English (i.e. German Anglo-Saxon). 80% of English vocabulary is borrowed from other languages, Kiswahili included. Kiswahili is not only the regional language of East Africa, but is fast becoming an international language. As Thomas and Katembo (2005) rightly states, '... the language dwarfs the linguistic fluency density and geographic span of any other indigenous African tongue...' While Kiswahili is making these great strides, it is being faced with a variety of challenges in its place of origin due to the emergence of language varieties like 'Sheng'. Significance of Kiswahili in National Development Kiswahili has admirable value within economic markets. Much trade in the East African region is conducted in Kiswahili. Small-scale enterprises often require lingua francas like Kiswahili to flourish (Webb 1998). Kiswahili is the social lingua franca of a large part of the Kenyan society at all socio-economic levels (Kimemia 2001:12). However, for a long time now in Kenya, language policy has come to mean nothing more than political pronouncements, government statements, and recommendations made by Educational Commissions which are rarely implemented. In 1969 for example, the then ruling party, KANU (Kenya National African Union), gave Kiswahili a formal recognition as the national language, therefore taking cognizance of its role in nation building. Yet it was not until 1971 when the language was officially declared the national language of Kenya. The decision of Kenya to use Kiswahili as the national language immediately after independence came as a need to foster human development. This is because Kiswahili is the language of inter- ethnic communication in Kenya where it bridges the linguistic gap between communities. Kiswahili has the oldest uninterrupted history as an African written language compared to other African languages used in the country. Its written literary history is over a span of almost three centuries. It therefore has a significant role to play in higher education for purposes of equipping trainees and future professionals with communicative skills needed to foster national development. The ideal role of a language in any society is to be able to serve as many of its speakers as possible. Kiswahili can adequately perform this role because it is non-ethnic. This means that as per now, there is no particular community that can claim ownership of this language. …
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Effect of obesity on physical self-concept of urban school children living in Potchefstroom, South Africa. - Monyeki, M.A.; Pienaar, Anita E.; Mamabolo, Ramoteme L.; Temane, Michael (African Journal for Physical, Health Education, Recreation and Dance, 2009)
The purpose of this study was to determine the effect of obesity on the physical self-concept of urban school children living in Potchefstroom, South Africa. A total of 277 (127 boys and 150 girls) children aged 11-13 years from urban schools in Potchefstroom voluntarily participated in cross-sectional, observational research study conducted in 2007. Stature and body mass were measured according to the International Society for Advancement of Kinanthropometry (ISAK). The children were classified into three groups of normal, overweight and obese according to BMI cut-off point suggested by Cole, Bellizzi , Flegal and Dietz (2000). Susan Harter's Self-Perception Profile for Adolescents was used to assess the self-perception of children. Descriptive statistics of means and standard deviations as well as frequencies were calculated for the data. Nonparametric t-test was employed to test significant differences between boys and girls among the three groups. Analysis of variance (ANOVA) and Tukey post-hoc test were calculated to examine the effect of obesity on the children's physical self-concept. The results showed that overweight and obese children were taller and heavier than their normal counterparts. Furthermore, the results showed that the overweight or obesity status significantly affected boys physical acceptance (F7.02 = 2.62, p < 0.05) as compared to the normal ones. In addition, the overweight or obesity status significantly affected girls scholastic competency (F3.93 = 0.35, p < 0.05), athletic competence (F4.58 = 0.30, p < 0.05) and behavioral acceptance (F5.84 = 0.31, p < 0.05) than the normal ones. It is concluded that overweight and obesity status affects the physical self-concept of social acceptance, scholastic competence and behavioural acceptance of the children. The effect of overweight and obesity on the physical self-perception of school children should be considered in planning obesity management strategies for preventive health care.
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Drama as an instructional tool to develop cultural competency among learners in multicultural secondary schools in South Africa - Moore, Glynnis Leigh (2009)
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The 'nuts and bolts' of prior learning assessment in the Faculty of Education of the University of Pretoria, South Africa - Motaung, J. (Perspectives in Education, 2009)
In South Africa the Recognition of Prior Learning (RPL) was conceptualised to address issues of social justice. The concept intended to increase the participation rate of historically disadvantaged groups in higher e ducation and to improve the knowledge and skills base of t he workforce in pursuit of global competitiveness. The conceptualisation, however, does not imply t hat such intentions are actually realised at the level of practice. The system of prior learning assessment needs to meet national and international requirements, which are central to the assessment process. This means having a policy environment conducive to RPL provisioning. The assessment of this area of practice in the Faculty of Education of the University of Pretoria affirmed that if certain basic requirements, as indicated by various authoritative figures in t he area of prior learning assessments, are in place, then RPL can become a reality, enabling the marginalised to access higher education. Results from interviews, document analysis and notes from a reflective journal assisted in determining the institutional policy and environment for RPL provisioning in this faculty. Participants included senior managers and lecturers involved in RPL assessments.
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Managing training and development in South Africa (4th edn), BJ Erasmus, PVZ Loedolff, T Mda and PS Nel (2006), Oxford University Press, Southern Africa; ISBN 978-0-19576260-0; 368 pages; PB; Rand 299.95; AUD 39.73; USD 37.51 - Muchiri, Michael (Journal of Management & Organization, 2009)
Managing training and development in South Africa (4th edn), BJ Erasmus, PVZ Loedolff, T Mda and PS Nel (2006), Oxford University Press, Southern Africa; ISBN 978-0-19576260-0; 368 pages; PB; Rand 299.95; AUD 39.73; USD 37.51 - Volume 15 Issue 1
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Geochemical evidence for African dust and volcanic ash inputs to terra rossa soils on carbonate reef terraces, northern Jamaica, West Indies - Muhs, Daniel R.; Budahn, James R. (Quaternary International, 2009)
The origin of red or reddish-brown, clay-rich, “terra rossa” soils on limestone has been debated for decades. A traditional qualitative explanation for their formation has been the accumulation of insoluble residues as the limestone is progressively dissolved over time. However, this mode of formation often requires unrealistic or impossible amounts of carbonate dissolution. Therefore, where this mechanism is not viable and where local fluvial or colluvial inputs can be ruled out, an external source or sources must be involved in soil formation. On the north coast of the Caribbean island of Jamaica, we studied a sequence of terra rossa soils developed on emergent limestones thought to be of Quaternary age. The soils become progressively thicker, redder, more Fe- and Al-rich and Si-poor with elevation. Furthermore, although kaolinite is found in all the soils, the highest and oldest soils also contain boehmite. Major and trace element geochemistry shows that the host limestones and local igneous rocks are not likely source materials for the soils. Other trace elements, including the rare earth elements (REE), show that tephra from Central American volcanoes is not a likely source either. However, trace element geochemistry shows that airborne dust from Africa plus tephra from the Lesser Antilles island arc are possible source materials for the clay-rich soils. A third, as yet unidentified, source may also contribute to the soils. We hypothesize that older, more chemically mature Jamaican bauxites may have had a similar origin. The results add to the growing body of evidence of the importance of multiple parent materials, including far-traveled dust, to soil genesis.
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Human Resource Development and the State: Higher Education in Postrevolutionary Eritrea - Müller, Tanja R. (2009)
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What Does It Mean to Be African American? Constructions of Race and Academic Identity in an Urban Public High School - Nasir, Na’ilah Suad; McLaughlin, Milbrey Wallin; Jones, Amina (American Educational Research Journal, 2009)
In this article, the authors explore variation in the meanings of racial identity for African American students in a predominantly African American urban high school. They view racial identity as both related to membership in a racial group and as fluid and reconstructed in the local school setting. They draw on both survey data and observational data to examine the nature of racial identity meanings for African American students, their relation to academic engagement and achievement, and how they were fostered by the school context. Findings show that students embraced (and were offered differential access to) different meanings of African American racial identity and that these meanings were differentially related to achievement and engagement.
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Rethinking the linkages between teaching and extension in South Africa - Ndabeni, Lindile L; Maharajh, Rasigan (Science and Public Policy, 2009)
The objective in this paper is to review the technology stations program at Tshwane University of Technology. The technology stations are a product of the Department of Science and Technology (DST) policy objectives. The DST's policy is aimed at strengthening and expanding mutually beneficial links between universities of technology and small, medium-sized and micro enterprises (SMMEs). The analysis disclosed the contribution of the technology stations to technology transfer in the SMME economy of the electronics and chemicals sub-sectors.
