Development of a competency-based work-integrated learning program to facilitate science, engineering and technology retention in South Africa as a developing country - Bonnet, Pierre (Asia-Pacific journal of cooperative education, 2009)
Presentations and arguments in this paper support the development of competencies in work-integrated learning, associated with engineering trainees. Competencies developed through this program are intended to facilitate the retention of science, engineering and technology within the workplace in South Africa, as a developing country. The unique program, as developed and conducted, presents a local paradigm shift in academic accreditation, which is based on the learning experiences recorded by the trainee in industry. The training standard in industry is thus established through a mutually exclusive agreement to focus on the trainee and the training in industry through the lens of academia as the qualification awarding entity. Systemic trainee confidence in the higher learning and retention aspects of knowledge is fostered through: learning, teamwork and co-operation and multidisciplinary initiatives to facilitate industrial responsibility and hence competency. The veracity of the program, in its approach and implications, is sharply contrasted against the current system operating in other engineering academic departments within the South African Universities of Technology movement.
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A formative evaluation of the South African Education and Environment Project Bridging Year Programme - Boodhoo, Adiilah (2009)
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EdQual Working Paper, Leadership No. 7. School Leadership and Social Justice: Evidence from Ghana and Tanzania - Bosu, Rosemary Seiwah; Dare, A.; Dachi, Hillary A.; Fertig, Michael (2009)
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Understanding skills development in South African higher education institutions - Botha, L.S.; Potgieter, Ferdinand J. (South African journal of higher education, 2009)
As part of a critical interpretive research project on skills development in Higher Education Institutions (HEIs), the authors attended to the perceptions of Skills Development Facilitators (SDFs) regarding the challenges that HEIs encounter with the implementation of the Skills Development Act (SDA). We contend that apart from any explanations that have thus far been offered for the challenges, the challenges can be blamed on the lack social capital between the Education Training and Development Practices Sector Education and Training Authority (ETDP SETA) and HEIs. We defend our claim by firstly developing a conceptual-theoretical framework with respect to the rationale for and meaning of staff development in HEIs and that of the SDA. We then present the results of a critical interpretive, qualitative inquiry into the perceptions of seven participating HEIs SDFs regarding the challenges that HEIs encounter with the implementation of the Skills Development Act (SDA).
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Some Current Curriculum Issues in South African Higher Education - Botha, Nonnie (2009)
This chapter provides a brief discussion of some of the complexities that relate to the South African higher education curriculum.Firstly, the concept of 'curriculum' is theoretically defined, with the purpose of embedding the section to follow, in a theoretical context. Hence six interrelated clusters of current curriculum issues are outlined, namely that of vocational and liberal education, progression from certificate to diploma to degree, mass education compared to selective education, contact and distance education, internationalisation and localisation, and diffusion between disciplinary boundaries.Strong focus is placed on the Africanisation of the curriculum, as part of the cluster on internationalisation and localisation.The enmeshment of the clusters with each other is highlighted and this intertwinedness is illustrated in a table.The value of this chapter lies therein that it could be used as a point of departure for the scholarly review of the South African higher education curriculum.
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La formation professionnelle en Tunisie: Forces et faiblesses [Vocational training in Tunisia Strengths and weaknesses] - Bouoiyour, Jamal (MPRA Paper, 2009)
This paper offers an analysis of institutional aspects of professional training in Tunisia. We describe briefly the genesis of this system and pointed out that Tunisia in spite of remarkable progress, suffers from some problems related to the low and partial integration of the professional training system in the general system of training. In a more precise way, the implement of professional training turns out incapable to anticipate future professions. Furthermore, when certain professions are not any more asked on the labour market, the implement continues to form candidates without taking into account the change of demand in labour market. Also, the output of the professional training system continues to convey a negative image with the public as well as companies. Finally, linkages between professional training and the other elements of the system of training are little numerous, or even inexistent. All these dysfunctionalities, and many others, exist well and truly in both countries.
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Agents and appendages, 'ballers and beggars : a critical examination of disability and sport as a vehicle of development in urban Ghana - Bourgeois, Aude (2009)
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TEACHING ENGLISH TO ENGINEERING STUDENTS AND THE CHALLENGE OF ENGLISH FOR THE WORKPLACE IN TUNISIA - Bouslama, H. (EDULEARN09 Proceedings, 2009)
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A review of the epidemiology of cancers at the University Teaching Hospital, Lusaka, Zambia - Bowa, Kasonde; Wood, Charles; Chao, A; Chintu, Chifumbe; Mudenda, Victor; Chikwenya, M (Tropical Doctor, 2009)
This is a retrospective study based on pathology reports of specimens reviewed at the University Teaching Hospital (UTH) pathology laboratory in Lusaka, Zambia, from January 1997 to December 2005. UTH is the main reference hospital in Zambia and has a catchment area covering 1.3 million people. The most common cancer among men was Kaposi's sarcoma followed by cancer of the eye, soft tissue sarcomas and cancer of the prostate. The most common cancer among women was cancer of the cervix, followed by cancer of the eye, cancer of the breast and Kaposi's sarcoma. Non-Hodgkin's lymphoma is the fifth most common cancer in both men and women. There has been a significant change in the pattern of malignancies at the UTH over the last 20 years, with an increase in Kaposi's sarcoma, cancer of the cervix and cancer of the eye.
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Using Picture Books to Promote Understanding of the Continent of Africa in the Elementary Classroom - Bowen, Dorothy N. (2009)
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Maintaining Universal Primary Education: Lessons from Commonwealth Africa - Bown, Lalage (2009)
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The new French: A focus on the children of Algerian descent in the classroom - Boyd, Marisa (2009)
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Effecting E-Learning with U-Learning Technology in Nigerian Educational System. - Boyinbode, Olutayo; Akintola, K.G. (2009)
Ubiquitous Learning is a new learner-centered paradigm based on Ubiquitous Computing Technologies that utilize a large number of cooperative small nodes with computing and communication facilities such as handheld terminals, smart mobile phones, sensor network nodes, contact-less smart cards, RFID (Radio Frequency Identification), and so on. This paper discusses the Ubiquitous Computing Technology as a mean of improving the existing E-learning Technology in Nigerian Educational system.
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Overcoming Underrepresentation of Women Physics Teachers in Cameroon: Preliminary Study - Boyomo, M.; Kom, G. H.; Siebatcheu, B.; Asse, M. L.; Woulache, R.; Mvoudjo, E. (AIP Conference Proceedings, 2009)
At a time when much energy is being spent all over the world to bring women into the fast‐developing world of science, it is regrettable that these efforts are still at their genesis in Cameroon. It is however, worth noting that efforts geared toward the education of the girl child are yielding fruit, even if much remains to be done in rural areas. The only unfortunate revelation is that increase in the number of young girls in scientific classes observed in high school is not reflected at the tertiary level in physics. Thus, young women are almost completely absent when it comes to recruiting lecturers and researchers in the subject. It is time a serious study is carried out on the status of the woman physicist in Cameroon. It is time to evaluate the importance of the woman physicist to our society and to the field of study as well. It is also necessary to develop a new policy geared toward encouraging young girls to take up a career in physics.
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Of Ants and Elephants: Measuring Student Appreciation for Insects and Charismatic Megafauna During an African Safari - Bradshaw, Jeffrey D.; Rice, Marlin E. (American Entomologist, 2009)
kpart of an International Field Trip in Biology class through the Study broad Program at Iowa State University,we had as a goal to impress university students of various academic backgrounds with the insects ofthe Serengeti region in east Africa.The Matthiessen quote hints at our a priori expectation and main obstacle-wondrous distraction. The promoted goal of the field trip was to educate and expose students to the natural history of northern Tanzania, with a focuson the mammalian and avian fauna, the varied grassland-bushland-montane forest ecosystems, Rift Valley geology, and Maasaiculture. The course, conducted during 2005, consisted of16 weekly,in-class lectures followed by a three-week safari in northern Tanzania to Serengeti, Tarangire, Lake Manyara and Arusha national parks, Ngorongoro Crater Conservation Area, and Lake Natron. The class demography included an instructor (MER), a teaching assistant (JOB), and 16 students representing seven majors (Table 1). We expected that students would be so amazed at experiencing an environment with such a diverse and abundant charismatic megafauna that introducing insects to them (none of the students was an entomology major) would prove an interesting challenge. Weestablished a hypothesis that the relative desirability or appreciation of insects (or arthropods broadly) to non-entomology students would not be changed substantially by a biology field trip to Tanzania.
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Schulische Bildung Gehörloser an der St. John's School for the Deaf in Gambia - eine ethnografische Schulforschung - Brandstetter, Christine Theresia (2009)
Dieser Diplomarbeit liegt die Intention zugrunde, die schulischen Bildungsgegebenheiten Gehorloser in Gambia zu betrachten. Theoretische Auseinandersetzungen mit den Themen Gehorlosigkeit – auch unter dem Aspekt einer sozio-kulturellen Behinderung betrachtet –, Armut, Bildung und den (kommunikativen) Zielsetzungen der Gehorlosenpadagogik gelten als Basis fur die spatere Fokussierung auf die einzige Gehorlosenschule Gambias, die St. John’s School for the Deaf. Ein insgesamt dreimonatiger Aufenthalt in Gambia ermoglicht der Autorin die Rahmenbedingungen sowie Bildungsprozesse dieser Schule zu eruieren. Anhand der methodischen Prinzipien der ethnografischen Schulforschung, wie teilnehmende Beobachtung, Interviewfuhrung sowie Videoaufnahmen, konnen die Bildungsablaufe und die damit verbundenen intervenierenden Bedingungen eruiert werden. Zum einen nehmen die armutsbedingten sowie sozio-kulturellen Gegebenheiten des Landes Einfluss auf die vorliegenden Bildungsangebote. Zum anderen erweist sich auch die gehorlosenpadagogische Herausforderung – v.a. im Hinblick auf die Forderung einer kommunikativen Kompetenz – als zentrale Aufgabe der Gehorlosenschule. Zur Darstellung der schulischen Bildung Gehorloser – mit besonderer Berucksichtigung der kommunikativen Barrieren – an der St. John’s School, werden die empirisch erhobenen Daten, die anhand der Grounded Theory ausgewertet wurden, mit den theoretischen Erkenntnissen in Verbindung gebracht.
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Response to medical students' letter of solidarity with Gaza - Braunstein, Rebecca; Faleck, David; Stern, David (The Lancet, 2009)
In a Correspondence letter (published online Jan 12),1Abdou R Romm I Schiff D et al.on behalf of 753 other medical studentsIn solidarity with Gaza.Lancet. 2009; (published online Jan 12.)https://doi.org/10.1016/S0140-6736(09)60042-8Summary Full Text Full Text PDF PubMed Scopus (4) Google Scholar medical students in Boston, MA, USA implicate Israel in perpetrating a “disproportionate assault” that underlies the humanitarian disaster in Gaza. Although these doubtlessly well intended individuals seek the moral high ground in calling for “an immediate cessation of hostilities”, they unfortunately ignore the realities of the situation. As fellow medical students, we would be remiss if we did not attempt to provide a clearer picture of the reality in Gaza and address some of the troubling points of our colleagues. We believe that the invocation of an alleged “moral voice” in the face of a complex political situation without a full understanding of the facts is irresponsible and unprofessional. A brief chronology of the latest saga of the Israeli-Palestinian conflict is crucial to a proper appreciation of the issues involved in the current war. In August, 2005, after 5 years of fighting in the Second Intifada with no resolution in sight, Israel unilaterally withdrew all of its soldiers and citizens from the Gaza strip in hopes of fostering a lasting peace. Since the Israeli withdrawal, however, Hamas, an internationally recognised terrorist organisation funded by Iran, has fired more than 6000 deadly rockets from Gaza, targeting Israeli civilians. It is against these war crimes, the indiscriminate targeting of innocent civilians, that the Israeli military has been forced to respond. As US President-elect Barack Obama asserted in a campaign visit to Israel in July, 2008, “If somebody was sending rockets into my house where my two daughters sleep at night, I would do everything to stop that, and would expect Israel to do the same thing.” After years of restraint and after exhausting all diplomatic avenues, it is this very principle of defending its civilians, one of the founding tenets of democracy, which has driven Israel to take up arms against Hamas. There is no question that the loss of Palestinian life in Gaza is terribly tragic and that every effort should be made to avoid civilian casualties and to provide medical aid and supplies to those suffering. Although no party is blameless for the Palestinian death toll, the stark contrast between Israel's and Hamas' treatment of the people in Gaza must be asserted. Israel's defence of its own citizens has gone hand in hand with extraordinary efforts to protect the civilians of Gaza. Israel distributes leaflets, sends voicemails and text messages, and uses radio and television announcements to warn Gazan civilians to clear areas of imminent attacks. Israel seeks to minimise civilian casualties through surgical strikes on military objectives, and frequently aborts key missions due to concerns for civilian casualties. Moreover, since the beginning of the war, Israel has transported thousands of kilograms of food and medical supplies to ease the Gazans' plight. Israel's efforts to minimise harm to the civilians of Gaza have been confounded by Hamas who consistently place civilians in the line of fire. Hamas, in clear violation of international law, gathers women and children around military targets to use them as human shields. This terrorist regime endangers the people of Gaza by using civilian homes, schools, mosques, and hospitals as launching grounds for rockets fired at Israeli civilians and prides itself on the number of its own people martyred to the destruction of Israel. It preys on the moral conscience of the democratic world, which places a premium on innocent lives, knowing that Israel seeks to avoid killing the same Palestinian civilians whom Hamas militants hide behind and deem dispensable. It is these abominable tactics of Hamas that lead to the “disproportionate” number of Palestinian civilian casualties and which should evoke international condemnation and outrage. We recognise the hardships and losses incurred by both sides of this conflict, but we also know that simplistic solutions based on distorted facts are not the answer. Calls for an “immediate cessation of hostilities” outside the context of viable and sustainable security are short-sighted. Although it might seem to be an attractive and “humanitarian” solution in the short term, it will not alleviate the plight of Palestinians who suffer under the policies of the Hamas regime nor bring safety to the civilians of Israel who live in terror of rockets. Every person should rightly be pained by the death and suffering of innocent people wherever they might be. Nonetheless, espousing moral indignation in the face of a skewed and one-sided picture of an immensely complex situation simply delays finding appropriate solutions. How can a letter that calls for humanitarianism and civilian protection point to Israel's “brutal attacks” while ignoring the countless Israeli efforts to protect Gazan civilians? Why was it deemed irrelevant to mention the significant role of Hamas in the number of Palestinian civilian deaths? It pains us that some would attempt to value the lives and security of one people over the lives and security of another, and to express solidarity with some innocents while ignoring others. As medical students committed to the sanctity and preservation of human life, we too express our grave concern for the protection of innocents and hope for a speedy but viable resolution so that both Palestinians and Israelis can live in peace and safety. We declare that we have no conflict of interest. Download .pdf (.15 MB) Help with pdf files WebappendixSignatures (first name, last name, university affiliation)
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2007 Leadership and Human Resources Training in Rwanda - Braye, Rubye; Evans, Eric (2009)
This chapter originated as a reflection of the communication between U.S. facilitators and a Rwandan host as they ecollaborated in planning international leadership and human resources training for Rwandan leaders. The authors maintain that electronic collaboration or e-collaboration is a viable practice for use in effective communication with persons in developing nations. It can be used as a way to reduce the cost of providing support and services. For this action research project, facilitators accepted an invitation to train, collaborated to complete all planning via the Internet, and traveled to do the work successfully addressing all of the substantive requirements. In preparing this chapter, the authors have shared pre, during, and post work considerations hoping to make a case for increased use of e-collaboration in establishing effective work relationships and improved international communication. The chapter includes substantial details for context and the issues that necessitated the training.
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The Lived Experience of the Nursing Students in a Developing Nation, Malawi, Africa, in Using the Internet as an Education Resource - Breitkreuz, Karen R. (2009)
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A Cost-Benefit Analysis of Female Primary Education as a Means of Reducing HIV/AIDS in Tanzania - Brent, Robert J. (Social Science Research Network, 2009)
This article uses panel data related to 20 Tanzania regions and 8 years to estimate the direct and indirect effects of female primary education on HIV/AIDS rates. A recursive framework for education, income and infections is employed, based on two autoregressive equations that allow us to obtain dynamic estimates of effectiveness. We find that the indirect effect working through changes in income outweighs the direct positive effect of education on infections, implying that female education can be effective as an intervention to lower the disease in Tanzania. The estimates of effectiveness are then utilized to carry out a cost-benefit analysis of the education expenditures. The human capital approach is used to measure the benefits. Irrespective of the timing of the benefits and costs, and the discount rate alternatives we consider, our best estimates result in positive net-benefits, with benefit-cost ratios in the range 1.3 to 2.9.
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Reflecting on the past, present and future role of the Design Education Forum of Southern Africa - Breytenbach, Amanda (Image & Text : a Journal for Design, 2009)
This article reflects on the role played by the Design Education Forum of Southern Africa (DEFSA) over the past 18 years, particularly with regard to tertiary design education. It also presents projections on the future role of DEFSA based on current circumstances and expectations.
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Rebuilding Rwanda: From Genocide to Prosperity through Education. - Bridgeland, John M.; Wulsin, Stu; McNaught, Mary (2009)
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Peace, Love, Unity & Having Fun: Storying the life histories and pedagogical beliefs of African American male teachers from the Hip Hop generation. - Bridges, Thurman (2009)
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Learning, Gnosis and Exegesis: Public tafsīr and Sufi Revival in the City of Kano (Northern Nigeria), 1950-1970 - Brigaglia, Andrea (Die Welt des Islams, 2009)
Of all scientific theories the theory of evolution arguably poses the greatest challenge to theistic religions because it threatens to undermine teleology and the central position of mankind in nature. Nevertheless, modernist thinkers among South Asian Muslims like Sayyid Aḥmad Khān and Abū l-Kalām Āzād strove to demonstrate its compatibility with the Qur’ān. Their efforts were rejected by Islamists like Mawdūdī and more traditional scholars writing on the subject. They defended the concept of a consciously designed universe instead. That the defence of this idea is the main motivation for resentment against the theory of evolution among Muslims is underscored by the fact the even a thinker like Ghulām Aḥmad Parwez, who readily dismissed central concepts of traditional theology, accepted the concept of evolution only without the principle of natural selection. Although negative assessments prevail, the theory of evolution did not foment a campaign among South Asian Muslims as it did in Turkey. This is most likely due to the lack of awareness among many ‘ulamā’ and the fact that the theory of evolution was not ideologically appropriated by adversaries of Islamic groups.
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Returns to tertiary education and suboptimal education funding: the case of Lesotho - Bright, Honu (Lesotho Social Sciences Review, 2009)
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Placing learning needs in context: Distance learning for clinical officers in Tanzania - Brigley, Stephen; Hosein, I. K.; Myemba, Irnei (Medical Teacher, 2009)
Background: Poor public health indicators in Tanzania have led to the upgrading of nursing and clinical personnel who currently have just core training. Clinical officers (COs) have 3 years training in basic and applied medicine and are responsible for healthcare of large and dispersed rural populations.
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Improving drought and salinity tolerance of wheat varieties indigenous to North Africa. - Brini, Faïçal; Feki, Kaouthar; Khemekhem, A.; Khoudi, Habib; Hanin, Moez; Masmoudi, Khaled; Bruce, Toby J. A.; Foyer, Christine H.; Halford, Nigel G.; Keys, Angela; Kunert, K.; Lawlor, David; et al. (Aspects of applied biology, 2009)
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Fire and climate change impacts on lowland forest composition in northern Congo during the last 2580 years from palaeoecological analyses of a seasonally flooded swamp - Brncic, Terry; Willis, Katherine J.; Harris, David J.; Telfer, Matt W.; Bailey, Richard M. (The Holocene, 2009)
The mixed semi-evergreen forests in lowland central equatorial Africa can contain many elements of secondary vegetation. This raises the question of what factors have determined the current forest composition in this region. Is this forest in the process of succession after natural climatic variation and/or anthropogenic disturbances in the past, or is it a stable forest type? This paper presents a multiproxy palaeoecological analysis of a sedimentary sequence taken from a small sedimentary basin located in logged semi-evergreen lowland forest in northern Congo-Brazzaville which addresses these questions. Analyses undertaken included fossil pollen, geochemical and microscopic charcoal. Geochemical results were interpreted as a proxy for rainfall, and showed that northern Congo has experienced changes in rainfall during the past 2580 years, while microscopic charcoal concentrations indicated increased burning from approximately 1240 cal. yr BP to the present. Analysis of the fossil pollen assemblages showed that although light-demanding taxa were a major constituent of this forest throughout the sequence, shade-tolerant taxa were more abundant in the forest prior to 1345 cal. yr BP. Increases in aridity and/or droughts after 1345 cal. yr BP, and an increase in fire after 1240 cal. yr BP resulted in a semi-evergreen forest with abundant pioneers that persisted with minor changes in composition during the last 900 years, even during a period of increased rainfall from 400 to 100 cal. yr BP. These data may guide conservation policy by predicting potential consequences of future climate change and the impact of logging.
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Languages and Education in Africa: a comparative and transdisciplinary analysis - Brock‐Utne, Birgit; Skattum, Ingse (2009)
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Teaching in the United States and Egypt: A Case Study Exploring the Life and Work of A Muslim Convert - Brooks, Melanie C. (2009)
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Trauma, Resiliency, and Racial Identity in African American Survivors of Hurricane Katrina - Brooks, Roger A. (2009)
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Yellow cassava and vitamin A status in Kenyan school children: proposed investigation design - Brouwer, Inge D.; Wagt, A Mburu-de; Mwangi, AM; Talsma, EF; Melse, A (2009)
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“Brothers Gonna Work It Out:” Understanding the Pedagogic Performance of African American Male Teachers Working with African American Male Students - Brown, Anthony L. (The Urban Review, 2009)
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Posttraumatic Stress Disorder Experienced by Survivors of School Violence in South Africa: Sex and Age Differences - Brown, Byron A. (Journal of Psychology in Africa, 2009)
The study investigated sex and age differences in the experiences of posttraumatic stress disorder by survivors of school violence in urban and rural schools in the Eastern Cape area of South Africa. One hundred and thirty five survivors of school violence (males =57, females =78, age range: 10 year or younger, 11–15 years, and 16 year or older) described their posttraumatic stress disorder (PTSD) symptoms using a numeric measures of PTSD on a 37 items scale. The survivors were learners in primary (n=73) as well as secondary schools (n=62). The study found that survivors experienced three forms of violence, namely: verbal, physical, and sexual in nature. The sex of survivors was not a significant factor in either the forms of violence or the PTSD symptoms experienced. Age differences were significant for four of the six PTSD symptom categories.
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Science journalism education: A curriculum project for South Africa, Namibia and Uganda. - Brown, Emily (2009)
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Institutional dynamics and climate change in the Congo Basin Forest of Cameroon, West Africa - Brown, H. Carolyn Peach; Nkem, Johnson; Sonwa, D.J.; Bele, Y. (2009)
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Can Public International Boarding Schools in Ghana Be the Next Educational Reform Movement for Low-Income Urban Minority Public School Students? - Brown, Kevin D. (2009)
The past twenty-five years has witnessed dramatic changes in the world, including the rise of international trade, unprecedented movement of people across national borders, tremendous advances in communication technologies and new forms of knowledge. Due to the changes of this magnitude, the American public is aware of new and formidable global and international problems that did not exist before. However, these changes also provide the conditions for applying new solutions to domestic problems that have plagued American society for decades. This Article puts forward an innovative suggestion to a persistent problem of American society: the problem of how to improve the educational performance of some low-income urban minority schoolchildren. This article will argue it is now technologically possible and economically feasible to establish international boarding schools in politically and economically stable developing countries to educate some low-income urban minority schoolchildren. These schools would provide a quality academic American-style boarding school education to its students, subject to the inclusion of courses about the history, language, culture and customs of the countries where they are located. A number of possible locations for these schools would work, including areas in countries like India or China. However, this article will argue for the creation of international boarding schools in or near, Accra, the capital city of the Republic of Ghana. Such schools would be open to any student in the public school district that establishes the school, regardless of race or ethnicity; however, it will probably appeal more to blacks than to other racial or ethnic groups. The estimated annual per pupil expenses of such a school should be between $8,000 and $14,000, approximately what public schools spend on the typical student. These expenses will include the cost of transportation to and from Ghana, room, board, clothing and education.
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African American Disproportionality in School Discipline: The Divide Between Best Evidence and Legal Remedy - Brown, Kevin D.; Skiba, Russell J.; Eckes, Suzanne E. (2009)
ABOUT THE AUTHORS: Russell J. Skiba, Professor, Indiana University School of Education; Director, Equity Project at Indiana University; B.A., Catholic University, 1975; Ph.D., University of Minnesota, 1987. Suzanne E. Eckes, Associate Professor, Indiana University School of Education; B.A., University of Wisconsin-Madison, 1990; Ed.M., Harvard University, 1998; J.D. and Ph.D. University of WisconsinMadison, 2003. Kevin Brown, Professor, Indiana University Maurer School of Law-Bloomington & Emeritus Director of the Hudson & Holland Scholars Program-Indiana University-Bloomington; B.S., Indiana University, 1978; J.D., Yale University, 1982. The authors would like to thank Timberly Baker, Emily Richardson, and Maggie Paino for their assistance with this article.
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The broken cisterns of African American education : academic performance and achievement in the post-Brown era - Brown, M. Christopher; Bartee, RoSusan D. (2009)
A volume in Research on African American Education Series Editors: Carol Camp Yeakey, Washington University in St. Louis and Ronald D. Henderson, National Education Association The failure of American education to achieve racial diversity has resulted from the inability of educational researchers, policy makers, and judicial officials to disentangle the complex definitions that have emerged in a post-segregated society. Broken Cisterns provides snapshots of educational occurrences that have shaped current phenomena in schools and the larger society. Theoretical and empirical discussions related to segregation, desegregation, and integration provides a contextual framework for understanding their resulting effects. In response, the book examines the historic and community contexts of academic performance in both public and higher educational settings. The book also examines content aspects involving student achievement and the diverse elements that impact the strategies that should be used to enhance outcomes. Broken Cisterns examines the African American education experience post-Brown v. Board of Education, as well as the long-term effects that result from failure to achieve racial equity. The American education system demands new political and social agendas despite the seeming infinite cycle of persisting racial inequalities in educational settings. This book does just that.