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The role of HIV/AIDS disability grants in influencing people living with HIV to adhere to antiretroviral therapy with specific reference to the South African Red Cross Society in Nyanga - Ndlumbini, Ntombencane Margaret (2009)
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Central African Republic - Education Sector Development Program : indigenous peoples plan - Ndolombaye, Josue (2009)
The major objectives of the Education Sector Development Program of Central African Republic are to: (i) increase the access to education by improving the school offer; (ii) improve the quality of education through teachers' enrolment and training as well as the supply of school handbooks; (iii) build the management capacities of the education system and of the program. The study seeks to determine whether the project activities, in particular, the construction and rehabilitation of primary schools will have direct and indirect impacts on indigenous peoples living in the regions concerned. This report analyzes the situation of Pygmy groups in the current context and highlights the specific problems related to their place in society. It was noted that many activities are already initiated by either the Government or by NGOs or civil society, with the support of donors to improve this situation. In particular, the framework emphasizes the need for the project to ensure that the activities of construction or rehabilitation of primary schools will be conducted for the benefit of Aboriginal peoples and are not a problem. Various pollution and harmful effects related to the schools building and rehabilitation work could bring about effects on the surrounding populations' health: dust, noise, traffic accidents, and the increase in water diseases related to stagnant water in the temporary careers, etc Non rehabilitated loan sites of the materials required for the schools building, could maintain the propagation of vector insects (malaria), cause drowning especially with the children, and promote bilharziosis development. The new buildings or the extension of the existing infrastructures could imply acquiring land which, maybe, is already used by other activities carried out by the populations which can involve movements of populations or loss of activities. As a whole, the negative impacts in the works phase are: the bad choice of the sites; the risks of potential conflicts on the lands acquisition, pollutions and harmful effects on the bordering populations and workmen due to the works; the disturbance of freedom of movement and socio-economic activities; the lack of use of the resident labor force and grounds settlement. In the phase of operation, the expected negative effects relate to: the degradation of the school environment; the precariousness of the school hygiene; the bad quality of the works carried out and especially the deficiency of the teachers motivation.
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Central African Republic - Education Sector Development Program : resettlement policy framework - Ndolombaye, Josue (2009)
The major objectives of the Education Sector Development Program of CentralAfrican Republic are to: (i) increase the access to education by improving the school offer; (ii) improve the quality of education through teachers' enrolment and training as well as the supply of school handbooks; (iii) build the management capacities of the education system and of the program. Impacts that may be incurred in the implementation of the project concern: the displacement of populations, loss of activities, including commercial activities, handicraft, agriculture, loss of heritage (canteens, shops, stalls), loss of means of production (crops), loss of income or livelihood. Negative impacts can be summarized as follows: 1) impact on infrastructure and equipment, such as demolition of buildings, fence, hedge, latrine, etc.; 2) impact on land acquisition during the installation phase, limited influence on land, and temporary occupancy during construction; and 3) impact on livelihoods including loss of income for people who have a craft or small businesses such as artisans, merchants and shopkeepers, etc.
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Changing the Climate of African Development - Workshop Report - Newsham, Andrew; Goulden, Marisa (2009)
On 26-27th March 2009, the Tyndall Centre convened a workshop in Cape Town South Africa. The workshop formed a part of the Tyndall Centre’s Programme on International Development, ‘Securing human welfare: how can international development be sustained in a warming world?’ The workshop brought together researchers, policy makers and representatives of civil society working on climate change and development within the agriculture, water and energy sectors. The objectives of the workshop were twofold: 1. To explore and share ideas on key areas of the interface between climate change and development policy and practice, drawing on and disseminating work coordinated by the Tyndall Centre and research partners in Africa, examining the state of current knowledge on climate change and development, with reference to agriculture, water and energy. 2. To outline, in collaboration with African stakeholders, priorities for further research on climate change and development, identifying potential collaborators and funding streams, with a view to defining a future research agenda and a potential set of working partnerships in Africa. This workshop report is intended to serve three purposes. First, it offers a brief summary of key messages emerging from the workshop. Second, it gives an overview of presentations made in the panel discussions. Third, it documents the discussions between participants that followed the presentations.
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The role of non‐governmental organisations and faith‐based organisations in achieving Education for All: the case of Sierra Leone - Nishimuko, Mikako (Compare: A Journal of Comparative and International Education, 2009)
Sierra Leone, one of the world's poorest countries, experienced a civil war from 1991 to 2002. The government's capacity to provide educational services remains weak, and still over 30% of children in the country are hard to reach and do not have access to primary education. This paper discusses the role of non‐governmental organisations (NGOs) and faith‐based organisations (FBOs) in the provision of primary education by supplementing governmental efforts. Through the exploration of forms of services delivered by NGOs and FBOs, this paper argues that the collaborating work among the government, NGOs, and FBOs has made progress towards achieving Education for All (EFA) in Sierra Leone. This study is based on the author's field research, which involved observation of schools, interviews with teachers, government officials, and those engaged in NGOs and FBOs, and questionnaires completed by pupils, parents, and teachers.
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Composition, training needs and independence of ethics review committees across Africa: are the gate-keepers rising to the emerging challenges? - Nyika, Aceme; Kilama, W. L.; Chilengi, Roma; Tangwa, Godfrey B.; Tindana, Paulina; Ndebele, Paul; Ikingura, Joyce (Journal of Medical Ethics, 2009)
Background: The high disease burden of Africa, the emergence of new diseases and efforts to address the 10/90 gap have led to an unprecedented increase in health research activities in Africa.Consequently, there is an increase in the volume and complexity of protocols that ethics review committees in Africa have to review.Methods: With a grant from the Bill and Melinda Gates Foundation, the African Malaria Network Trust (AMANET) undertook a survey of 31 ethics review committees (ERCs) across sub-Saharan Africa as an initial step to a comprehensive capacity-strengthening programme.The number of members per committee ranged from 3 to 21, with an average of 11.Members of 10 institutional committees were all from the institution where the committees were based, raising prima facie questions as to whether independence and objectivity could be guaranteed in the review work of such committees.Results: The majority of the committees (92%) cited scientific design of clinical trials as the area needing the most attention in terms of training, followed by determination of risks and benefits and monitoring of research.The survey showed that 38% of the ERC members did not receive any form of training.In the light of the increasing complexity and numbers of health research studies being conducted in Africa, this deficit requires immediate attention.Outcome: The survey identified areas of weakness in the operations of ERCs in Africa.Consequently, AMANET is addressing the identified needs and weaknesses through a 4-year capacity-building project.
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Sexual behavior and the influencing factors among out of school female adolescents in Mushin market, Lagos, Nigeria - Odeyemi, KA; Onajole, AT; Ogunowo, Babatunde (International journal of adolescent medicine and health, 2009)
High rates of adolescent pregnancy, sexually transmitted infections, and unsafe abortions in Nigeria indicate the need for a greater understanding of factors that affect adolescent sexuality. The sexual health needs of adolescents remain poorly known and addressed particularly among vulnerable subpopulations like out-of-school adolescents. The objective of this study was to examine the sexual behavior of female out-of-school adolescents and to identify factors that influence their sexual behavior. This cross-sectional study was conducted among a representative sample of unmarried, out-of-school female adolescents (n = 332, mean age 17 y), selected using cluster sampling, who were working in a major market (Mushin) in Lagos, Nigeria. Data were collected using interviewer administered questionnaires. Many girls (43.7%) have had sexual intercourse. The mean age at initiation was 16 years. The main reason for initiation was curiosity. Risky sexual behavior and transactional sex was common. Nonconsensual sex was also reported. Sexual health knowledge was poor, and friends served as their main source of information on sexual health issues. Factors associated with the initiation of sexual activity were friends sexual behavior, the person adolescents reside with, parents marital status, availability of funds to meet basic needs, and watching pornography (p < .05). Out-of-school female adolescents engaging in risky sexual behavior are exposed to sexual abuse, lack skills to resist pressure, and have limited access to credible reproductive health information. Appropriate interventions including provision of sexuality education and a supportive environment must be instituted to address their needs.
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The Interaction of Selective Attention and Cognitive Development on Achievement in Nigerian Secondary School Genetics. - Okoye, Namdi N. S. (College student journal, 2009)
The study tried to examine the interaction between two independent variables of selective attention and cognitive development on Achievement in Genetics at the Secondary School level. In looking at the problem of this study three null hypotheses were generated for testing at 0.05 level of significance. Factorial Analysis of Variance design with one dependent variable and two independent variables at two levels together with the t-test was used in the Analysis of the result. Two hundred and forty Senior Secondary School three (S.S.S III) students randomly selected from six secondary schools in Ethiope and Okpe Local Government areas of Delta State were used as subjects of the study. These were randomly assigned to four groups, sixty students per group. Five research instruments were developed and validated for the study. The results of the study showed that the three null hypotheses generated wee rejected. The analysis of the date thus revealed that the variables of selective attention and cognitive development are thus two separate interactive independent variables importance in science education. ********** Educators are increasingly concerned about the need to improve students academic achievement. The plethora of research on students academic achievement is a testimony to this concern (e.g. Bajah, 1979, Oyewole 1981, Holliday, 1981, Olayiwola 1999, Okonkwo, 2000 and Nwagbo, 2001). This is as it should be because the consequences of success or failure in schools are far-reaching particularly in developing countries like Nigeria. This is not only because a higher achievement (especially in the sciences) is the foundation for technical skills which is in short supply, but also because higher achievement is particularly valued in a society which sets high premium on academic success as a stepping stone for entrance into more prestigious occupations (Ukeje, 2000). The view expressed above is particularly true because the inculcation and development of logical reasoning ability (cognitive development) as an important prerequisite to maximizing students achievement on task specific content has been an important objective in science education. The number of studies devoted to this area of studies is a testimony to the significance of this science educational objective (Bajah 1979; Fakunle, 1985; Oyewole, 1982. Nwagbo 2001 and Okoro 2005). Such studies are justified in view of the obvious contribution they will in the technological development of societies. In a society such as Nigeria where agriculture is supposed to be the cornerstone of the country's economic development, improvement in agriculture is party dependent on the science of genetics. The problem of farming and hunger in part is attributable to the low level in which technology has been applied to agriculture. In recent years, effort shave been intensified to identify the causes and possible solutions to the lukewarm attitude of all the parties involved with the teaching and learning of genetics in schools. Fakunle (1986) in her study observed that there is some positive relationship between developmental levels and achievement in genetics. From the studies of Fakunle (1986) and Okechukwu (1995) on achievement in high school genetics, it can be inferred that genetics is a more difficult concept for early concrete operational subjects than late formal operators because at their early cognitive developmental period, the students may not be ready to incorporate the somewhat abstract concept to their cognitive structure. These studies underscored the need to initiate this study that investigated the effect of logical reasoning ability on achievement in genetics. Genetics is prone to a lot of information overload common in Biology while teaching and learning the subject. The information overload is common because what we now have in our schools is that most teachers give biology lessons using a lot of explanatory statements followed by lengthy notes. …
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Measures of consistency in lecturer and student sensitivity to academic dishonesty intervention approaches in the University of Ilorin, Nigeria - Olasehinde-Williams, Olabisi (Educational Research Review, 2009)
This paper presents the report of a follow-up study conducted to investigate the degree of consistency in staff and students’ Sensitivity (expressions of preference for and willingness to engage in) to each of three approaches to curbing academic dishonesty in the University of Ilorin, Nigeria. Data for the study were derived from a researcher-designed questionnaire patterned after Hinman’s (2000) ‘Police‘ , ‘virtues‘ and ‘prevention‘ approaches to curbing academic dishonesty which required respondents to preferentially rank (in terms of degree of preference for and then in terms of degree of willingness to engage in) each of the three approaches. Respondents’ preferential rankings of each approach (whether High, Medium or Low) were matched with their indications of willingness to Engage in utilizing the approach (High, Medium or Low) to enable the categorisation of the respondents in relation to three Sensitivity models of Committed, Cautious and Carefree. The findings of the study, among others, showed both staff and students to be generally Committed to the ‘Virtues’ approach and Carefree to the ‘Prevention’ approach; while male staff and students were typically more Committed to the curbing approaches than their female counterparts. They also suggested the need for integration of the ‘Virtues’ approach for which more staff and students expressed willingness to engage in into the traditional method of dealing with academic dishonesty in Nigerian universities.
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ENTREPRENEURIAL INCLINATIONS OF VOCATIONAL EDUCATION STUDENTS: A COMPARATIVE STUDY OF MALE AND FEMALE TRAINEES IN IRINGA REGION, TANZANIA - Olomi, Donath; Sinyamule, Rose S. (Journal of Enterprising Culture, 2009)
This study examined entrepreneurial inclinations among vocational training centres (VTCs) using a sample of 508 trainees from 12 VTCs in Iringa region, central Tanzania. A majority of VTC trainees have interest in starting own businesses, motivated primarily by the need to have control over their own lives. While gender and having taken entrepreneurship courses have no significant effects on start-up inclinations, perceived chances of getting a job and background of entrepreneurial family are positively associated with interest in entrepreneurial intention. Results suggest a need to re-examine entrepreneurship training in VET and for policy makers to be careful in promoting entrepreneurship as an alternative career for those unable to secure paid jobs.
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Challenges for Catholic schools in Nigeria - Omolade, Richard (International Studies in Catholic Education, 2009)
Abstract The Nigerian educational system has been bedeviled with myriads of problems, ranging from crowded schools, to lack of educational resources and lack of funding. Owing to this state of affairs, voluntary organizations have once again become actively involved in the educational system of Nigeria. However, only a few can really be said to be providing a creditable alternative to government's delivery of education. This article sets out to examine the role of the Catholic schools in Nigeria, by focusing on the numerous challenges facing them, such as inadequacy of trained teachers, high cost of schooling in private institutions, and competition from other private schools, among others, and it offers some suggestions and focus for future research.
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Teacher self-perceptions of effectiveness: a study in a district of Kenya - Onderi, Henry; Croll, Paul (Educational Research, 2009)
Abstract Background and purpose: The paper reports a study of the perceptions of teachers in secondary schools in the Gucha district of Kenya of their own effectiveness, the structure of their self-perceptions, variations in self-perceived effectiveness and the relationship between self-perceptions of effectiveness and the examination performance of their students. Design and methods: Data were based on questionnaires completed by 109 English and mathematics teachers from a random sample of 30 schools in the Gucha district of Kenya. Pupil examination results were also collected from the schools. Results: Three dimensions of self-perceived effectiveness emerged from a factor analysis. These were: pedagogic process, personal and affective aspects of teaching and effectiveness with regard to pupil performance. Teachers tended to rate themselves relatively highly with regard to the first two, process-oriented, dimensions but less highly on the third, outcome-oriented, dimension. Self-ratings for pupil outcomes correlated with pupil examination performance at school level. Conclusions: The results show that these teachers can have a sense of themselves as competent classroom performers and educational professionals without necessarily having a strong sense of efficacy with regard to pupil outcomes. Keywords: teacher self-perceptionsteacher self-efficacysecondary educationKenya
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Bacterial contamination of donor blood at the Tamale Teaching Hospital, Ghana. - Opoku-Okrah, Clement; Feglo, Patrick Kwame; Amidu, Nafiu; Dakorah, MP (PubMed, 2009)
Transfusion of bacterially contaminated blood can result in sepsis and will constitute a substantial health burden to the patient.To assess the level of transfusion related sepsis and the bacterial types responsible for the contamination at the Tamale Teaching Hospital in Ghana.We sampled 80 refrigerated donor blood at the blood bank and cultured them for bacteria. The antimicrobial sensitivities of the isolates were also determined.14 blood bags representing 17.5% grew isolates of various bacteria. Ten (10) of the 14 isolates were Gram positive cocci representing 71.42% making it the commonest contaminant. 50% of the gram positive cocci were identified to be coagulase negative staphylococci and 21.42% were Staphylococcus aureus. There were 14.28% isolates which were Gram positive rods, and were identified to be Corynebacterium diphtheroids. There were two isolates which were Gram negative rods; one was identified as Escherichia coli and the other one Klebsiella pneumoniae. Sensitivity among the organisms were varied; as all the 14 (100%) of the organisms isolated were sensitive to amikacin, only 14.28% of the coagulase negative staphylococci were sensitive to co-trimoxazole, 28.5% were sensitive to ampicillin, 42.8% were sensitive to cefuroxime and 71.4% were sensitive to ciprofloxacin. Sensitivity to gentamicin was observed to be 85.7% and 28.5% were sensitive to Tetracycline. Only the 10 Gram positive cocci were tested against erythromycin and Cloxacillin; where 70.00% were sensitive to cloxacillin and 90% were sensitive to erythromycin.All the Staphylococcus aureus isolated were resistant to both ampicillin and cotrimoxazole. Potential dangers and consequences of transfusing multidrug resistance bacteria have been discussed.
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New Forms of Managing Distance Education Institutions: Advancing open distance learning in Africa - Pityana, N. Barney (DOAJ (DOAJ: Directory of Open Access Journals), 2009)
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‘Smuggling the vernacular into the classroom’: conflicts and tensions in classroom codeswitching in township/rural schools in South Africa - Probyn, Margie (International Journal of Bilingual Education and Bilingualism, 2009)
Abstract In South Africa, as in many parts of postcolonial Africa, English dominates the political economy and as a result is the medium of instruction chosen by the majority of South African schools, despite the fact that most learners do not have the opportunity to acquire English to the levels necessary for effective engagement with the curriculum. Where teachers and learners share a common home language, there is frequently a gap between language policy and practice, and codeswitching by teachers and learners is a common strategy to achieve a range of social and pedagogical goals. However, in teachers’ training the multilingual realities of the classroom have most often been framed in terms of a linguistic problem, with a deficit view of codeswitching. As a result, the potential to use two languages in the classroom in a structured and systematic way to support learning has not been generally recognised or developed. In addition, codeswitching practices are often covert with teachers ‘smuggling the vernacular into the classroom’ and adopting very different linguistic practices when observed, with serious implications for classroom-based research. This paper explores the conflicts and tensions in classroom codeswitching in the context of macrolevel contestations around language status and rights.
openalex: W2032238434 mag: 2032238434
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Climate Change and Health in Sub-Saharan Africa: A Case-Based Perspective - Ramin, Brodie; McMichael, Anthony J. (Ecohealth, 2009)
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Practitioner inquiry in South African schools: what, how and why (not) - Robinson, Maureen (Educational Action Research, 2009)
This article discusses practitioner inquiry in a South African context. It begins by outlining the changing policy context in the country, particularly since the advent of democracy in 1994. The implications of these changes for practitioner inquiry are then discussed. The article explores some issues and dilemmas arising from this context, including considerations of why teachers do research, and what promotes and hinders research in schools. In discussing the way forward, a number of issues are highlighted, including different conceptions of practitioner inquiry, the relevance of teacher identity, the possibilities and limitations of policy reform and the importance of generating new knowledge for a new post‐apartheid agenda.
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Non‐state provision of education: evidence from Africa and Asia - Rose, Pauline (Compare: A Journal of Comparative and International Education, 2009)
Basic education is often regarded in international agreements and national constitutions as being a state responsibility, and increasingly expected to be fee‐free for government provision. At the s...