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AFRICAN-AMERICAN MILLENNIAL STUDENT - Brown, Mario E. (2009)
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The perceptions of African American women principals who have been influential in public education - Brown, Miles; Melitta, Tammy (2009)
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Climate change and security in Africa. - Brown, Oli; Crawford, Alec (2009)
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A Climate for Change: Humanitarian Disaster and the Movement for the Commons in Kenya - Brownhill, Leigh (2009)
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Knowledge and Attitude of Senior Secondary School Students in Benin City Nigeria to Sickle Cell Disease - Bu, Korle (2009)
2 Abstract: Since the discovery of sickle cell disease by DR J.B. Herrick in 1904, the disease has been given several names by various tribes based on their understanding. In Nigeria about 30,000 children are born each year with sickle cell disease. There is no legislation in Nigeria on premarital screening and only about 63.6% of university students know their Haemoglobin genotype. This descriptive study was carried out from January to march 2007 with 850 senior secondary school students in the urban areas of Benin City. Analysed data showed that majority of the student were above 16yrs (54%), females (60.9%), Christians (94.9%), indigene of Edo (48%) and had educated parents (64.9% secondary and above). Only 32% of the respondent knew their genotype, 12.9% claimed ABO blood group for their Hb genotype, while 55.1% did not know their Hb genotype. Also only 18% of the respondent had some/correct idea about sickle cell disease, 36% of the students knew the importance of premarital Hb genotype and only 15.1% believes that the disease is curable.18% of th e students will show wrong attitude including stigmatization towards patients with sickle cell disease. This study has shown that majority of the senior secondary school students are in the premarital phase. Majority of the students do not know their Hb genotype, have a poor understanding of the disease and some will stigmatize patients with sickle cell disease. We need to encourage the education of our student about the disease and encourage premarital Hb genotype screening even at a lower level of secondary school.
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Eclampsia in the University Teaching Hospital in Brazzaville, Congo. - Buambo-Bamanga, S. F.; Ngbale, R.; Makoumbou, P.; Ekoundzola, J. R. (clinics in Mother and Child Health, 2009)
openalex: W335203381 mag: 335203381
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The effect of epoch and cut-point on the assessment of physical activity levels in Kenyan school children - Budd, Hannah (2009)
The aim of this study was to investigate the effect of using different accelerometer cut-points and epoch on reports of sedentary behavior and physical activity (PA) levels in a group of Kenyan school children. The PA levels of 26 children from the Nandi region of Kenya aged 4-16 years, was assessed for 3 consecutive days using uniaxial accelerometry combined with a PA diary. No significant differences were found in counts per minute (CPM) (753±214, 753±212, 724±220, 723±229, 721±220, 733±212 CPM; P>0.05) or total monitoring time (689±109, 693±110, 693±108, 693±109, 695±108, 693±110 min; P=1.00) across all six epochs. Time spent engaging in sedentary behavior was not effected by epoch or cut-point (Sirard cut-point, 590±87, 592±87, 594±88, 596±89, 598±90, 598±94 min; Reilly cut-point, 573±86, 567±87, 554±85, 554±88, 550±86, 547± 89min; P>0.05), while the amount of light (Sirard cut-point, 38±11, 43±12, 76±22, 79±23, 81±24, 81±23 min; Puyau, 70±20, 87±27, 104±35, 111±38, 120±34, 123±42 min; Pate, 596±87, 595±87, 595±87, 597±88, 601±90, 604±94 min; P<0.05) and moderate-to-vigorous physical activity (MVPA) (Sirard, 73±25, 71±26, 37±23, 35±24, 32±24, 28±24; Puyau, 59±22, 52±23, 45±24, 41±25, 38±26, 36±28; Pate, 108±29, 107±40, 110±31, 109±32, 106±33, 102±34 min; P<0.05) were influenced by choice of cut-points and epoch. Shorter epochs, such as 1 and 5 s, resulted in significantly less reported minutes of light PA (Sirard, 1 s 38±11 and 5 s 43±12 min vs. 76±22, 79±23, 81±24 and 81±23 min; Puyau, 1 s 70±20 and 5 s 87±27 vs. 104±35, 111±38, 120±43 and 123±42 min; P<0.05) and significantly more minutes of moderate and vigorous activity (Sirard 1 s 73±25 and 5 s 71±26 vs. 37±23, 35±24, 32±24 and 28±24 min; Puyau 1 s 59±22 vs. 60 s 36±28 min P<0.05). Lower cut-points led to significantly more minutes of light, moderate and vigorous PA compared to higher cut-points (see above; P<0.05). In conclusion, choice of cut-points and epoch significantly influences PA classification, where it may be more appropriate to use smaller epochs when assessing PA levels of active children. Additionally, one should be wary when comparing PA calculated using different cut-point values.
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A survey of the current status of physical activity level of students with disabilities at Kenyatta University, Kenya - Bukhala, Peter (2009)
This article was scanned from a hard copy of African Journal of Applied Human Sciences pg.31-34 , vol. 1 no. 1 2009
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Perspectives on Higher Education in Africa: Fieldnotes on Trends, Themes, Challenges and Opportunities - Bulfin, Michael (Ufahamu, 2009)
These reflections are the result of interviews with several individuals who have taught and studied at the university level in Africa. These observations are concerned with the profession of both student and professor in higher education in Africa. An analysis of higher education from both the student and professor perspective follows. It goes on to examine the historical origins of African universities, from colonial-era to present. The New Partnership for African Development (NEPAD) and the issues NEPAD seeks to redress to understand historical trends as well as contemporary challenges and opportunities for the university professor and student in Africa are explored.
openalex: W114249106 mag: 114249106
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Managing drought risk for food security in Africa : an innovative solution in Malawi - Bunte, Kara; Syroka, Joanna (RePEc: Research Papers in Economics, 2009)
Malawi periodically experiences drought leading to shortages of grain on the domestic market and a sharp increase in consumer prices. Consumers, including many of the poorest farmers in the country, experience difficulty obtaining enough grain to meet their family requirements. One method to reduce the risks of grain shortfalls is to improve the capacity of farmers to produce enough grain even when drought occurs, for example, through input subsidies and efforts to improve water use efficiency. An additional measure is to finance the establishment and distribution of strategic grain stocks. However, in the occasional year when drought is most extreme, supplementary assistance will still be needed in the form of expensive food imports and, possibly, food aid.
openalex: W1888879289 mag: 1888879289
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On the Contribution of Mother's Education to Children's Nutritional Capabilities in Mozambique - Burchi, Francesco (RePEc: Research Papers in Economics, 2009)
This paper examines the role of mother’s education in expanding children’s nutritional capabilities in Mozambique, a country where both educational and nutritional deprivations are dramatic. The econometric results, based on data from the 2003 DHS survey, suggest that mother’s schooling is a key determinant of children’s nutrition, but its direct marginal contribution is declining after completion of primary education. Children whose mothers have completed primary education are far more likely to be well nourished than children whose mothers have lower or no educational attainments. Primary education works through the increase of mother’s general knowledge and, to a less extent, of her nutrition knowledge. Mother’s secondary schooling, instead, contributes only indirectly, by increasing household wealth. A further empirical analysis shows that there is no substantial difference in the benefits of mother’s education depending on whether she resides in urban or rural areas. Finally, the paper provides empirical evidence that female education is essential to improve children’s wellbeing in Mozambique, and that only a small part of this influence works through the traditional economic channel.
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“Let’s Stay Together: Racial Separation and Other Coping Strategies Among African American High School Students Attending Predominately White Schools.” - Burstion-Young, Michelle R. (2009)
openalex: W2598986712 mag: 2598986712
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African American student retention: A study of the effects of an intrusive advising intervention at a career college - Burt, DeAnna R. (2009)
openalex: W58361016 mag: 58361016
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Teaching in Uganda : what ever became of Rukia? - Burton, T. L. (Teacher journal archive, 2009)
openalex: W1598314606 mag: 1598314606
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Who's Really Disrupting the Classroom? An Examination of African American Male Students and Their Disciplinary Roles. - Butler, Bettie Ray; Joubert, Marcus D.; Lewis, Chance W. (2009)
openalex: W1494596039 mag: 1494596039
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The SAGE Handbook of African American Education - C.Tillman, Linda (2009)
openalex: W4253433712
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Benefits and Costs of Measures for Coping with Water and Climate Change: Berg River Basin, South Africa - Callaway, J.M.; Louw, D. B.; Hellmuth, Molly (2009)
The Berg River Basin is located in the Western Cape Region of South Africa (see Figure 14.1). The upper Berg River Basin is an economically important water supply system in the Western Cape that provides the bulk of the water for household, commercial and industrial use in the Cape Town metropolitan region. It also provides irrigation water to the lower part of the basin to cultivate roughly 15,000ha of highvalue crops, primarily deciduous fruits, table and wine grapes, and vegetables both for domestic and export use with strong multiplier effects in the domestic and national economy. Since the early 1970s, water consumption in municipal Cape Town has grown by around 300 per cent, fuelled largely by in-migration. As the population of the Metropolitan Cape Town region grows, the competition for water in the basin has become even more intense and farmers have responded by dramatically improving their irrigation efficiencies and shifting even more land into the production of highvalue export crops.
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Economywide impacts of climate change on agriculture in Sub-Saharan Africa: - Calzadilla, Alvaro; Zhu, Tingju; Rehdanz, Katrin; Tol, Richard S.J.; Ringler, Claudia (RePEc: Research Papers in Economics, 2009)
Two possible adaptation options to climate change for Sub-Saharan Africa are analyzed under the SRES B2 scenario. The first scenario doubles the irrigated area in Sub-Saharan Africa by 2050, compared to the baseline, but keeps total crop area constant. The second scenario increases both rainfed and irrigated crop yields by 25 percent for all Sub-Saharan African countries. The two adaptation scenarios are analyzed with IMPACT, a partial equilibrium agricultural sector model combined with a water simulation module, and with GTAP-W, a general equilibrium model including water resources. The methodology combines the advantages of a partial equilibrium approach, which considers detailed water-agriculture linkages, with a general equilibrium approach, which takes into account linkages between agriculture and nonagricultural sectors and includes a full treatment of factor The efficacy of the two scenarios as adaptation measures to cope with climate change is discussed. Due to the limited initial irrigated area in the region, an increase in agricultural productivity achieves better outcomes than an expansion of irrigated area. Even though Sub-Saharan Africa is not a key contributor to global food production or irrigated food production, both scenarios help lower world food prices, stimulating national and international food markets. from authors' abstract
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How can African agriculture adapt to climate change: Economywide impacts of climate change on agriculture in Sub-Saharan Africa: - Calzadilla, Alvaro; Zhu, Tingju; Rehdanz, Katrin; Tol, Richard S.J.; Ringler, Claudia (Research briefs, 2009)
Approximately 80 percent of poor people in Sub-Saharan Africa continue to depend on the agricultural sector for their livelihoods, but-unlike in other regions of the world-agriculture in Sub-Saharan Africa is characterized by very low yields due to agroecological features, poor access to services, lack of knowledge and inputs, and low levels of investment in infrastructure and irrigation. In addition, high population growth rates, especially in rural areas, intensify pressure on agricultural production and natural resources and further complicate the challenge of reducing poverty. Against this background, potential climate change poses a significant additional challenge to the future of agriculture in the region. Climate change could cause serious deterioration of rural livelihoods and increase food insecurity in Sub-Saharan Africa. Given these multiple challenges, the region's smallholders and pastoralists must adapt, in particular by adopting technologies to increase productivity and the stability and resilience of their production systems.
openalex: W3123774066 mag: 3123774066
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How can African agriculture adapt to climate change: Economywide impacts of climate change on agriculture in Sub-Saharan Africa - Calzadilla, Alvaro; Zhu, Tingju; Rehdanz, Katrin; Tol, Richard; Ringler, Claudia (RePEc: Research Papers in Economics, 2009)
Approximately 80 percent of poor people in Sub-Saharan Africa continue to depend on the agricultural sector for their livelihoods, but-unlike in other regions of the world-agriculture in Sub-Saharan Africa is characterized by very low yields due to agroecological features, poor access to services, lack of knowledge and inputs, and low levels of investment in infrastructure and irrigation. In addition, high population growth rates, especially in rural areas, intensify pressure on agricultural production and natural resources and further complicate the challenge of reducing poverty. Against this background, potential climate change poses a significant additional challenge to the future of agriculture in the region. Climate change could cause serious deterioration of rural livelihoods and increase food insecurity in Sub-Saharan Africa. Given these multiple challenges, the region's smallholders and pastoralists must adapt, in particular by adopting technologies to increase productivity and the stability and resilience of their production systems.
openalex: W1560958226 mag: 1560958226
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‘Children with a good life have to have school bags’: Diverse understandings of well-being among older children in three Ethiopian communities - Camfield, Laura; Tafere, Yisak (2009)
This paper focuses on children’s understandings of well-being and ill-being in resource-poor contexts in Ethiopia, using quantitative and qualitative data collected from individuals and groups. The quantitative data are drawn from Young Lives child questionnaire, which was administered to children aged 11 to 12 across 20 sentinel sites in Ethiopia during 2006. The qualitative data come from group activities with a sub-sample of these children in five communities and individual interviews that build on these activities (the data presented here focus on an urban, a remote rural, and a near rural community). Having established the importance of considering children’s understandings of well-being and described some of the methods used, the paper addresses two questions. Firstly, how understandings of a good life and what is needed to achieve this differ between different types of community and social group. Secondly, how the relationship between well-being and education articulated in the group activities is expressed in the biographies of individual children, drawing on the examples of a twelve-year-old girl and boy from the remote rural site.