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The Characteristics of Leachate and Groundwater Pollution at Municipal Solid Waste Landfill of Ibb City, Yemen - Sabahi, Esmail Al; Rahim, Samsudin A.; Zuhairi, W. Y. Wan; Nozaily, Fadhl Al; Alshaebi, Fares (American Journal of Environmental Sciences, 2009)
Problem statement: Yemen one of the developing country suffering from water pollution. Landfill is one of the source of water pollution. There are several boreholes located close to Ibb landfill used for drinking water. A study of composition of landfill leachate and groundwater pollution was conducted at Ibb landfill, which is located at Al-Sahool area, north of Ibb City, Yemen. Approach: The leachate was sampled at three different locations of the landfill, at the landfill itself and 15 and 20 m downstream of this landfill. Groundwater samples collected from 5 boreholes to study possible impact of leachate percolation into groundwater. Leachate and groundwater samples were collected during dry season only, due to the excessive generation of leachate during this season. Objective of this study was significant to assess degree of groundwater pollution due to Ibb landfill leachate at Al-Sahool area. The leachate and groundwater were physically and chemically characterized by using spectrophotometer HACH, BOD Trak HACH, flame photometer (PFP 7) and Inductively Coupled Plasma of Optical Emission Spectrometry (ICP-OES) model Vista MPX. Parameters measured were pH, temperature, Electrical Conductivity (EC), Total Dissolved Solids (TDS), Dissolved Oxygen (DO), Fluoride (F), Chloride (Cl), Sulphate (SO4), Nitrites (NO2), Nitrates (NO3), ammonia-N (NH3-N), heavy metals (Pb, Zn, Ni, Cr, Cd, Cu), major cations (Na, Mg, Ca, K, Fe) and biological parameters (COD, BOD5 and coliform group bacteria). Results: The results showed that, leachate at landfill most likely in methanogenic phase, based on the alkaline pH value recorded (pH = 8.46). The results also showed that 4 out of 5 boreholes were contaminated, where concentration of physico-chemical parameters are above the standard acceptable levels which required for drinking water adapted by Yemen's ministry of water and environment and by word standard. Conclusion: Therefore, landfill is dangerous for environment so government should do sanitary landfill to prevent further contamination to surface water, groundwater as well as soil.
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Reducing mercury pollution from artisanal gold mining in Munhena, Mozambique - Shandro, Janis; Veiga, Marcello M.; Chouinard, Rebecca (Journal of Cleaner Production, 2009)
Artisanal small-scale mining (ASM) is responsible for over 90% of gold production in Mozambique. In 2005, a 15-day pilot training project was held in the village of Munhena, a gold mining community. This intervention aimed at raising awareness related to the environmental and health impacts of mercury amalgamation and introduced alternative practices to reduce mercury release and exposure. In 2007, a 9-day evaluation of the pilot campaign was accomplished and knowledge in regards to mining methods, and the ASM government–community operating relations in Munhena were updated. Miners in Munhena are organized in an association of over 3000 members, work on a 25 year Government granted 143 ha concession and generate a substantial income (producing over 5 kg of gold per month). There remain, however, serious barriers towards sustainable community development. ASM associated environmental and health costs are high, as mercury continues to be used and lost to the environment, and cyanide will be introduced soon. The Government of Mozambique has laid the foundation for supporting this sector; however, resources are limited, and thus restrict ability to fully address these issues. Importantly, malaria and HIV/AIDS are not diagnosed and/or treated effectively within the community, and basic necessities are absent. This paper concludes with recommendations focused on enhancing the ASM sector in Mozambique, and overcoming barriers to sustainability in the community of Munhena.
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A researcher ‘called’ to ‘taboo’ places?: a burgeoning research method in African‐centered education - Shockley, Kmt G. (International Journal of Qualitative Studies in Education, 2009)
This article presents a self‐reflexive analysis of the complexities of conducting Afrocentric education research while living with a ‘double consciousness.’ Having been ‘called’ to places that are considered to be ‘taboo’ the author takes readers on a journey that begins in his busy mind and ends in on the African continent in a ‘rabbit hole.’ Drawing on the ethnographic and Africalogical traditions, the author provides a much needed explanation of where Afrocentric education began and is headed, and how the method has advanced from being a ‘general’ attempt to increase pride and cultural awareness to a more focused attempt at cultural inculcation. As the journey ends, the author illustrates a very different and life‐changing cultural experience that gives him the ability to ‘see’ very clearly for the first time what it means to live from the cultural perspective of the ‘other.’
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Partnering With Education and Job and Training Programs for Sustainable Tobacco Control Among Baltimore African American Young Adults - Smith, Katherine Clegg; Bone, Lee R.; Clay, Eric A.; Owings, Kerry; Thames, Sean; Stillman, Frances A. (Progress in Community Health Partnerships, 2009)
Partnering With Education and Job and Training Programs for Sustainable Tobacco Control Among Baltimore African American Young Adults Katherine Clegg Smith, PhD , Lee Bone, PhD , Eric A. Clay, Kerry Owings, Sean Thames, and Frances Stillman What Is the Purpose of This Study • We sought to gain insight from program leaders and staff who are responsible for education and job training programs for unemployed African American young adults in Baltimore City about the creation of successful community-based tobacco control initiatives. What Is the Problem? • Cigarette smoking remains the leading preventable cause of both morbidity and mortality in the United States. Young adults (18 to 24 years old) smoke more than people in any other age group, but have been largely ignored because there has been a tendency for public health to focus either on preventing children from starting to smoke or helping long-time smokers to quit. • Unemployed young adults have been particularly overlooked. • We interviewed program leaders who are already working with this potentially hard-to-reach population to better understand how tobacco fits within the overall context of young adults’ lives. • We seek to create effective and sustainable tobacco control programs for young adults who are particularly susceptible to initiating and continuing smoking. What Are the Findings? • Cigarette smoking is not universally seen as a pressing problem for these young adults, and there may even be some belief that smoking is an effective way to reduce stress. • Young adults in education and job training programs are primed to making meaningful change in their lives. The focus on meaningful change may be a real opportunity to address tobacco use, if cessation can be identified as a meaningful and important goal. • Adult mentors and role models are vital to young adults’ success in making meaningful changes and need to be a part of any tobacco control program. This should include some support for creating smoke-free communities, as well as smoking cessation for any participants and mentors who smoke. • Success will be dependent on the integration of tobacco control into the larger context of young adults’ lives. Control programs need to factor in that the participants are also often dealing with issues such as homelessness, drug abuse, low educational achievement and job skills, and becoming parents. • Cigarette smoking continues to have some perceived value in training programs because it is seen to facilitate group solidarity. [End Page 3] Who Should Care Most? • City and state health departments. • Tobacco control program staff. • Individuals who are working with young adults who are not in college or working. • Participants/young adults in education and job training program. • Academe/researchers and educators • Cancer Control Coalition at local, state, and national levels. • Program staff or educators who work with young adults. Recommendations for Action • Establish a smoke-free community as “meaningful” to all those involved in education and employment training programs—leadership, staff, and participants. • Identify adults who serve as “caring adults” for program participants. • Provide tobacco control information and smoking cessation support (if necessary) as part of the overall training programs. • Provide tobacco control information via innovative and participatory approaches. • Find alternatives to smoking for facilitating group solidarity and reducing stress in employment and education training programs. • Integrate effective support for smoking cessation into various change initiatives in training programs. • Build capacity of program leaders and participants to advocate for change and design educational campaigns for a smoke-free community. [End Page 4] Katherine Clegg Smith Bloomberg School of Public Health Lee Bone Bloomberg School of Public Health Eric A. Clay Historic East Baltimore Community Action Coalition Kerry Owings Youth Opportunity Baltimore Sean Thames Civic Works Frances Stillman Bloomberg School of Public Health Copyright © 2009 The Johns Hopkins University Press
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A Simple Tool Needed in a Complex Situation: A Development Worker's Perspective on the Use of Vocational Training to Augment the Peace Process in Sudan - So, F. C. T. (DOAJ (DOAJ: Directory of Open Access Journals), 2009)
We wanted to save more boys but we couldn't. There were 4,000 of them [Darfur boys] waiting as we arrived but we could only take 180. Some tried to sneak on at night as we left Nyala but they were found at the checkpoint. Those that stay will become prisoners of hell; the starvation, famine is the cheapest way to kill and they will die. - Fr. Vincent Donati, Society of Don Bosco Catholic priest on educating young men from internal displaced people (IDP) camps near Darfur.1 History is written every day. And, every day, wide-eyed scholars studying peace and conflict resolution convene in classrooms to postulate perfect solutions to the world's most disastrous conflicts, each hoping for the chance to create a page of history. In 2004, I was one of them - a young graduate student in Northern Ireland with big dreams of making the world a different place. I studied the errors and hardships of several conflicts, searching for what decades of diplomacy and warfare had failed to produce, and found myself particularly drawn to the crisis in Sudan. In 2005, the 22-year long second Sudanese civil war had finally and mercifully come to an end with the signing of a peace agreement between the Arab north and the Christian and animist south. But Sudan was not yet free from strife. Another crisis was looming: Darfur. Labelled by the United States as 'genocide', Darfur began to up images of Rwanda in 1994. Upon completion of my Master's degree, I could no longer take anyone else's word for it. I had to see it for myself. I spent two years in development fieldwork in Sudan, searching for more answers to my questions. Why does the conflict continue? What is the reality on the ground, and what can be done to empower the civilian groups that are most affected? What I found were several complexities of the political situation that permit continuation of the conflict in Sudan. I found a group of civilians, namely young men, who were simultaneously especially vulnerable to the effects of the conflict and especially pertinent to peaceful resolution and reconstruction. I also found a simple tool, vocational training, to be an effective method for engaging these young men, distracting them from participating in the violence and training them to become effective agents of change in the peacebuilding and reconstruction processes. I. BE CAREFUL WHAT YOU WISH FOR The facts on Darfur are clear, and the media remind us daily of the 215,000 refugees, the hundreds of villages burnt down, the 200,000 plus killed and the 2.5 million displaced.2 Many movements have labelled the conflict as 'genocide'. The Darfur Peace Agreement (DPA), signed in May 2006, provided a framework for cessation of armed conflict, though it suffered from lack of support from a number of rebel groups. However, despite the DPA, the conflict and suffering in Darfur continue. Blame has been placed largely on the Sudanese President, Omar al-Bashir. The governments of the United Kingdom and the United States have threatened to use their 'Plan B', a stringent list of sanctions or a no-fly zone, but no indications of this have materialized as yet.3 There is little doubt that the conflicts in Sudan, and not just in Darfur, have received media attention and been strongly condemned by the West. However, little effort has been made to publicly denounce Sudan's leadership as responsible for those conflicts. Some wonder why more has not been done to topple the government of the current dictatorial regime. Has progress with the Comprehensive Peace Agreement (CPA) and the south proven that the government can change? Is acceptance of the United Nations (UN), international observers and non-governmental organizations (NGOs) into the country a sign of progress towards peace? All these developments may have shown some degree of movement away from conflict, but violence remains a part of everyday life in Darfur. Popular organizations, such as the Save Darfur Coalition are exposing the tragedies of the Sudanese region. …
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Contesting Spaces for Implementation: (Im)Possibilities of Religious Education Curriculum Policy for Secondary Schools In Malawi. - Sookrajh, Reshma; McCloud, Salanjira (Perspectives in Education, 2009)
We review spaces of contest in the formulation and implementation of the Religious Education curriculum through an exploration of the understandings regarding the dual-mode Religious Education (RE) curriculum policy for secondary schools in Malawi. Six leaders of nationally organised faith communities in Malawi were interviewed about their understandings regarding the dual-mode RE curriculum policy change and their reasons for such understandings. Using public theology as an analytical and theoretical framework, the findings present the impact of contesting spaces in curriculum policy change and its implications for implementing the RE curriculum.
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Wellness and College Type in African American Male College Students: An Examination of Differences - Spurgeon, Shawn L. (Journal of college counseling, 2009)
African American male students ( N = 203) attending a historically Black college or university (HBCU) and a predominantly White institution (PWI) participated in a study to determine differences in wellness. HBCU students scored significantly higher than did PWI students on Friendship, Love, Sense of Control, and Gender Identity. PWI students scored significantly higher than did HBCU students on Sense of Worth. Implications and future research directions are suggested.
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Early detection of infant hearing loss in South Africa. - Swanepoel, De Wet (PubMed, 2009)
Every day close to 2 000 babies are born with or acquire permanent bilateral hearing loss within the first few weeks of life, and at least 90% of them live in developing countries like South Africa. Infant hearing loss is undetectable by routine clinical examination, and if screening is not provided it is only identified after critical developmental periods for language acquisition have passed. The far-reaching effect of late identification is evident in poor linguistic, cognitive and socio-emotional development, which undermines literacy skills, academic achievement and ultimately educational and vocational outcomes. Fortunately infants with hearing loss have excellent outcomes, potentially matching those of their hearing peers, if the loss is identified early and intervention initiated by 6 - 9 months of age. For this reason screening programmes have been set up in countries such as the USA and UK, where more than 95% of all newborns are screened to ensure that those with hearing loss are given the opportunity to develop to their maximum potential alongside their hearing peers.
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Thiamine (vitamin B1) status of boarding school students in the Southern Region of Papua New Guinea. - Temu, Poruan; Temple, Victor J; Saweri, Adolf; Saweri, Wila (Papua and New Guinea medical journal, 2009)
Thiamine pyrophosphate (TPP) is the major biologically active form of thiamine (vitamin B1). This cross-sectional study assessed whole-blood thiamine pyrophosphate concentration (WBTPPC) in boarding school students in the Southern Region of Papua New Guinea. Sample size for each of the five boarding schools was calculated using the 'proportionate to population size' cluster sampling technique. The 'Clin-Rep' reagent kit was used for the extraction of thiamine pyrophosphate from whole blood. Reverse phase high performance liquid chromatography with post-column derivatization was used to determine the thiamine pyrophosphate concentration. Informed consent was obtained from 468 students, mean age 17.7 +/- 1.5 years. The gender distribution of these students was 274 (58.5%) males and 194 (41.5%) females. The median and interquartile range of WBTPPC for all students was 95.41 microg/l (82.27-113.55). Severe to marginal status of thiamine deficiency was present in 6.4% of all the students. The mean WBTPPC for female students was significantly lower than that for the male students (p < 0.001), with a mean difference of 14.17 microg/l (95% CI of the difference: 9.85-18.50). Severe to marginal status of thiamine deficiency was present in 9.8% of female students and 4.0% of male students. The data strongly support the need for effective implementation and monitoring of food fortification legislation in Papua New Guinea. Withdrawal of fortification or suboptimal thiamine fortification of rice and other cereal products in Papua New Guinea would have serious negative public health implications, especially among students in boarding schools.
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Gender Risks and Education: The Particular Classroom Challenges for Urban Low-Income African American Boys - Thomas, Duane E.; Stevenson, Howard C. (Review of Research in Education, 2009)
A fundamental consideration in discourses on risk and schooling for primary and LjLsecondary school-age students focuses on gender inequalities in the classroom. Gender equity in education debates have raged for several decades and so remain an enduring concern of educators and researchers across the nation (Klein, Kramarae, & Richardson, 2007). Gender politics in classrooms, in teaching, and in teacher training have been accorded minimal to no attention by No Child Left Behind (NCLB) legislation and other educational policies. The blindness of NCLB, toward an approach best characterized by its devil and/or god in the details, still sends parents, educators, and researchers battling over how much gender matters and how much these issues go unaddressed throughout the school day. A recent report by the American Association of University Women found no disadvantage toward boys in American education, and it discredited the niyth that boys are receiving less attention and less schooling as compared to that of girls (Corbett, Hill, & St. Rose, 2008). This report was in response to a pendulum swing in the field from the earlier position that girls were disadvantaged, particularly in math and science skills development. Gender war debates have used individual studies to document disadvantage on both ends. However, a consistent review of the literature tends to point to one challenging reality namely, that gender may be too broad a category in critically examining the more challenging problems of educational equity or in developing future training, programs, and policies to ameliorate educational risk for students in primary and secondary schools (Dee, 2005). We take issue with a broad definition of risk within the context of gender because it tends to focus on a universalism that masks subgroups of students at greatest risk
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An Exploratory Study of Religiosity, Meaning in Life and Subjective Wellbeing in Muslim Students from Algeria - Tiliouine, Habib; Belgoumidi, Abbes (Applied Research in Quality of Life, 2009)
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Serodiversity and antimicrobial resistance pattern of Shigella isolates at Gondar University teaching hospital, Northwest Ethiopia. - Tiruneh, Moges (PubMed, 2009)
The aims of this study were to determine the distribution of serogroups and serotypes as well as the antimicrobial resistance pattern of Shigella isolates from Gondar patients with acute diarrhea. A cross-sectional study was conducted from August 2006 to February 2008. Stool specimens were received from study subjects and cultured. Isolates were confirmed by biochemical and serological tests. The isolates were tested for antimicrobial susceptibility by the disc diffusion method. Of the 1,200 stool specimens, 90 (7.5%) yielded Shigella isolates with the serogroups of Shigella flexneri (72.2%), S. dysenteriae (10.0%), S. boydii (8.9%), and S. sonnei (8.9%). S. flexneri was the predominant serogroup. S. dysenteriae type 1 was absent, and S. sonnei was present. Eighty-five (94.5%) of the isolates showed resistance to one or more drugs, and 79% of those were multi-resistant. S. flexneri showed the highest resistance (91.2%). S. flexneri serotype 1, resistant to ciprofloxacin and norfloxacin, was observed. All isolates were sensitive to nalidixic acid and ceftriaxone. Only 5 (5.6%) of the isolates were sensitive to all antibiotics tested. Based on these findings, we recommend ciprofloxacin as the drug of choice for treatment of shigellosis in Gondar, with frequent monitoring of drug susceptibility testing.
openalex: W2152882549 mag: 2152882549
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Hear today—hearing loss tomorrow: a preliminary survey of the personal audio player user habits and knowledge of South African first-year university students - Tuomi, S K; Jellimann, M (South African Family Practice, 2009)
"Hear today—hearing loss tomorrow: a preliminary survey of the personal audio player user habits and knowledge of South African first-year university students." South African Family Practice, 51(2), pp. 166–167
openalex: W2119853677 mag: 2119853677
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Cracked Tooth Syndrome: Characteristics and Distribution among Adults in a Nigerian Teaching Hospital - Udoye, Christopher I.; Jafarzadeh, Hamid (Journal of Endodontics, 2009)
This study highlighted the characteristics and distribution of cracked tooth syndrome (CTS) and the associated factors in adult attendees in the University of Nigeria Teaching Hospital. Three hundred seventy patients aged 18 years to 77 years with CTS-like conditions were included and studied over 12 months. The following information was recorded: suspected tooth and the dental arch, restorative status of the tooth, age and sex of the patient, results of bite test and transillumination, and the pulpal and periapical status of the tooth. CTS was seen most often in the 41 to 50 years age band (36.4%), in molars (63.6%), and in the maxillary arch (51.5%). Also, it was more frequent in men (55.8%). About 82% of CTS occurred in amalgam-restored teeth. All cases had a positive response to the bite test and a normal response to the electric pulp test. Only 10% gave a positive history of masticatory accident as against none with history of bruxism habits. It was concluded that patients with unexplained pain in a vital, amalgam-restored tooth (especially in maxillary molars), with or without a history of a masticatory accident, may have a cracked or fractured tooth.