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Working Paper 37. 'Children with a good life have to have school bags': Diverse understandings of well-being among older children in three Ethiopian communities. - Camfield, Laura; Tafere, Yisak (2009)
openalex: W1504360391 mag: 1504360391
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The power of African American parent perceptions on student achievement - Camm, Melody Luretha (2009)
openalex: W62533278 mag: 62533278
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Teaching for peace - overcoming division? Peace education in reconciliation processes in Sri Lanka and Uganda - Cardozo, M. Lopes; May, Annie (2009)
openalex: W1931461359 mag: 1931461359
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A Preventive Intervention Program for Urban African American Youth Attending an Alternative Education Program: Background, Implementation, and Feasibility - Carswell, Steven B.; Hanlon, Thomas E.; O’Grady, Kevin E.; Watts, Amy M.; Pothong, Pattarapan (Education & treatment of children, 2009)
This paper presents background, implementation, and feasibility findings associated with planning and conducting an after-school intervention program in an alternative education setting designed to prevent the initiation and escalation of violence and substance abuse among urban African American youth at high risk for life-long problem behaviors. Evolving from earlier preventive interventions implemented in clinic and school settings, the program, entitled The Village Model of Care, consisted of structured group mentoring, parental support, and community outreach services administered to alternative education students and their primary caregiver(s) during the school year. Over a two-year intake period, 109 youth participated in the present process evaluation study. Findings from the study not only provided relevant demographic information on the characteristics of youth likely to be included in such programs but also indicated the importance of including the family in the rehabilitation effort and the need for school administrative system support for the underlying alternative education approach. The information presented in this report has a direct bearing on the planning of future prevention efforts conducted in similar settings that are aimed at reducing problem behaviors and promoting positive lifestyles among high-risk youth.
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Teacher Preparation for Peace Education in South Africa and the United States - Carter, Candice C.; Vandeyar, Saloshna (2009)
This chapter reviews experiences with transformation of teacher candidates’ knowledge and skills in societies where human diversity and social injustice were highly associated. Following descriptions of instructional situations and responses to challenges faced in them is a discussion about sustained conflict-focused instruction and corresponding student engagement. Compared are the contextual differences of teacher preparation in South Africa and the southern United States of America (USA), along with their effects. Recognized are commonalities in both instructional contexts beyond a shared vision of and commitment to peace through education. Student responses to transformative education highlighted crucial instructor dispositions for success with it.
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Climate change in Africa post-Copenhagan: what is at stake? - Carter, Salā George (2009)
openalex: W2287326503 mag: 2287326503
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Disproportionality of African American Children in Special Education: Definition and Dimensions - Cartledge, Gwendolyn; Dukes, Charles (2009)
openalex: W2491245822 mag: 2491245822
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Higher education in Africa: dead aid or dead end ? - Carton, Michel (2009)
openalex: W3029171518 mag: 3029171518
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Colin Brock/Lila Zia Levers (Hrsg.): Aspects of Education in the Middle East and North Africa. Oxford/UK: Symposium Books 2007. 240 S., EUR 38,00 [Rezension] - Caruso, Marcelo (2009)
Rezension zu: Colin Brock/Lila Zia Levers (Hrsg.): Aspects of Education in the Middle East and North Africa. Oxford/UK: Symposium Books 2007. 240 S., EUR 38,00
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Health Education: Analysis of teachers' and future teachers' conceptions from 16 countries in Europe, Africa and Middle East. - Carvalho, Graça Simões de; Laurent, Charline; Clément, Pierre; Jourdan, Didier; Berger, Dominique (2009)
School is an important setting for health education and health promotion, and it has been recognised that teachers' conceptions play a crucial role for the effective implementation of school health education. With the European FP6 Biohead-Citizen project on Biology Health and Environmental education for better citizenship we analysed the potential differences between several countries by associating teachers' and future teachers' conceptions to controlled parameters, such as level of training, religion, political view. A questionnaire was constructed during the first year of the project, and following a pilot test, the final questionnaire was applied to 6379 teachers and future teachers. We then used well-suited statistical multivariate methods to investigate complex data featuring the conceptions of many individuals, according to many topics. We show that a prominent source of variation in teachers' conceptions is related to countries, and further suggest that there are differences in two kinds of conceptions: a) individual health responsibilities and abilities; b) social policies. Religion, academic level or training had also an impact in teachers' conceptions of health education. Another important feature is the gap between what teachers and future teachers say about their own health and what they say it should be taught in school. Results are then discussed.
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Lessons learned: Engaging African media on climate change and adaptation - Ccaa (2009)
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Uncertain horizons: Preparing Africa for a changing climate. Climate Change Adaptation in Africa program 2008-09 Annual Report - Ccaa (2009)
openalex: W2279944469 mag: 2279944469
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Motivations and expectations of pre-service student teachers specialising in mathematics at two primary teachers' colleges in Zimbabwe - Chabongora, S.B.; Chauraya, Million; Mhlolo, Michael Kainose (Zimbabwe Journal of Educational Research, 2009)
openalex: W2106080963 mag: 2106080963
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Assessment of maize crop water requirements and productivity under climate change in central and southern regions of Malawi - Chabvunguma, Stanley D (2009)
openalex: W2625772233 mag: 2625772233
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THE SURGICAL TREATMENT OF SYMPTOMATIC UTERINE FIBROIDS AT THE UNIVERSITY OF MAIDUGURI TEACHING HOSPITAL,MAIDUGURI, NIGERIA - Chama, C; Bukar, M; Kwari, SD (DOAJ (DOAJ: Directory of Open Access Journals), 2009)
openalex: W4386149565
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An investigation of the availability and value of in-service education and training for secondary school physical science teachers in Malawi : a case of Blantyre city - Chamba, Madalitso Musekeje (2009)
openalex: W577354505 mag: 577354505
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The impact of community based rehabilitation as implemented by community rehabilitation facilitators on people with disabilities, their families and communities within South Africa - Chappell, Paul; Johannsmeier, Christa (Disability and Rehabilitation, 2009)
Purpose. To find out the impact of community based rehabilitation (CBR) as implemented by mid-level rehabilitation workers known as community rehabilitation facilitators (CRFs) on people with disabilities (PWD), their families and the communities in South Africa.Method. A qualitative research design was used with an emphasis on participatory methods with PWD and their family members. Data collection took the form of individual interviews, focus groups and transects walks in both urban and rural settings within six provinces of South Africa.Results. Although CRFs work with individuals, groups, families and the community, they appear to have had a stronger impact on individuals with disabilities rather than the community at large. Various gaps were also identified and were related to the poor recognition of the scope of practice of CRFs as well as to individual CRFs abilities to carry out certain tasks.Conclusions. Although the results suggest that CRFs have had a positive impact, there are still a number of issues that need to be addressed. These include proper support of CRFs and intersectoral collaboration between government departments to ensure the future of CBR in South Africa.
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Sustaining Reforms for Inclusive Growth in Cameroon : A Development Policy Review - Charlier, Florence; N'Cho-Oguie, Charles (World Bank Publications - Books, 2009)
Cameroon faces a challenging policy agenda over the next few years. The Government has been implementing its comprehensive poverty reduction strategy since April 2003. The Poverty Reduction Strategy Paper (PRSP) set an ambitious agenda for broad-based economic development with specific medium-term targets as well as detailed sector policies and programs for accelerating economic growth, strengthening the social sectors, and halving poverty over the following ten years. Despite a strong start, implementation of the PRSP slowed during the 2003-04 presidential election period, when fiscal discipline was relaxed and the restructuring of key public enterprises slowed. This faltering progress translated into much lower fiscal performance relative to program targets, higher government spending to prop up distressed key public enterprises, and the accumulation of domestic arrears. These developments led the International Monetary Fund (IMF) to declare Cameroon's Poverty Reduction and Growth Facility (PRGF) program off track in the third quarter of 2004, delaying attainment of the Heavily Indebted Poor Countries (HIPC) completion point by nearly two years. In the aftermath of the election, the Government developed an ambitious medium-term investment program intended to accelerate economic transformation and propel Cameroon into the group of fast-growing emerging countries. The Government is set to launch preparation of a new PRSP in early 2007. The new generation of the PRSP is expected to center on economic transformation and inclusive growth and to articulate a policy agenda that could pave the way for Cameroon to take off and get back on track to attain the Millennium Development Goals (MDGs) by 2015.
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Can the Bologna Process Make the Move Faster towards the Development of an International Space for Higher Education where Africa would find its place - Charlier, Jean-Émile; Croché, Sarah (Journal of Higher Education in Africa, 2009)
The Bologna Process is presented to the political and academic officials of Southern countries as the bearer of form constraints – the division of higher education studies into three main cycles (a bachelor’s, master’s and doctorate degree in respectively three, five, and eight years after the completion of upper secondary education) – and the calculation of the relative importance of subjects according to a credit mechanism. As unmenacing as it may look to decision-makers, reality is more complex. Form constraints soon turn into structural constraints that are only gradually revealed – mobility implies the transnational harmonization of academic timetables, the division of teachings and assessments into semesters, etc. The implementation of the ‘Bologna spirit’ also calls for interdependent universities whereas previously each only had to comply with their national constraints. In Africa, this interdependence is a strong asset for academic officials when they have to negotiate with their authorities. As it was the case in Europe, the solution to national problems will probably entail striking international agreements whose binding force will derive precisely from their international character. Functional interdependence may enhance dialogue between academic officials. African universities should seize the opportunity of the call for dialogue as expressed during the London summit in 2007 to have their qualifications certified according to international standards and thus weigh on the definition of quality that will bind the international space for higher education in the near future. * Professor at the Facultes Universitaires Catholiques in Mons (FUCaM) and Director of the Groupe
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Styles and Extent of Volcanism Within the Afar Continental Rift(Ethiopia) and Implications for the Environmental Impact of Large Volcanic Eruptions - Charlotte, Frédéric; Vye; Kay, Kay; Tj, Smith (地学前缘, 2009)
The Afar region in Ethiopia forms part of the East African Rift and represents the only volcanically and seismically active continental spreading centre on Earth.This unique natural laboratory is the subject of investigation to understand the magmatism and geodynamics during the transition from continental rifting to the generation of new ocean floor.At the BGS we have applied an integrated geological
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FINANCING EDUCATION IN NORTHERN NIGERIA – NEW EVIDENCE ON PRIVATE EXPENDITURES. DEVELOPMENT OF NATIONAL EDUCATION SUB-ACCOUNTS TO MEASURE AND EVALUATE EDUCATION EXPENDITURES - Chawla, Dr Sapna; Forbes, Peadar (ICERI2009 Proceedings, 2009)
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Entrepreneurship training and job creation in South Africa : are tertiary institutions filling the gap? - Cheney, V.; Nienaber, Hester (Journal of Contemporary Management, 2009)
Injustices, prejudices and other developments in the history of a group may disrupt their social cohesion leading to a vicious circle trapped in poverty. In South Africa, for many decades, black people experienced an oppressive white minority regime that implemented segregationist policies. In 1994, a first black president from the African National Congress (ANC) was elected and there were high hopes that the new dispensation would create a better South Africa for all. Various ANC governments since then have adopted many economic programmes with the aim to halve poverty and unemployment by 2014 - especially among the historically disadvantaged individuals (PDI). In 1994 the ANC adopted the Reconstruction and Development Programme (RDP) as a policy framework to guide in transforming South Africa from a divided society to one that provides equal opportunities for all its citizens. The main principles of the RDP were to meet the people's basic needs; to develop the country's human resources; to build the economy; and to democratize state institutions and society. In 1996, according to many commentators, many of the RDP's targets were as yet unrealised. Two years later, in 1996, the ANC adopted a plan known as the Growth, Employment and Redistribution (GEAR) a macroeconomic strategy for rebuilding and restructuring the economy in line with the main principles of the RDP. Where the RDP had promised basic services for all, GEAR promised public-private sector partnerships based on cost recovery. It is estimated that almost a million jobs were lost to GEAR and South Africa's unemployment rate is now estimated at almost 50 per cent among young people. During the same period, two new initiatives, Black Economic Empowerment (BEE) and thereafter Broad Based Black Economic Empowerment (BBBEE), designed to correct the imbalances of the past by targeting those who are entering the job market for the first time, were launched. On 6 February 2006, during a media briefing, Deputy President Phumzile Mlambo-Ngcuka announced a background document, a catalyst for Accelerated and Shared Growth Initiative-South Africa (ASGISA), with the objective of supporting previous programmes in the effort to halve poverty and unemployment by 2014. It can thus be seen that the problem of poverty alleviation and unemployment remain the primary concerns of various initiatives that have been developed since 1994 by ANC governments. This article aims to make a contribution to official initiatives that strive to tackle the issue of unemployment among young graduates. In so doing it highlights the role of higher learning institutions in the process. The paper also discusses the fact that universities have thus far failed to make a significant contribution to the implementation of government policies on job creation. Finally the article posits a strategic framework for effective and efficient programmes on job creation among youth graduates. The first part of this paper provides the key rationales of this contribution. The second part explains the concept of entrepreneurship, the characteristics of entrepreneurs, and the development of the discipline during the last decades, while the third part of the discussion turns to the contribution of entrepreneurship in job creation in USA, showing how the same process could be implemented in South Africa. Finally a strategic framework for an effective and efficient job creation and unemployment reduction in South Africa is suggested.
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ICT in the Zambian classroom : lessons learned from the Education Support Network project (ESNet) - Chibomba, K.; Koopman, Martine; Stanton, Timothy K. (2009)
openalex: W3153152283 mag: 3153152283
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Religion Education in South Africa - Chidester, David (2009)
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Mortality pattern at the adult medical wards of a teaching hospital in Sub-Saharan Africa. - Chijioke, A; Kolo, PM (International Journal of Tropical Medicine, 2009)
openalex: W947303540 mag: 947303540
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The Grade 7 pass rate in selected satellite schools : a survey of Chiredzi district Masvingo Province Zimbabwe - Chilumani, Edson. (2009)
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Youth and higher education in Africa : the cases of Cameroon, South Africa, Eritrea, and Zimbabwe - Chimanikire, Donald P. (2009)
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Youth and Higher Education in Africa. The Cases of Cameroon, South Africa, Eritrea and Zimbabwe: The Cases of Cameroon, South Africa, Eritrea and Zimbabwe - Chimanikire, Donald P. (2009)
Student activism in Africa, at least since the early 1990s, has been preoccupied with popular struggles for democracy in both their respective countries and institutions of higher learning. The changing socio-economic and political conditions in many African countries, characterized by the decline in economic growth and the introduction of multi-party politics, among several other factors, have had different impact on students and student political organizations in African universities. This book recounts the responses of students to these changes in their attempt to negotiate better living and studying conditions. The four case studies contained in the book - Cameroon, South Africa, Zimbabwe and Eritrea - clearly reveal the very important aspects of the situation in which African students find themselves in many countries, and underscores the need to understand the character and development of higher education on the continent. Ministries of Higher Education, Vice Chancellors, Deans of Students, Student Unions and parents will find this book very useful in terms of understanding the tensions that often arise at institutions of higher learning and why solutions seem to be elusive.
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Theatrical Performance as Technology: Drama in Aids Education (DramAidE) in South Africa - Chinyowa, Kennedy C. (NJ Drama Australia journal, 2009)
The capacity of applied drama and theatre to create transformational learning encounters has increasingly attracted contemporary practice-based researchers. By enabling practitioners and participants to create symbolic alternatives to reality, applied drama and theatre acts as a ‘social engineering technology’ that communicates messages which may not be easily transmitted in ordinary life. Such theatrical performance becomes a form of ‘staged authenticity’ in the manner in which it enjoys the poetic licence to comment on even the most sensitive issues like gender, sexuality and HIV/AIDS. This article examines the potential of applied drama and theatre to make present the non-existent, to create ‘concrete dreams’ and transform the imagination into action. The article explores the ‘cultural engineering’ mechanisms that enable applied drama and theatre to engage with participants in order to bring forth alternative realities in the specific context of HIV/AIDS education in South Africa.
openalex: W3011162214 mag: 3011162214
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The influence of the B.E.S.T environment science teaching programme in selected primary schools in Zimbabwe. - Chirara, Charity. (2009)
openalex: W2719784239 mag: 2719784239
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SCHOOL GUIDANCE AND COUNSELLING SERVICES NEEDS ASSESSMENT IN ZIMBABWE SECONDARY SCHOOLS - Chireshe, Regis (ICERI2009 Proceedings, 2009)
openalex: W105398104 mag: 105398104
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Gender, identity and institutional culture: women students' constructions of success at three South African universities - Chisholm, Linda; Haupt, Iriann; Hoadley, Ursula; Lewin, Terry J.; Mawoyo, Monica; Moletsane, Ramoshebi Ishmael Maboee; Moorosi, Pontŝo (2009)
The Carnegie-South Africa Undergraduate Women's Scholarship Programme was set up in 2002 as a national scholarship programme targeted at young women wishing to study primarily in the fields of science and engineering at the undergraduate level. The study provides case studies of the diverse experiences of a selection of these young women at 3 universities: University of Cape Town, Kwa-Zulu-Natal and Pretoria. The chapters reflect on the university institutional cultures from the perspective of these young women and, through analysis of context, voice and discourse, attempt to cast light on their experiences and constructions of academic and social integration and success.
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Teachers. Identity and ethics of the profession in Italy, United States of America, Poland, Belgium, Cyprus, Libya, Slovakia, Turkey - Chistolini, Sandra (2009)
openalex: W2920303773 mag: 2920303773
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Social Work Education, Training and Employment in Africa: The case of Zimbabwe - Chogugudza, Cris (Ufahamu, 2009)
Social work education in Zimbabwe commenced with the establishment of the School of Social Work in Harare in 1964 by the Catholic Jesuit Fathers. The School was initially called the School of Social Service. Prior to this, the country’s social workers were mainly trained in British, South African and Zambian Social Work Colleges. The first students were trained as group workers for clubs, welfare centres, and urban conditions where the clientele were more visible. The major strength of colonial social work education was that it formed the basis for professional social work practice resulting in the creation of a three year diploma in 1966. In 1969 the school changed its name to the School of Social Work and became the first associate college of the University of Rhodesia (now University of Zimbabwe), with students awarded a university diploma in Social Work after a three year program. In 1975 the School established the first bachelor’s degree programme in Social Work (BSW), which was followed later by the Honours and Masters degree. The school, which is the only social work training institution in the country, is now an affiliate of the University of Zimbabwe. Since the attainment of independence, the School of Social Work has transformed into a dynamic institution making social work education more responsive to the development needs of the country. The government in Zimbabwe remains the largest employer of social workers with a few employed by private and charitable organisations (NGOs). The single greatest challenge facing social work education in Zimbabwe today is making it more responsive to the needs and aspirations of the people of Zimbabwe. In this vein however, it has become imperative for the institution to prepare social workers capable of addressing local structural problems, as well as maintaining an international flavour in line with the current trends of globalization in which there is rapid movement of social workers across international frontiers.
openalex: W2766454059 mag: 2766454059
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Social Work Education, Training and Employment in Africa: The case of Zimbabwe - eScholarship - Chogugudza, Cris (Ufahamu, 2009)
Social work education in Zimbabwe commenced with the establishment of the School of Social Work in Harare in 1964 by the Catholic Jesuit Fathers. The School was initially called the School of Social Service. Prior to this, the country’s social workers were mainly trained in British, South African and Zambian Social Work Colleges. The first students were trained as group workers for clubs, welfare centres, and urban conditions where the clientele were more visible. The major strength of colonial social work education was that it formed the basis for professional social work practice resulting in the creation of a three year diploma in 1966. In 1969 the school changed its name to the School of Social Work and became the first associate college of the University of Rhodesia (now University of Zimbabwe), with students awarded a university diploma in Social Work after a three year program. In 1975 the School established the first bachelor’s degree programme in Social Work (BSW), which was followed later by the Honours and Masters degree. The school, which is the only social work training institution in the country, is now an affiliate of the University of Zimbabwe. Since the attainment of independence, the School of Social Work has transformed into a dynamic institution making social work education more responsive to the development needs of the country. The government in Zimbabwe remains the largest employer of social workers with a few employed by private and charitable organisations (NGOs). The single greatest challenge facing social work education in Zimbabwe today is making it more responsive to the needs and aspirations of the people of Zimbabwe. In this vein however, it has become imperative for the institution to prepare social workers capable of addressing local structural problems, as well as maintaining an international flavour in line with the current trends of globalization in which there is rapid movement of social workers across international frontiers.
openalex: W226568617 mag: 226568617
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Secondary high school chemistry teachers’ perspectives on the difficulties of teaching atomic structure and the periodic table: Views from Thailand and Kenya - Chomchid, Panwilai; Inyega, Justus O.; Thomson, Norman (2009)
openalex: W2241845491 mag: 2241845491
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University going in context: A case study of Gusii students of Southwestern Kenya - Choti, Truphena (2009)
openalex: W97850794 mag: 97850794
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Getting schools to work: Achieving equity and quality in education in post-apartheid South Africa - Christie, Pam (2009)
openalex: W84949766 mag: 84949766
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CRITICAL ANALYSIS OF STUDENT-CENTERED TEACHING RESEARCH METHOD; USING SELECTED NIGERIAN UNIVERSITIES AS A CASE STUDY - Chukwube, J. (EDULEARN09 Proceedings, 2009)
openalex: W202173347 mag: 202173347
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The Prevalence and Risk Factors of Geohelminth Infections among Primary School Children in Ebenebe Town, Anambra State, Nigeria - Chukwuma, M. C.; Ekejindu, Ifeoma Mercy; Agbakoba, Nneka Regina; Ezeagwuna, D. A.; Anaghalu, I. C.; Nwosu, Dennis C. (Middle-East Journal of Scientific Research, 2009)
A study of the prevalence of parasitic geohelminth infection of primary school children aged 6-13 years was undertaken. Two hundred and twenty (220) soil samples from the school compound and 220 stool samples from pupils in 3 primary schools were examined using formol ether concentration technique. Overall results showed that 118(53.6%) soil and 193(87.7%) stool samples were positive. The recovery rates from stool samples were; eggs of Ascaris spp. 199(54.1%), Hookworm 100(45.5%), Trichuris trichiura 41(18%) and larvae of Strongyloides stercoralis 13(5.9%). Prevalence from soil samples showed 53(24.0%) of Ascaris eggs, 57(25.9%) of Hookworm eggs and 21(9.5%) of Strongyloides stercoralis larva. The wide and unrestricted spread of the infection is attributed to failure to wear footwears to school, lack of functional toilet facilities, geophagia and preference of the students to defecate in the bush leading to indiscriminate defecation in and around the school yard. Intervention by way of education on proper hygiene habits and regular de-worming exercise especially at the primary school level coupled with legislation against indiscriminate disposal of faeces and its endorsement is recommended.
openalex: W2144158126 mag: 2144158126
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The perspectives of secondary school students on common diseases and medicines used: Implications for the implementation of school based health programmes in Nigeria - Chukwuocha, U. M.; Ashiegbu, K. K.; Dozie, Ins; Aguwa, O. C. (Scientific Research and Essays, 2009)
Existing health programmes in Nigeria for young people mostly target children below 5 years. Both quantitative and qualitative techniques were used to assess perspectives of male and female adolescents on common diseases they experience and medicines used for treatment during a three month study in a boarding secondary school in Owerri, Imo State of Nigeria. Malaria was named and ranked as the most severe and frequently experienced disease followed by diarrhea. High body temperature, headache and loss of appetite are some of the symptoms recognized during illness. Pharmaceuticals including paracetamol, fansidar, flagyl, pro-cold and ampicillin were used for treatment of illnesses. These are administered by the school nurse or by self medication and were obtained mainly from drug shops. The healthcare needs and priorities of adolescents are infectious diseases which they could readily identify. This underscores the need and relevance of implementing school based health programmes in secondary schools in Nigeria. Key words:
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Climate change, population pressure and conflict in Africa - Cilliers, Jakkie (Institute for Security Studies Papers, 2009)
Africa is characterised by widespread and deeply entrenched poverty, armed conflict, slow economic development until recently, and agricultural systems proven to failure during frequent and persistent drought. With its tremendous natural resources and remarkable social and ecological diversity, the continent reflects a close dependency of people on natural resources. This paper illustrates that it is this dependency that will present Africa with potentially severe adaptive problems in dealing with the twin effects of climate change and population growth in future years. More than ever, Africa and its partners need to work together to turn deforestation around, to save its green lungs, to manage its cities and to grow food for its hungry millions.
openalex: W330025326 mag: 330025326
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Ex ante assessment of climate change adaptation strategies in resource-poor countries: study cases from East Africa - Claessens, L.; Stoorvogel, J.J.; Antle, John M.; Valdivia, Roberto O.; Thornton, P.K.; Herrero, Mario (2009)
openalex: W1496004348 mag: 1496004348
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Body mass and cardiovascular reactivity to racism in African American college students. - Clark, Vernessa R.; Hill, Oliver W. (PubMed, 2009)
The purpose of the present study was to examine the effects of body mass on cardiovascular reactivity to racism in African American college students.Cardiac output, stroke volume, heart rate and blood pressure were measured as participants viewed a racially noxious scene on videotape. Body mass was measured using body mass index calculated using height and weight. We hypothesized that obese individuals would have greater cardiovascular reactivity to the scene than overweight individuals or individuals with normal weight. We also hypothesized that obese women would have the greatest cardiovascular reactivity to the scenes compared to overweight and normal weight women, and obese, overweight, and normal weight men. Lastly, we hypothesized that women would have greater cardiovascular reactivity than their male counterparts.Multivariate analysis of variance revealed that obese participants had significantly greater stroke volume and cardiac output than participants of normal weight, indicating that obese participants were less emotionally aroused by the stressor. There was also a significant interaction between sex and body mass for heart rate reactivity between the stressor and recovery periods. Obese women had the largest drop in heart rate, while obese men had the smallest drop from the stressor period to the recovery period.The findings revealed that obese participants were less aroused by the stressors and recovered from them more quickly than overweight participants and participants of normal weight. The frequent experiences of weight prejudices by the obese group may have desensitized them to other prejudices such as the racial intolerance shown in the stressor.