openalex: W2082227553 mag: 2082227553
Keywords: openalex:import

Socio-environmental factors and ascariasis infection among school-aged children in Ilobu, Osun State, Nigeria - Ugbomoiko, Uade Samuel; Dalumo, Victor; Ofoezie, Ifeanyi Emmanuel; Obiezue, Rose Nduka (Transactions of the Royal Society of Tropical Medicine and Hygiene, 2009)
The risk factors predisposing children to ascariasis transmission in a rural community of Osun State, Nigeria were investigated from November 2005 to April 2006. Children below 16 years of age were examined at the household level after information on biodata, access to water supply and sanitation, socio-economic status of their parents and degree of cohabitation with their parents was collected using a questionnaire. Of 440 children examined, overall prevalence was 60% and median intensity was 1548 eggs per gram (epg) (min. 48 epg; max. 55 464 epg). Infection patterns were gender comparable and age dependent, with peak prevalence (67.8%) occurring in children aged 5–9 years and peak median intensity (4368 epg) in children aged ≥15 years. Logistic regression analysis revealed that prevalence was influenced by patterns of water supply and sanitation, parents' educational background, number of biological parents living with a child and number of playmates a child has. These findings suggest that socio-environmental risk factors which play a role in disease transmission need to be taken into account when formulating sustainable control strategies for ascariasis and other intestinal parasites in Nigeria and elsewhere.
openalex: W2090694749 mag: 2090694749
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Deliberate practice among South African small business owners: Relationships with education, cognitive ability, knowledge, and success - Unger, Jens; Keith, Nina; Hilling, Christine; Gielnik, Michael M.; Fresé, Michael (Journal of Occupational and Organizational Psychology, 2009)
The study examines antecedents and outcomes of deliberate practice activities in South African small businesses. Deliberate practice consists of individualized self‐regulated and effortful activities aimed at improving one's current performance level. Interview and questionnaire data from 90 South African business owners showed a direct impact of deliberate practice on entrepreneurial knowledge as well as an indirect effect on business growth via entrepreneurial knowledge. Cognitive ability and education were identified as antecedents of deliberate practice. Findings underline the importance of continuous proactive learning efforts in small business. The results of this study are relevant for policy makers, consultants, and credit providers.
openalex: W1978671794 mag: 1978671794
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Business and climate change: Initial explorations in South Africa - Vogel, Coleen (Climate and Development, 2009)
Climate change is one of a complex array of risks facing the planet and society. It is argued that adaptation to and mitigation of climate change will be required to avert or reduce adverse impacts. Governments are developing climate change adaptation (CCA) strategies. The business community is also stirring to the need to adapt to as well as mitigate climate change, but progress has been slow, particularly in the case of adaptation. This paper explores emerging perceptions of the need for adaptation and some initial adaptation actions within a ‘business as usual’ economic mode of operation. It also identifies constraints to further action among a cross-section of actors in the business community in South Africa. Data from semi-structured interviews and scrutiny of reports reveals that there are a number of constraints preventing business from engaging more fully in CCA. These findings correspond with findings in other business-sector and CCA studies. They include: issues of terminology (adaptation versus risk management); uncertainty over climate-change projections and scenarios; and concerns about how such information can be used effectively in decision making, particularly long-term business planning. Despite these challenges, some potential synergies between policy, planning and the business community for promoting adaptation are suggested.
openalex: W2093844557 mag: 2093844557
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New courses for Trojan horses: rethinking RPL in a South African teacher education curriculum - Volbrecht, Terry (Studies in Continuing Education, 2009)
This article reflects on some of the findings of a research project which investigated the practice of Recognition of Prior Learning (RPL) within a major national teacher upgrading project in South Africa – the National Professional Diploma in Education (NPDE). The article analyses the ways in which a range of contextual factors have positioned RPL within the NPDE curriculum. Rather than support evaluations of RPL in the NPDE which have argued that RPL should be prior to rather than within the curriculum, the article uses and critically examines a theorized typology which characterizes RPL as ‘credit-exchange’, ‘developmental’, ‘radical’ and/or ‘Trojan horse’ to show how RPL in the NPDE has combined elements of these approaches in a distinctive way. The article suggests that the ‘Trojan horse’ model may provide the best framework for the use of RPL in linking qualifications-led professional development of practising teachers with other forms of continuing professional development. In conclusion the article reflects on how Trojan horse RPL could be included in critical engagement with the new national framework for teacher education and professional development.
openalex: W2090728088 mag: 2090728088
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Education and madrassahs in South Africa: on preventing the possibility of extremism - Waghid, Yusef (British Journal of Religious Education, 2009)
Nowadays education in the madrassahs (Muslim schools) is constantly being placed under the spotlight, such as being considered as seedbeds for terrorism. This article takes a critical look at some South African madrassahs with the aim to find out what these educational institutions do and whether or not the possibility for radicalisation and extremism exists. It concludes with an argument for democratic citizenship education to be taught in the madrassahs.
openalex: W1999694822 mag: 1999694822
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Migraine: Prevalence and Associated Disability Among Nigerian Undergraduates - Wahab, Kolawole; Ugheoke, Asuwemhe Johnson (Canadian journal of neurological sciences, 2009)
Studies on migraine in Nigeria are scanty while the disability associated with the disease has not been determined. We aimed at determining the lifetime prevalence of migraine and its associated disability among the students of a Nigerian university.Using a multi-stage sampling method, undergraduates of Ambrose Alli University, Nigeria were screened with the International Headache Society (IHS) criteria. Those who satisfied the criteria for migraine were then assessed with the Migraine Disability Assessment questionnaire to ascertain the level of disability resulting from migraine in the three months preceding the study. Information was also obtained on the use of preventive and abortive medications.Out of the 1513 respondents screened, 145 satisfied the IHS criteria for the diagnosis of migraine giving an overall lifetime prevalence of 9.6% (females 10.3%, males 8.9%, p > 0.05). Migraine associated disability was little or none in 53.1% (males 55.2%, females 51.3%, p > 0.05), mild in 10.3% (males 11.9%, females 9.0%, p > 0.05), moderate in 20.7% (males 20.9%, females 20.5%, p > 0.05) and severe in 15.9% (males 11.9%, females 19.2%, p > 0.05). In spite of the fact that 53 (36.6%) of the migraineurs had moderate-severe disability, only 19/53 (35.8%) reported being on preventive treatment while none had ever used a triptan.Prevalence of migraine among our respondents falls within the range reported from similar studies among university students outside Africa. In spite of the high disability associated with the disease, use of effective preventive and abortive therapies is very poor.
openalex: W2086213438 mag: 2086213438
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"It is drought, locusts, depression ... and the Lord knows what else" : a socio-environmental history of white agriculture in the Union of South Africa, with reference to the Orange Free State c. 1920-1950 - Watt, Van der; Elizabeth, Susanna Maria (2009)
openalex: W2100901817 mag: 2100901817
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Between Vladivostok and Africa: Teaching European Studies in Australia. - Wellings, Ben (Australian and New Zealand journal of European studies, 2009)
Learning about Europe in Australia at the higher education level requires lecturers and tutors to ground their teaching in students’ pre-existing understanding of Australia’s links with Europe. This link needs to be made to students in the classroom and to university management as a case for embedding European Studies within university administrative structures. I will also argue that whilst students display a keen interest in contemporary Europe, European Studies itself is best seen as a sub-or cross-discipline, particularly of politics, history and international relations underpinned by the study of languages and it is here that ‘Europe’ has much to teach Australian university students.
openalex: W2232045719 mag: 2232045719
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Non‐formal education, out‐of‐school learning needs and employment opportunities: evidence from Mali - Weyer, Frédérique (Compare (Print), 2009)
Non‐formal education (NFE) is now considered as playing a critical role in the achievement of the objective of Education for All, by reaching the learning needs of youth and adults who do not have access to formal education, increasing their employment opportunities and therefore contributing to poverty alleviation. Yet there is still insufficient knowledge available on the relationships between NFE, learning needs of out‐of‐school youth and adults, and employment. This paper intends to contribute to the debate by discussing both the data collected in rural Mali and the evidence drawn from a household survey on the outcomes of the Educational Centres for Development (Centres d’éducation pour le développement – CEDs), which address out‐of‐school youth in rural areas. This paper argues that the effective approach of the CED programme is similar to formal schooling, with some adjustments in order to meet what is considered as the specific learning needs of out‐of‐school youth. However, CEDs are more adapted to boys' learning needs than they are to girls'. This paper also demonstrates that the CED programme has no effect on the scope of activities of young people as they stay in their village but do improve the way these activities are carried out and widens their employment opportunities as they migrate.
openalex: W2162524107 mag: 2162524107
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The Transformation of Higher Education in South Africa since 1994 : achievements and challenges - Wolhuter, Charl C. (2009)
openalex: W387107435 mag: 387107435
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Volcanic Features on the Syria-Thaumasia Block, Mars: Implications for Ancient Martian Volcanology - Xiao, Long; Smith, Merritt Roe; Huang, Jun; He, Qing; Petford, Nick; Williams, D. A.; Liu, J. G.; Greeley, R. (LPI, 2009)
Ancient Martian Volcanology L. Xiao, M. Smith, J. Huang, Q. He, N. Petford, D.A. Williams, J.G. Liu, and R. Greeley. Faculty of Earth Science, China University of Geosciences, Wuhan, 430074, China (longxiao@cug.edu.cn), Centre for Earth and Environmental Sciences Research, Kingston University, KingstonUpon Thames, KT1 2EE London, 3 School of Conservation Sciences, Bournemouth University, BH12 5BB, UK School of Earth and Space Exploration, Arizona State University, Tempe, 85287, AZ, Department of Earth Science & Engineering, Imperial College London, SW7 2AZ, UK
openalex: W130856629 mag: 130856629
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Who is the True Bearer? The Visible and Hidden Private Cost of Senior Secondary Education and Equity in Ghana - Yamada, Shoko; Ampiah, Joseph Ghartey (Africa Today, 2009)
In Ghana, the senior secondary education system is funded minimally by the government and depends heavily on costsharing by households. Schools charge various kinds of fees, which add up to six to ten times the amount the government has officially approved for the schools to collect from parents or guardians. Moreover, there are costs that are not visible from the surface, but borne by households. Invisible private costs are a few times larger than visible ones, although they are neglected too often. The authors compared private costs among urban boarding schools, schools in small towns, and community schools. The community school has been considered a cheaper form of secondary education and has attracted students from less-stable financial backgrounds; however, this study reveals that community-school students pay as much as those in urban schools, regardless of the quality of education they receive.
openalex: W2084896753 mag: 2084896753
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Community of arbuscular mycorrhizal fungi in drought-resistant plants, Moringa spp., in semiarid regions in Madagascar and Uganda - Yamato, Masahide; Ikeda, Shōzō; Iwase, Koji (Mycoscience, 2009)
The community structure of arbuscular mycorrhizal (AM) fungi in the roots of drought-resistant trees, Moringa spp., was examined in semiarid regions in Madagascar and Uganda. Root samples were collected from 8 individuals of M. hildebrandtii and 2 individuals of M. drouhardii in Madagascar and from 21 individuals of M. oleifera in Uganda. Total DNA was extracted from the root samples, and partial nSSU rDNA of AM fungi was amplified using a universal eukaryotic primer NS31 and an AM fungalspecifi c primer AM1. The PCR products were cloned and divided by restriction fragment length polymorphism (RFLP) analysis with HinfI and RsaI. Some representatives in each RFLP types were sequenced, and a neighbor-joining phylogenetic analysis was conducted for the obtained sequences with analogous sequences of AM fungi. The RFLP and phylogenetic analyses showed that AM fungi closely related to Glomus intraradices or G. sinuosum were detected in many samples. The AM fungal groups frequently detected in the Moringa spp. might be widely distributed species in semiarid environments.
openalex: W2004057265 mag: 2004057265
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Correlates of condom use among sexually experienced secondary school male students in Nairobi, Kenya : original article - Yotebieng, Marcel; Halpern, Carolyn Tucker; Mitchell, Elke; Adimora, Adaora A. (SAHARA : Journal of Social Aspects of HIV / AIDS Research Alliance, 2009)
This study aimed to examine perceptual factors associated with condom use, and the relationship between condom use and the timing of sexual debut among male secondary school students in Nairobi, Kenya. Data are from the TeenWeb study, a school-based project that used the World Wide Web to assess the health needs of secondary school students, and tested the web's utility as a teaching and research modality. Analyses are based on 214 sexually experienced males aged 14 - 20 years who completed web-based questionnaires about their sexual attitudes and behaviour. Results indicate that students did not see themselves as susceptible to HIV / AIDS and believed condom effectiveness in preventing HIV to be low. Consequently, only a marginal association was found between agreeing that buying condoms is embarrassing and condom use at first sexual intercourse. However, contrary to expectation, agreeing that condoms often break (almost half of participants) was associated with a higher likelihood of condom use at first sex. Each year of delay in sexual debut increased the likelihood of using a condom at first sex by 1.44 times. In turn, having used a condom at first sex increased the likelihood of using one at the most recent sex by 4.81 times, and elevated general condom use ('most or all the time') by 8.76 times. Interventions to increase awareness about the role of condoms in preventing HIV, delay sexual initiation, and teach proper condom use among secondary-school students in Nairobi are needed. L'objectif de cette etude est d'observer les facteurs de perception associes a l'utilisation du preservatif, et la relation entre l'utilisation de preservatifs et le moment des premiers rapports sexuels chez des eleves de sexe masculin des ecoles secondaires a Nairobi, au Kenya. Les donnees sont tirees de l'etude TeenWeb, un projet base sur l'environnement scolaire utilisant le Web pour evaluer les besoins sanitaires des eleves des ecoles du secondaire, et tester le service Web en tant que modalite d'enseignement et de recherche. Les analyses se basent sur 214 eleves sexuellement actifs âges de 14 a 20 ans et qui ont repondu a des questionnaires en ligne sur leurs attitudes et leur comportement sexuel. Les resultats obtenus indiquent que les etudiants ne se percoivent pas comme etant susceptibles d'etre infectes par le VIH / Sida et considerent que le preservatif n'est pas veritablement efficace dans la prevention du VIH. Par consequent, seule une association marginale a ete observee entre le fait d'accepter qu'acheter des preservatifs constituait une situation embarrassante et l'utilisation d'un preservatif lors du premier rapport sexuel. Cependant et contre toute attente, l'acceptation du fait que les preservatifs se dechiraient souvent (presque la moitie des participants) etait associee a une probabilite plus elevee d'utilisation du preservatif lors d'un premier rapport sexuel. Chaque annee passee avant de devenir sexuellement actif augmentait de 1.44 fois la probabilite d'utilisation d'un preservatif lors du premier rapport sexuel. De plus, l'utilisation du preservatif lors d'un premier rapport sexuel augmentait de 4.81 fois la probabilite d'en avoir utilise un lors du rapport sexuel le plus recent, et l'utilisation elevee du preservatif en regle generale ('la plupart du temps') de 8.76 fois. Des interventions ciblant les eleves du secondaire a Nairobi et visant a augmenter la sensibilisation au role du preservatif dans la prevention du VIH, a promouvoir le report de l'initiation sexuelle, et a enseigner l'utilisation correcte du preservatif sont necessaires.
openalex: W2604932780 mag: 2604932780
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Correlates of condom use among sexually experienced secondary school male students in Nairobi, Kenya - Yotebieng, Marcel; Halpern, Carolyn Tucker; Mitchell, Ellen M. H.; Adimora, Ada A. (Sahara J (Print), 2009)
This study aimed to examine perceptual factors associated with condom use, and the relationship between condom use and the timing of sexual debut among male secondary school students in Nairobi, Kenya. Data are from the TeenWeb study, a school-based project that used the World Wide Web to assess the health needs of secondary school students, and tested the web's utility as a teaching and research modality. Analyses are based on 214 sexually experienced males aged 14 - 20 years who completed web-based questionnaires about their sexual attitudes and behaviour. Results indicate that students did not see themselves as susceptible to HIV/AIDS and believed condom effectiveness in preventing HIV to be low. Consequently, only a marginal association was found between agreeing that buying condoms is embarrassing and condom use at first sexual intercourse. However, contrary to expectation, agreeing that condoms often break (almost half of participants) was associated with a higher likelihood of condom use at first sex. Each year of delay in sexual debut increased the likelihood of using a condom at first sex by 1.44 times. In turn, having used a condom at first sex increased the likelihood of using one at the most recent sex by 4.81 times, and elevated general condom use ('most or all the time') by 8.76 times. Interventions to increase awareness about the role of condoms in preventing HIV, delay sexual initiation, and teach proper condom use among secondary-school students in Nairobi are needed.
openalex: W2024994306 mag: 2024994306
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Isotopic composition of Sr, Nd, and Pb in pirssonite, shortite and calcite carbonatites from Oldoinyo Lengai volcano, Tanzania - Zaitsev, Anatoly N.; Keller, Jörg; Billström, Kjell (Doklady Earth Sciences, 2009)
openalex: W1979387704 mag: 1979387704
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Student resistance and the democratic transition: student politics in Senegal 1999–2005 - Zeilig, Leo (Social Dynamics, 2009)
University students participated in the democratic transition in Senegal that, throughout the 1990s, saw student activists across the continent advocate for political change. This paper examines the role students played in the election of the new government in Senegal in 2000 and the years that followed. Many student activists in Senegal argued that they were responsible for the changement politique, that saw the first defeat of the ruling Socialist Party since independence in 1960 and the victory of Abdoulaye Wade – ‘papa sopi’ (‘the father of change’). The paper considers the relationship of students to the new governments. It argues that students in Senegal, and across the continent, have played a vital role in political transformations, though not in circumstances chosen by them.