openalex: W241561425 mag: 241561425
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Development of a Health Education Strategy for Adolescents to Prevent Maternal Mortality in Liberia - Clarke, Colar Johnson; Horiuchi, Shigeko; Kataoka, Yaeko (聖路加看護大学紀要, 2009)
PURPOSE In 2003 at the conclusion of the 14 year civil war in Liberia the Liberian Ministry of Health and Social Welfare listed the reduction of maternal mortality as a critical health need. However, the maternal mortality ratio in Liberia continued to increase. It was the purpose of this study to identify the contributing factors that led to the increased maternal mortality. As a result of our analyses, we developed a health education strategy for adolescents to prevent unwanted pregnancy, one of the contributing factors of maternal mortality.
openalex: W2155911237 mag: 2155911237
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Innovations and learning processes in rural zones of Africa : interactive knowledge-sharing gateways for sustainable social as well as technical progress : [Prix décerné au poster] - Clavel, Danièle; Andela, Christine; Ouattara, Souleyman; Ndiaye, Oumy (2009)
The analysis of recent food crises in Sahel Africa, has shown that they were not due to major failings in agricultural production. These famines, have contributed to a renewed vision of the contribution made by agricultural research to development. Today, agricultural science needs to reach beyond this sector in order to incorporate studies into the economic, social and cultural contexts of rural areas. That new paradigm assigns a central role to technical and institutional innovation defining it as a learning process and designed to find new solutions to societal issues. The approaches promote a negotiated construction, right from the outset, between all the stakeholders involved. The food challenge in Africa therefore means strengthening the abilities of all stakeholders in the rural world to express a proper demand to solve their problems. This great challenge will necessarily involve the development of novel approaches and of learning and communication tools that will call upon new technologies whilst respecting the cultural context. Two examples of co-constructed initiatives that have helped to improve access to relevant information making it possible to enhance the impacts of an innovation on society are presented. The first initiative is the citizens' anti-hunger caravan (la caravane citoyenne contre la faim) set up by an NGO group from Cameroon (www.cosader.org/) to improve rural livelihood, as a strategy to mobilize all stakeholders in rural areas. The initiative helps to improve population access to information, particularly on communal development policies. Information is passed from village to village, enabling collective mobilization of the communities as a force for proposals in defence of their interests. The creation of a forum for dialogue and exchanges on agricultural training and information services, and the establishment of a rural women's platform to improve access to training through communication and scientific information, are among the activities recently backed by FAO and the Chamber of Agriculture from Cameroon. The second initiative concerns the CTA's rural radios programme (http://ruralradio.cta.int/) which is based on a network of professional journalists working in 9 French-speaking African countries. Rural Radio Resource Packs have been produced in collaboration with the African journalists network, Jade Production, with backing from the Francophonie and the European Community. The work under way involves the production of community radio programmes and participatory management of content. The main challenge remains to mobilize funds and train stakeholders and beneficiaries, in order to guarantee the perpetuation and scaling-out of achievements. (Resume d'auteur)
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THE ROLE OF RACE AND GENDER IN THE MENTORING EXPERIENCES AND CAREER SUCCESS OF AFRICAN AMERICAN FEMALE SENIOR EXECUTIVE ADMINISTRATORS IN HIGHER EDUCATION - Clayton, Taffye Benson (2009)
From 1995 to 2005 education doctoral degrees conferred to African American females increased by 92%, however the increase in availability among this population for higher education administrator positions has not kept pace with the growth of African American female higher education doctoral graduates (Ryu, 2008). Such data have spurred inquiry regarding double jeopardy or the impact of race and gender bias on career success attainment among African American female administrators in higher education (Beale, 1979). These realities suggest the need for examining upward mobility barriers that may exist for African American female administrators in higher education, particularly barriers that may impede this profile of administrator from reaching the senior most levels of administration in higher education. Mentoring is a practice identified by African American female professionals in corporate and higher education as a factor that contributes positively to career advancement and satisfaction (Catalyst, 2004) and access to mentoring is said to be the single most important reason why men tend to rise higher than women (Catalyst, 2001). This study examines African American female senior executive administrators in higher education and their primary mentors relationships and explores: (1) career and psychosocial mentoring functions, (2) race and gender influence in mentoring, (3) relationship initiation (mentor initiated, protege initiated or mutually or naturally occurring) (4) perceptions regarding benefits from informal as compared to formal mentoring relationships, (5) the importance of multiple mentoring relationships or mentoring constellations (6) the critical career stages for mentoring for the protege to gain maximum benefit and (7) the perceptions of the mentor regarding the mentoring relationship. The historical backdrop used to contextualize the study explores the political and social context and precursors to an increased presence of African American female professionals in the labor force. One of the appendices section discusses the impact of the civil rights movement and the advent of affirmative action. This appendix is included to establish an understanding of the public policy and societal infrastructure which allowed the introduction of women and minorities into a formerly prohibited employment arena.
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Decentralisation in Senegal – Ambiguous Agendas for Community Education - Clemons, Andrea (2009)
openalex: W1486877652 mag: 1486877652
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Gender and racial experiences in executive school leadership: Perceptions of African American female superintendents - Colbert, Daveda Jean (2009)
openalex: W416625657 mag: 416625657
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Financing Education in Kenya: Expenditures, Outcomes and the Role of International Aid - Colclough, Christopher; Otieno, Wycliffe (2009)
This paper analyses educational expenditures in Kenya over the past two decades, comparing these with changes in enrolments and outputs from the education system. While there is a direct relationship between public financing policy and participation in education, the positive outcomes in the sector cannot be directly attributed to external aid. Though aid has played its part, the major stimulus to sector improvement has been internal. But the Kenyan experience shows that aid has had an impact on national policy and, at times, Kenya has seemed to change its policy objectives in order to access aid. Though a strong economy by African standards, Kenya’s continued reliance on external support is inevitable if its ambitious objectives in the education sector are to be upheld.
openalex: W2222491363 mag: 2222491363
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Student Academic Literacy Practices in a South African Vocational Web Design Higher Education Course - Coleman, Lynn (2009)
This study explores and describes the academic literacy practices of students completing a vocationally orientated web design and development course at Hoerikwaggo University of Technology, a higher education institution in South Africa. The research study proposes a more inclusive conceptualisation of academic literacies to accommodate the multimodal and digital texts produced by students on the course. An academic literacies research perspective is used as a conceptual framework for the study, accepting an understanding of literacy as being constitutive of the sociocultural environments and practices in which reading and writing is used. In keeping with the methodological perspectives espoused by academic literacies research, an ethnographic oriented approach was used. Data collection was primarily informed by participant observation activities and semi-structured interviews with student participants. Thematic analysis of fieldnotes and interview transcripts was used as the main data analysis tool. The analysis of the study highlights the primacy of the multimodal text and its influence in shaping the academic literacy practices in the course, along with the ways in which digital technologies, foregrounded in the professional domain of web design and development, mediate the nature of these literacy practices. Overall the study confirms the awareness, in much research in the academic literacies field, of the need to recognise and respect the distinctiveness of literacy practices in different academic contexts.
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What's Good for the Goose Is Good for the Gander: Implementing the SIOP Model into an Urban Elementary Classroom of African American Students. - Collins, Jennifer Louise (2009)
openalex: W229081933 mag: 229081933
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Exclusions and Illusions: Rethinking the Mysterious UC Admissions Process That Disadvantages Deserving African American Students - Comeaux, Eddie; Allen, Walter R. (2009)
openalex: W2482013875 mag: 2482013875
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Reflections Of Morocco: A Pre-Departure Training For Student Soujouners Studying With SIT Study Abroad - Connelly, Lynee M. (2009)
openalex: W1597676876 mag: 1597676876
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POWER STRUCTURES IN EDUCATION IN THE CONTEXT OF POST- COLONIAL AND POST-APARTHEID SOUTH AFRICA - Costandius, Elmarie (2009)
The incidents of claims of racism against the Visual Art department during the last two years has motivated the author to research the differences in perceptions and expectations that could exist within such a multicultural and multifaceted learning-teaching situation. This type of difference of opinion can often be very complex and emotionally loaded, when taking into consideration a racially divided past. A curriculum is planned and performed from a particular viewpoint that is affected by the educational culture of the university, which is still, despite the post-apartheid present, predominantly male, white and Afrikaans (a language developed from Dutch). Course content is offered in either English or Afrikaans, with the political baggage attendant upon those languages. Because perceptions regarding power structures are often subtle and subconsciously ingrained, examining the colonial and apartheid past and how that inform our perceptions and reactions towards others is of the utmost importance. The critical theory approach is used as a theoretical framework for this study.
openalex: W2147747047 mag: 2147747047
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Spatial learning and memory in African mole-rats: The role of sociality and sex - Costanzo, Marna S.; Bennett, Nigel C.; Lutermann, Heike (Physiology & Behavior, 2009)
Spatial learning and memory is an important skill for the survival and fitness and may vary between the sexes depending on differences in space use. This is particularly true for animals that explore the subterranean niche as it is associated with high travelling costs. In subterranean rodents the complexity of burrow systems varies with differing degrees of sociality possibly posing stronger selective pressures regarding spatial abilities on species with more complex burrow structures. This could lead to superior abilities in spatial learning and memory in social compared to solitary subterranean species. We tested this hypothesis in two species of subterranean mole-rats, the eusocial Damaraland (Fukomys damarensis) and solitary Cape mole-rats (Georychus capensis) by comparing their ability to locate food in an artificial maze. Measurements of the time taken to the goal chamber, the number of wrong turns taken, and the average velocity at which animals travelled were used to compare performance between animals. We did not find marked sex-specific differences in either study species during the assessment of learning and memory retention. In accordance with our hypothesis significant differences between the species were apparent during both learning and memory trials with the social species exhibiting superior performances. However, in both species memory retention was generally high suggesting that the fossorial lifestyle poses a strong selective pressure on spatial abilities in subterranean mammals.
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Fourth grade teachers' perceptions of giftedness in Anglo and African American students - Cribbs, Debra K. (2009)
openalex: W109477411 mag: 109477411
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Methods for researching teacher education: teaching, learning and learning to teach in Southern Malawi - Croft, Alison (2009)
openalex: W126364773 mag: 126364773
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Job Stress and Locus of Control in Teachers: Comparisons Between a United States and Zimbabwean Sample - Crothers, Laura M.; Kanyongo, Gibbs Y.; Kolbert, Jered B.; Field, Julaine E.; Keener, Dana; Blasik, Jessica (2009)
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International Best Practice in Schooling Reform What can South Africa learn from other countries - Crouch, Luis (2009)
openalex: W2761922605 mag: 2761922605
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Establishing a community of practice in the information technology departments of South African higher education institutions: developing information technology capacity in higher education’s ITIL programme 2007 - 2009 - Crowster, Nicolette Antoninia (2009)
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Involving American undergraduates in research and education collaborations with Africa. - Cullis, C. A.; Bruce, Tony; Foyer, Christine H.; Halford, Nathan; keys, answer; Kunert, K.; Lawlor, Darrel Scott; Parry, Megan; Russell, G. (Aspects of applied biology, 2009)
openalex: W2243099268 mag: 2243099268
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Camp Volcanism: age, volcanic stratigraphy and origin of the magmas. Cases studies from Morocco and the U.S.A. - Cuppone, Tiberio (2009)
During Triassic time, in the proto-North Atlantic area, the late Palaeozoic fracture system, inherited from the building of Pangea supercontinent, was reactivated. Rifting and breakup of Pangea, initiated during the early Triassic, continued and intensified at the beginning of the Norian. After few million years later, a massive magmatic event, namely CAMP (Central Atlantic Magmatic Province), occurred in the rifted and inside the cratonic areas, covering more than 10 millions kilometers square, leaving its products on 4 continents: North and South America, southwest Europe and west Africa. The main magmatic event occurred at ca 199-200 Ma near the Triassic-Jurassic boundary (Tr-J) with two minor secondary pulses al ca. 195 Ma and 192 Ma. The time spanned by the main magmatic event is very short, probably less than 1 Ma (ca. 610 Ka based on Milankovitch cyclostratigraphy), and the tight occurrence with one of great extinctions events in the Phanerozoic time and the climatic crisis and biotic turnover demarcating the Tr-J, led to the intriguing hypothesis that CAMP magmatism triggered these global events. At present the CAMP magmatism is represented by tholeiitic dikes, sills and minor amounts of lava flows, deeply eroded and in few places well preserved, being due to the subtropical palaeogeographic position of the basaltic outcrops which led to heavy weathering. Most of the CAMP basalts throughout circum-Atlantic domain have quite homogeneous compositions, with low-Ti (TiO<2wt.%) except for high-Ti dyke storms documented in Liberia, French Guyana and northern Brazil, strong Nb-Ta(PM) negative anomaly, enriched in light earth rare elements (LREE) and large ion lithophile elements (LILE) respect to the common normal mid-ocean ridge basalts. The purpose of this work is to describe and correlate 6 CAMP volcanic sequences in three different Morocco regions (three in the Central High Atlas, two in the Middle Atlas and one in the Western Meseta) on the base of a petrographic-mineralogic-geochemical-magneto-stratigraphic study in order to highlight similarities between the four basaltic units which made up the lava piles. Phase relationships, their major, minor and trace element compositions will be investigated to constrain crystallization order and conditions (T, P, H2O content and fO2) of basalts while the accurate chemo-magneto-stratigraphic correlation of five lava sequence allow to do new suppositions about feeding system of the Moroccan CAMP basalts. Finally new and accurate 40Ar/39Ar dating on plagioclase and biotite separates from 10 basaltic sample of the Eastern North America (Newark and Culpeper basins) will be presented, discussed and compared to both previous dating of the same province and a overall CAMP ages dataset.