openalex: W1970209848 mag: 1970209848
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The Student-Intelligentsia in sub-Saharan Africa: Structural Adjustment, Activism and Transformation - Zeilig, Leo (Review of African Political Economy, 2009)
University students acquired a politically privileged status in much of sub-Saharan Africa; this was connected to the role the student-intelligentsia played in the struggles for independence. After independence, student activism became an important feature of the new states. However, higher education on the continent came under sustained attack in the 1980s and 1990s, with the policies of the IMF and World Bank reversing the generous funding national universities had received. This cast student activists into a world transformed by political and economic forces, contested in waves of popular protest. While students in many cases maintained their status as politically privileged actors, they now did so in countries where there had been a convergence of popular classes. This article charts some of these developments, and argues that the student-intelligentsia has played a diverse and contradictory role in the recent political and economic upheavals on the continent.
openalex: W2158109241 mag: 2158109241
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An investigation on the impact of HIV/AIDS on the educators at King Williams Town schools – Eastern Cape, South Africa - Zisongile-Dekeda, Nosiphiwo (2009)
openalex: W894080315 mag: 894080315
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Assessment of Support Facilities Available to Degree Programme Distance Learning Students in the Southwestern Nigerian Universities - Adegbile, J. A.; Oyekanmi, J. O. (Educational Research Review, 2009)
The study assessed the availability of support facilities to degree programme distance learning students in two universities in Nigeria’s University of Ibadan and of Ado-Ekiti. A sample of 250 students was drawn from the two universities. A questionnaire on distance learning student support facilities (DLSSFQ) was elicited. Analysis of the data showed that student support facilities were not adequately provided. However, sampled individuals perceived that distance learning was not better organized and implemented than mere university matriculation examination or school certificate examination coaching centres. The problems identified constitute a threat to the academic integrity of graduates from distance education centres.
openalex: W2162226837 mag: 2162226837
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Political education through the university: A survey of Nigerian university students - Adelabu, Modupe Adeola; Akinsolu, Abiodun Olatoun (African Journal of Political Science and International Relations, 2009)
The higher institutions are known for where ideologies are formed. They also serve as instruments of motivating students. Tertiary education in particular is fundamental to the construction of knowledge and knowledge itself has become a vital factor for political education. Nigerian students are politically active and have in no small measure influenced policies within their universities and in the nation as a whole. Nigerian universities have produced a lot of activists that are presently influencing the Nigerian political landscape. These activists have been known to have developed their political ideologies and activism while in the university. The major objective of this study is to determine whether in reality universities play a role in political education of students. A number of factors, such as, curriculum, media, peer influence and lecturers’ influence are also used to determine the agents of political socialization of the students within the university. The study also highlighted which of the agents seem to have the greatest impact on the students’ political education within the university. The study design is survey research using a questionnaire tagged “Political Education of Students in the University” (PESUQ). The study population is Obafemi Awolowo University. The university is selected because it is deemed to be one of the most politically active among Nigerian universities. The study sample is 1,000 students. 536 new students and 464 old students were selected through a disproportionate stratified random sampling. The questionnaire is divided into two sections. The first section is the personal data of students while the second section addresses students’ agents of political education.The study was analysed using descriptive and inferential statistics; such as mean, frequency, T-test and chi-square to test relationships, using the SPSS package. Findings revealed that the students are politically influenced in the university system. However, more old than new are influenced. In the same to the male students are more politically socialised than female. It was also found that the main agents of students’ political education are the curriculum, the students union and the lecturers. Key words: Political education, political socialisation, ideologies, international politics, campaign for democracy, official curriculum, political agents.
openalex: W2160381517 mag: 2160381517
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The effective management of primary schools in Ekiti State, Nigeria: An analytical assessment - Adeyemi, T. O. (Educational Research Review, 2009)
This study investigated the management of education in primary schools in Ekiti State, Nigeria. As a correlational research, the study population comprised all the 694 primary schools in the State. Out of this, a sample of 320 schools was selected through the stratified random sampling technique. Two instruments were used to collect data for the study. These were an inventory and a questionnaire. The data collected were analyzed using mean score, t-test, correlation analysis and multiple regressions. The findings show that the level of management of primary schools in the State was low and ineffective. Human resources were better managed than physical resources in the schools while small schools were found to be more effectively managed than large schools. Rural schools were also more effectively managed than urban schools while years of teachers’ teaching experience had significant relationship with effective management of schools. It was however, found that there was a low level usage of management tools by school head teachers. Based on the findings, it was recommended that head teachers of schools should be exposed to seminars and workshops to equip them with modern tools of management. Increased efforts should also be made by the State Ministry of Education and its agencies at regular supervision and monitoring of schools for effective management. Key words: Effective, management, primary, schools, Ekiti, Nigeria.
openalex: W2118109635 mag: 2118109635
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Beliefs about Mental Illness among University Students in Egypt - Dessoki, H.; Hifnawy, Tamer (Europe's Journal of Psychology, 2009)
Objective: To detect differences in attitudes towards psychiatric illness, regarding its nature, cause, different ways of therapy, possibility of cure and the effect on the society in two areas from different socioeconomic classes in Egypt. Method: A survey study using self administered questionnaire, to detect culture differences between students of Cairo and Beni Suef universities “Beni Suef is one of upper Egypt governorates”. All participating students were subjected to Familial Socioeconomic status scale, Beliefs about Psychiatric Illness in the Arab Culture Scale. Results: 69.8% students were females. The majority of Cairo University students were from higher socioeconomic classes (average 41% and above average 32.5%). However, the majority of Beni Suef University students were form low and below average class (13.6%, 49% respectively). Cairo University students showed higher positive attitude regarding Beliefs about Psychiatric Illness including the nature of psychiatric illness, psychiatric etiology, psychiatric management, psychiatric cure, and effect on the family than Beni Suef University students (p<.001). Females in both groups showed lower positive attitude on Attitudes Towards Psychiatric Illness in the Arab Culture Scale than males (P <.001). Conclusion: Beliefs about mental illness are highly affected by low socioeconomic status, upbringing way and beliefs in Egypt. Public education about psychiatric illnesses is highly beneficial for mental and public health professionals.
openalex: W2147664362 mag: 2147664362
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Case Study 10. Education Material Fairs, Mozambique - Ellis, Frank; Devereux, Stephen; White, Phillip (2009)
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Case Study 8. School Feeding, Lesotho - Ellis, Frank; Devereux, Stephen; White, Phillip (2009)
openalex: W2799337962 mag: 2799337962
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Correlations between silicic volcanic rocks of the St Mary's Islands (southwestern India) and eastern Madagascar: implications for Late Cretaceous India–Madagascar reconstructions - Melluso, Leone; Sheth, Hetu; Mahoney, John J.; Morra, Vincenzo; Petrone, Chiara Maria; Storey, Michael (Journal of the Geological Society, 2009)
Abstract: The St Mary9s Islands (southwestern India) expose silicic volcanic and sub-volcanic rocks (rhyolites and granophyric dacites) emplaced contemporaneously with the Cretaceous igneous province of Madagascar, roughly 88–90 Ma ago. The St Mary9s Islands rocks have phenocrysts of plagioclase, clinopyroxene, orthopyroxene and opaque oxide, moderate enrichment in the incompatible elements (e.g. Zr = 580–720 ppm, Nb = 43–53 ppm, La/Yb n = 6.9–7.2), relatively low initial 87 Sr/ 86 Sr (0.7052–0.7055) and near-chondritic initial 143 Nd/ 144 Nd (0.51248–0.51249). They have mineral chemical, whole-rock chemical and isotopic compositions very close to those of rhyolites exposed between Vatomandry–Ilaka and Mananjary in eastern Madagascar, and are distinctly different from rhyolites from other sectors of the Madagascan province. We therefore postulate that the St Mary9s and the Vatomandry–Ilaka–Mananjary silicic rock outcrops were adjacent before the Late Cretaceous rifting that split Madagascar from India. If so, they provide a valuable tool to check and aid traditional Cretaceous India–Madagascar reconstructions based on palaeomagnetism, matching Precambrian geological features, and geometric fitting of continental shelves. Supplementary material: Mineral analyses, mass-balance calculations and locality information are available at http://www.geolsoc.org.uk/SUP18332.
openalex: W2057008306 mag: 2057008306
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Teaching African-American History in the Age of Obama. - Millward, Jessica (The Chronicle of higher education, 2009)
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Teaching African-American History in the Age of Obama - eScholarship - Millward, Jessica (2009)
openalex: W2767787154 mag: 2767787154
Keywords: openalex:import

The role of education in peace‐building in the African Great Lakes region: educators’ perspectives - Ndura‐Ouédraogo, Elavie (Journal of Peace Education, 2009)
This article discusses the findings from a qualitative study which examined educators’ perceptions of their contributions to the quest for sustainable peace in Burundi and the African Great Lakes region. The study looked at how educators representing different ethnic backgrounds, academic preparation, and currently employed at different levels within the Burundi educational system characterize their experiences with ethnic conflicts and violence, the role that education must play in the peace‐building and societal reconstruction processes, and their roles in the quest for sustainable peaceful interethnic coexistence. The findings from semi‐structured interviews and researchers’ field notes showed that most participants were deeply marked by their experiences with ethnic conflicts, and that they recognized the critical roles that they and the educational system must play to achieve lasting peace. The participants stressed that numerous logistical and economic challenges hinder their work. The author concludes with recommendations for educational policy makers and practitioners to build on the findings to help educators become active agents of peaceful coexistence in their communities.
openalex: W2058285672 mag: 2058285672
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