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Educational policies and teacher practices in Kenya - Dahl, Kari Kragh Blume (2009)
openalex: W2187222489 mag: 2187222489
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The factors militating against the education of girls: A case study in Kenya - Daniel, Kasomo (2009)
This research attempted to find out the factors militating against the education of girls in Lower Eastern Province, Kenya. The main purpose of the research was to establish the magnitude of the effects of the factors that are known to militate against the education of girls. The investigation employed both qualitative and quantitative methods of research. A Survey design was used in the research. The study employed open and closed ended questionnaires administered to all the participants. The results derived from the research were analysed using descriptive statistics. The open responses were subjected to content analysis. The significant results of this research have shown that girls have low educational and occupational aspirations and that the greatest hindrance to their educational advancement is alleged to be pregnancy, followed by peer pressure, lack of school fees, lack of parental guidance and counselling, drug addiction and intimate boys/girls relationships. The study recommends that there is need to carry out awareness campaigns to sensitise all stakeholders on the importance of education, especially of the girl child. It is important to create well-maintained single gender boarding schools. Girls should be targeted in terms of bursary and sponsorship.
openalex: W2156132192 mag: 2156132192
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Perception and patient satisfaction : a case study of olabisi onabanjo university teaching hospital, Nigeria - Daniel, Olusoji (2009)
Patients view about health care service delivery is a neglected subject in many developing countries. Patients are viewed as passive beneficiary of health care service without a voice. However, the views and opinions of patient on perception of service quality and satisfaction of health care service can assist management and policy makers in the design, implementation and evaluation of services which in turn assist to better improve and deliver qualitative health care service to the populace. This study was aimed at assessing patient perception of service quality and satisfaction with health services received at Olabisi Onabanjo university teaching hospital, Sagamu, Nigeria. A cross-sectional study was carried out at the outpatient clinics of the hospital during the study period. A total of 349 patients were interviewed using a pretested questionnaire to collect information on several dimensions of perceived quality and patient satisfaction. The data collected was analysed using SPSS statistical software. Factor analysis and multiple regressions were used to develop an 18-item scale having good reliability and validity identify. Four important dimensions of quality and satisfaction including doctor’s behavior and communication, supportive staff behavior, health infrastructure and waiting time were described. A total of 290 (83.1%) patients were satisfied with the overall service received at the hospital. The level of satisfaction was statistically significantly associated with female sex and employment status. Patient who were satisfied with the service significantly had a shorter waiting time than those not satisfied. Also patients who were satisfied with service had a longer consultation time compared with those not satisfied. In conclusion patient perception of quality and satisfaction are associated with the four important dimensions of quality. Long waiting time negatively affected satisfaction. If this is improved upon it will lead to increase patient satisfaction of health care service delivery
openalex: W1189122889 mag: 1189122889
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Culturally Relevant Beliefs of Teachers and Their Affect on the School Experience of African American Male Students. - Davenport, Reginald O. (2009)
openalex: W23053900 mag: 23053900
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A Report On A Training Workshop For The Prisons Department, Kenya - David, Michel (2009)
openalex: W2225700599 mag: 2225700599
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Post Graduate Training In Psychiatry, Department Of Psychiatry, University Of Zambia, Lusaka, Zambia - David, Michel (2009)
openalex: W2270980523 mag: 2270980523
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Empowering African American Women in Higher Education through Mentoring - Davis, Angela Thomas (2009)
openalex: W2944847243 mag: 2944847243
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The Influence Of Social Capital Factors On African-american And Hispanic High School Student Achievement. - Davis, Jacqueline L. (2009)
openalex: W156253060 mag: 156253060
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Toward Understanding African American Males and K-12 Education - Davis, James Earl (2009)
openalex: W2481463048 mag: 2481463048
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Metaphonological ability in low-literate adult Somali English language learners - Davis, Sarah (2009)
openalex: W2303770764 mag: 2303770764
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African American English: Implications for School Counseling Professionals - Day‐Vines, Norma L.; Barto, Heather H.; Booker, Beverly L.; Smith, Kim V.; Barna, Jennifer S.; Maiden, Brian S.; Zegley, Linda A.; Felder, Monique T. (Journal of Negro Education, 2009)
African American English (AAE) refers to the systematic, rule-governed linguistic patterns of found among African Americans. This article provides an overview of AAE. More specifically, the article enumerates the historical underpinnings associated with AAE, identifies a representative set of AAE characteristics, reviews relevant research, and addresses implications for school counselors who work with AAE speakers. INTRODUCTION Pundits have relied on numerous terms to describe the distinct communicative styles of African Americans. Common terms include Ebonics, African American English (AAE), African American Vernacular English, African American language, Black English, and Nonstandard English (Ramirez, Wiley, de Klerk, Lee, & Wright, 2005; Smitherman & Baugh, 2002; Taylor, 1998). Of the descriptors used to refer to the systematic, rule-governed linguistic practices of African Americans, Ebonics functions as the least accurate term, despite the frequency with which it is used. The term Ebonics was originally coined by clinical psychologist Robert Williams (1975) to refer to a shared linguistic experience, which united African origin people throughout the Diaspora. Linguists argued however, that the term Ebonics was far too broad and encompassing to capture the distinctive features of Ebonics spoken in the United States. Moreover, the term Ebonics represents an amalgamation of the words ebony and phonics (Green, 2002). Translated literally, the term means black sounds; however, neither the term black, nor the term sounds captures the complex grammatical, vocal, and pragmatic features or the rich social, political, and historical significance embodied by the term African American English (Baugh, 2002; Smitherman, 2000). At times, the term Ebonics conjures a set of pejorative attitudes about language, especially within popular American culture. Consequently, AAE will be used because it best approximates the cultural depth, richness, and complexity of African American communicative practices. One noticeable exception occurs when the controversial Ebonics debate of 1996 is referenced. Issues related to language diversity have received limited attention within the school counseling and multicultural counseling literature (Faubert & Locke, 2005; Fuertes, Potere, & Ramirez, 2002). This article provides an overview of AAE and identifies a requisite set of strategies that professional school counselors can use to help AAE speakers achieve school success. The article opens with an historical overview, continues with a review of some distinctive features associated with AAE, and closes with a set of practical strategies that professional school counselors can use to work more effectively with AAE speakers. Historical Background of AAE A number of linguists assert that AAE features are traceable to languages spoken in West African countries such as Liberia, Sierra Leone, and Nigeria (Baugh, 1999; Crawford, 2001; Green, 2002). Upon arriving in America, restrictive laws prohibited African slaves from communicating in their native African languages or learning to read and write in English without the threat of severe punishment or death (Baldwin, 1998; Smith, 2001; Smitherman, 1998). In the absence of formal training, African slaves and their descendants developed a unique communication system that synthesized their native African languages and English. Essentially, AAE draws extensively on two unrelated linguistic systems. Firstly, AAE borrows heavily from the grammatical constructions associated with several West African languages (Baugh, 1999; Crawford, 2001; Green, 2002; Smith 2001; Smitherman, 1998). These grammatical constructions reflect fairly consistent patterns of usage among its speakers. Secondly, AAE relies on an English lexicon or vocabulary and many AAE speakers combine an English vocabulary with certain West African rules of grammar (Baugh 1999; Crawford, 2001; Green, 2002; Smith, 2001; Smitherman, 1998). …
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Leading change and redefining strategies: case of the South African further education and training sector - Dayaram, Kantha (2009)
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Education scholarship in Higher Education in South Africa, 1995-2006 - Deacon, Roger; Osman, Ruksana; Buchler, Michelle (South African journal of higher education, 2009)
This article reports on findings pertaining to education scholarship in higher education drawn from a wider study on all education research in South Africa from 1995 to 2006. After briefly outlining pertinent aspects of the wider study, it offers a preliminary and descriptive account of what were found to be primary research themes in higher education studies, including the socio-political implications of higher education transformation, the debate over the 'Africanisation' of higher education, the promotion of indigenous knowledges, equity and excellence in higher education policy, increasing participation and access though academic development and the recognition of prior learning, the acquisition of academic literacy, assessment, and accountability and autonomy.
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When to stay, when to go: trade-offs for southern African arid-zone birds in times of drought - Dean, W. R.; Barnard, Phoebe (South African Journal of Science, 2009)
Arid environments remind one of the punctuated equilibrium theory of evolution: they experience long periods of stasis and low productivity, interrupted with episodic rainfall which spurs reproduction and movement. Birds, as highly dispersive organisms, are among the most dramatic indicators of these fluctuations. Here we review birds' two main strategies, residency and nomadism, and the trade-offs faced by individuals in uncertain times. In general, wet years stimulate higher densities of nests (i.e. smaller territories), larger clutch sizes, unseasonal breeding, and at some times of year, higher breeding success. Rainfall above a certain threshold triggers breeding in resident species and an influx of nomadic species which breed and then move on. The environmental cues which trigger nomadism are sometimes poorly understood, but include distant thunderstorms for aquatic species, and perhaps for insectivores. Environmental cues that draw nomadic granivores to areas that have had recent rain are not known.
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Least responsible, most affected, least informed: public understanding of climate change in Africa. Policy Briefing No. 3 - Deane, John Bathurst (2009)
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Quality of Life Differences In an African American and Caucasian Sample of Chronic Illness Patients: Assessment of Differential Item Functioning - Debb, Scott M.; Blitz, David L.; Choi, Seung W. (2009)
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Research Report Quality of Life Differences In an African American and Caucasian Sample of Chronic Illness Patients: Assessment of Differential Item Functioning - Debb, Scott M.; Choi, Seung W. (2009)
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A sense of trust through the eyes of African American doctoral students: An examination of how a predominantly White institution of higher education can create an environment of inclusiveness - DeBoyes, Zelda M. (2009)
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Education and African American Students' Attitudes Toward Mental Health Treatment - Dehon, Erin; Pate, Debra Sue (2009)
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Designing preventive conservation training for museums: a case of the National Museums of Kenya - Deisser, Anne-Marie; Wahome, Ephraim W. (2009)
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PROBLEMS WITH COMMUNICATION MODES IN THE EDUCATION OF CHILDREN WITH HEARING IMPAIRMENT IN GHANA: A STUDY OF FOUR SCHOOLS FOR THE DEAF - Deku, Prosper; Felix, Kumedzro (2009)
This study used descriptive survey to identify the problems with communication modes used in the education of children with hearing impairment in Ghana. Four schools for the deaf were purposively selected for the study. The participants consisted of four (4) head teachers, 48 teachers of the deaf, and 120 hearing impaired students. Four research questions were formulated to guide the study. Questionnaire was used for data collection. The findings indicated that teachers and head teachers find sign language difficult to use. There is lack of hearing equipments that can facilitate the use of oral communication. The use of total communication confuses students. It was recommended among other things that the Ministry of Education and other stakeholders in the education of the deaf should come together to review the existing modes of communication and adopt mode(s) that will meet the unique needs of the individuals.
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Education of Women for Empowerment in Nigeria - Denga, Daniel; Denga, Hannah M.; Tawo, Roseline E. (The International journal of diversity in organisations, communities and nations, 2009)
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Challenges for evaluating climate change in the context of Africa. - Denton, Fatima; Berg, R. van den; Feldstein, O. (2009)
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Regional Economic Outlook, October 2009: Sub-Saharan Africa: Weathering the Storm - Dept., Imf. African (2009)
AbstractSub-Saharan Africa has been hit hard by the global recession, but signs of resilience remain. While South Africa and some other middle-income countries were caught in the turbulence of international financial markets, and oil exporters saw government revenues plunge, some countries with wider commodity bases have so far escaped the worst of the crisis. Also, and reassuringly, with stronger initial fiscal and external positions than in past downturns, most countries in the region have been able to partially absorb external shocks by allowing fiscal deficits to rise and reducing interest rates. Exchange rates have generally been allowed to adjust. With many families affected by the crisis, however, progress toward the Millennium Development Goals has receded. Looking ahead, fiscal policy must balance support for the recovery with enhancing future growth prospects, debt sustainability, and poverty reduction. Published biannually in May and October.
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Regional Economic Outlook, October 2009: Sub-Saharan Africa: Weathering the Storm - Dept., Imf. African (2009)
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Assessing household vulnerability to climate change: The case of farmers in the Nile basin of Ethiopia. - Deressa, Temesgen; Hassan, Rashid M.; Ringler, Claudia (RePEc: Research Papers in Economics, 2009)
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Exploring Mentoring Relationships Between African American High School Males And African American Male Principals - Derrick, Lamandren A.S. (2009)
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Teaching the African Novel - Desai, Gaurav (2009)
What is the African novel, and how should it be taught? twenty-three essays of this volume address these two questions and in the process convey a wealth of information and ideas about the diverse regions, peoples, nations, languages, and writers of the African continent. volume editor, Gaurav Desai, writes, The point of the volume is to encourage a reading of Africa that is sensitive to its history of colonization but at the same time responsive to its present multiracial and multicultural condition.
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Beliefs about mental illness among university students in Egypt - Dessoki, H.; Hifnawy, Tamer (2009)
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Enhancement of In-Service Teachers Training Programme through Mobile Phones in Tanzania - Deutschmann, Mats; Nykvist, Bengt (2009)
Spurred on by the development of ICT technologies, learning and teaching practices are changing in Africa as well as in the rest of the world. This change is particularly evident in distance learni ...
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Disability in African films: A semiotic analysis - Devlieger, Patrick; Coster, Jori De (Semiotica, 2009)
In Xala (1975) of Sembene Ousmane, Wend Kuuni (1982) of Gaston Kaboré, Gombele (1994) of Falaba Issa Traore, Keita (1995) of Dan Koyate, La Petite Vendeuse de Soleil (1998) of Djibril Diop Mambeti, and Khorma (la bêtise) (2002) of Saadi Jilaani., we analyze the multiple meanings of “sexual impotence,” “albinism,” “blindness,” “deafness,” and “mobility disabilities.” We analyze how context, stigmatization, and impact on the story invite a reflection. Disability is understood as loss but also the possibility for regeneration (in Xala), as genuinely “accepting gifts from God” (in Wend Kuuni), the ordinariness of disabled people and others' misguided perception of them (in Gombele), “learning your name” and overcoming barriers (in Keita), enlightening a rather dark world (in La Petite Vendeuse), and a positive despite people's negative disruptive tendencies (in Khorma). We argue the potential of disability in explicating tensions between traditional and modern, accumulation and loss of power, human and God, special and ordinary. Disability is a particular site of criticism that confronts isolation, miscommunication, lack of memory, and religious division. The disabled figures in these films emphasize positive intentions, tolerance, insistence, ordinariness and goodness, and the possibility of reversal and transgression.
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The effect of instrumental music instruction on disadvantaged South African students career plans - Devroop, Karendra (2009)
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The effect of instrumental music instruction on disadvantaged South African students' career plans : accredited article - Devroop, Karendra (Musicus, 2009)
The purpose of this study was to investigate the effect of instrumental music instruction on the career plans of disadvantaged South African secondary school students. The study was part of the South African Music Outreach Project, a project that over the past two years has established concert bands (instrumental ensembles) at public schools in Pietermaritzburg, South Africa. The findings revealed that students' participation in instrumental music instruction had a positive effect on their career plans and decisions to major in music. After participation in the instrumental music programme, the majority of students indicated they were strongly contemplating a career in music upon completion of their secondary education. Similar to previous studies on comparable populations, there were gender and racial differences in the career plans of subjects within the current sample. Follow-up studies should focus on the impact of the South African Music Project on variables such self-esteem, leadership, teamwork and motivation. Die doel van hierdie studie was die ondersoek na die effek van instrumentale musiek onderrig oor die loopbaan planne van benadeelde Suid-Afrikaanse sekondere skool leerlinge. Die studie is deel van die South African Music Outreach Project, 'n projek wat oor die afgelope twee jaar konsert bande (instrumentale groep) by openbare skole in Pietermaritzburg, Suid-Afrika gevestig het. Die bevindinge het getoon dat studente se deelname in die instrumentale musiek onderrig van 'n positiewe uitwerking op hul loopbaan planne en besluite moes groot in musiek. Na die deelname aan die instrumentale musiek program, die meerderheid van die studente aangedui dat hulle is sterk 'n loopbaan in musiek oorweeg het met die voltooiing van hul sekondere onderwys. Soortgelyk aan die vorige studies oor soortgelyke bevolkings, was daar geslag en ras-verskille in die loopbaan planne van onderwerpe binne die huidige steekproef. Toekoms studies moet fokus op die impak van die South African Music Outreach Project op veranderlikes soos selfbeeld, leierskap, spanwerk en motivering.
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Strategic choices in the allocation of children between school and work: The case of Burkina Faso - Diamanti, Federica (Rivista di politica economica, 2009)
Becker and Lewis (1973) have theorized the existence of a trade-off between quality and quantity of offspring, founding their study on the hypothesis of marginal costs of education which rise as the number of children increases. However, in poor countries and in the presence of credit constraints, the Becker-Lewis tradeoff could be overcome if parents decided to have their oldest children work, and the younger ones pursue an education. Using a database on the activities of children in Burkina Faso we show how the presence of older siblings in the labor environment increases the chance of younger children of receiving schooling.
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Participation of boys and girls in school Environmental Clubs : the case of Holeta Secondary and Preparatory and Yemane Birhan Secondary School Environmental Clubs, Ethiopia - Didemo, Tayech Ourgicho (2009)
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Examining the high school dropout rate among African American and Hispanic students - Digneo, Miriam L. (2009)
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Pedagogical issues in education in Kenya - Digolo, Patrick Obonyo Ochieng. (2009)
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Hydrological Modelling to Assess the Impact of Climate Change at Gilgel Abay River, Lake Tana Basin - Ethiopia - Dile, Yihun T. (2009)
Climate changes have had marked impacts on the natural systems. However its impact will be significant with the hydrological cycle. It is agreed that climate change have adverse impacts on socio-economic development of all nations. But, it is expected that its impact will hit developing countries the worst. The objective of this thesis is to assess the impact of climate change on Gilgel Abay River. Gilgel Abay River is the largest tributary to Lake Tana basin. Lake Tana basin is located in the north-western Ethiopia. It lies between latitude 10.95o and 12.780N, and longitude 36.89o and 38.25oE. Lake Tana is the key socio-economic focal point in the area. However, due to climate variability and change, the water level in the lake fluctuates. GCM derived scenarios of climate change were used for predicting the plausible future climate of the study area. The HaDCM3 A2a and B2a scenario experiments were used for the climate projection. As the GCM data are too coarse for impact assessment at regional level, SDSM was used to downscale the GCM data into finer scale. A physically based hydrological model, SWAT, was developed, calibrated and validated. SDSM downscaled climate outputs were used as an input to the SWAT model and used to assess the impact of climate change on the Gilgel Abay River and Lake Tana basin. The climate projection analysis was done dividing the coming 90 years into three time periods. The 1990-2001 was taken as baseline period against which comparison was made. The mean annual precipitation may decrease in the 2020s and increase in the 2050s and 2080s. However, the mean monthly precipitation may both increase and decrease. The decrease in mean monthly precipitation may be up to 30% in 2020s and the increase may reach up to 34% in 2080s. The maximum and minimum temperature indicated an increasing trend. The change in monthly mean maximum temperature ranges between -2.5 0c in the 2020s and +5 0c in the 2080s. The change in monthly mean minimum temperature ranges between -1.4 0c in the 2020s and +4.2 0c in the 2080s. The impact of climate change may cause a decrease in monthly flow volume up to 46% in the 2020s and increase up to 135% in the 2080s. It is observed that climate change has negligible effect on the low flow condition of the river. Seasonal flow volume may show increase up to 136% and 36% for Belg and Kiremit respectively. The increase in Belg season flow will have a paramount importance for small scale irrigation activities practiced by local farmers. It is observed that there may be a net annual increase in flow volume in Gilgel Abay River due to climate change. As Gilgel Abay is the largest tributary river feeding into Lake Tana, any effect on this river is reflected in the Lake water level. The increase in flow will help to harness a significant amount of water for the ongoing dam projects in the Gilgel Abay river basin. However, it may also aggravate the recurrent flooding problems in the Lake Tana surrounding area.
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I Am Because We Are: Increasing Educational Opportunity for Early Childhood Education in Ghana West Africa - Dillard, Cynthia B. (2009)
Explorations of secondary education globally are influenced deeply by the larger developmental, cultural, social, historical, and political contexts within which these formal learning environments are created. However, such explorations too often ignore two issues. The first is the way that access to formal and informal preschool and primary education provides the sheer possibility of access and entrance to upper levels, including secondary education. Second is the way that transformative power that involvements in education and (re)membering between African Americans and Africans on the continent can be manifestations of Freire’s (1970) notion of praxis —the purposeful coming together of thought and action to address educational access and opportunity. I explore both—as a teacher, researcher, and human being— through the work of building and administering a preschool and currently building an elementary school in Ghana, West Africa.
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Understanding Female Students’ Academic Performance: An Exploration of the Situation in South Nations Nationalities and Peoples Regional State - Ethiopia - Dimbisso, Tadesse Shiferaw (2009)
This study focuses on female students’ academic achievement in SNNPR. It assumed that the individual and combined results of family, student and school characteristics on academic achievement of secondary schools female students in the South Nations Nationalities and Peoples Regional State context of Ethiopia. The study consists of 53 participants from educational institutions and educational managers of the Region. The study was focus on female students’ academic achievement with reference to 10th grade public examination results from 2004 – 2008. The research conclusion indicated that the set of variables consisting family characteristics such as socio-economic status of parents, level of education, occupation and income are highly influential in female students’ academic achievement. In addition, students’ characteristics such as the wellbeing of the student in the school, participation in scholastic and co-curricular activities, and perception of students in school rules and regulation, and perception about familial involvement and support could affect the achievement of female students. Furthermore, school characteristics such as the effect of school quality and supportive mechanism as well as teachers’ commitment to help female students by providing tutorial program could affect their achievement. Also reduce the direct costs of schooling for the children from poor families and schools should be encouraged to provide progressive gender focused tutorial programmes and to offer complete instructional programs in a cycle or level. Finally, high need of domestic work, lack of parental involvement, inadequate supportive mechanism, and lack of role model female teachers and high rate of absenteeism are the major findings of the research.
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African American Perceptions of the Florida Comprehensive Assessment Test (FCAT) and High School Graduation - Dixon, Maressa (2009)
While there is ample research theorizing reasons for so-called “achievement gaps” between African American and White students on standardized tests, few studies explore African Americans’ perceptions of the impact these tests have on overall education. Through interviews with six current students attending Hillsborough County public high schools, one recent graduate of a Hillsborough County high school, and two parents of students in Hillsborough County public schools, this research study probes participants’ perceptions of the impact of the Florida Comprehensive Assessment Test (FCAT) on their high school experiences. All participants in the study identified as African American or Black. Through archival research and participant observation with the Tampa Bay Academy of Hope (TBAH), a non-profit organization dedicated to developing leadership, behavioral, and academic skills for inner-city middle and high school students, this study also investigates the role of community-based organizations in facilitating the successful navigation of academic and bureaucratic challenges for African American students and
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Bacteriological pollution of water wells used by people in the Urban Community of Douala - Cameroon. - Djuikom, Euphrasie; Temgoua, Émile; Jugnia, Louis‐B.; Nola, Moïse; Baane, M. (International Journal of Biological and Chemical Sciences, 2009)
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Early language and literacy learning in a peripheral African setting : a study of children's participation in home and school communicative and literacy practices in and around Manzini, Swaziland - Dlamini, Sikelela (2009)
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Health Policy Institutes: Landscaping and Learning from Experience The case of the Health Economics Unit in South Africa - Doherty, Jane (2009)
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Assessment of supervised industrial attachment of a technical and vocational teacher education program in Ghana - Donkor, Francis (Asia-Pacific journal of cooperative education, 2009)
The Technical and Vocational Teacher Education Program of the University of Education, Winneba in Ghana, includes a compulsory supervised industrial attachment (SIA). This gives student teachers the opportunity to relate theory to practice and to be well prepared upon completion to prepare their students for success in further education and the workplace. This paper which is part of a larger study that assessed the SIA program focuses on the attainment of program objectives and program usefulness. Data were collected from 13 lecturers, 90 students and 22 workplace supervisors through a self-completion questionnaire. The reported findings were based on four-point Likert-type items relating to the attainment of program objectives (five items) and program usefulness (five items). Descriptive statistics, one way analysis of variance at 0.05 level of significance and Scheffe's post hoc test were used to analyse the data. The results showed that lecturers, students and workplace supervisors rated highly elements of program usefulness and the attainment of program objectives. Additionally, there was uniform agreement in the responses of respondents as there were no statistically significant differences in their ratings of all the items relating to attainment of program objectives and program usefulness except for their ratings regarding the opportunity for host organisations to reduce recruitment and training costs of workplace staff during attachment.
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Organizational issues and challenges of supervised industrial attachment of a technical and vocational teacher education program in Ghana - Donkor, Francis (Asia-Pacific journal of cooperative education, 2009)
The technical and vocational teacher education program of the University of Education, Winneba in Ghana, includes a compulsory supervised industrial attachment. This gives student teachers the opportunity to relate theory to practice and to enable them go out to prepare their students for success in further education and the workplace. This paper which is part of a larger study that assessed the supervised industrial attachment focuses on organisational issues and the program's challenges. Data were collected from 13 lecturers, 90 students and 22 workplace supervisors through a self-completion questionnaire. The reported findings were based on four-point Likert-type items relating to organisational issues and challenges. Data were analysed using descriptive statistics, t-test, ANOVA and Scheffe's post hoc test. The findings revealed dissatisfaction of stakeholders with weightings of assessment components, the practice of students finding their own placements, program duration, and lack of liaison officer. Among the 10 items on organisational issues, only three produced statistically significant differences in respondents' ratings. The perceived challenges were lack of free access to machines and equipment, amount of money spent travelling to and from the workplace, and time spent on finding placement. Among the five items on challenges, only one produced statistically significant differences in respondents' ratings.
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Assessment of Mercury Pollution at Mare Chicose Landfill in Mauritius - Dookhun, V.; Mahadeo, Kunaal (2009)
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Engaging with the promises of education: African refugee students in Australian secondary schools - Dooley, Karen (2009)
The research reported in this paper investigated the engagement of students who arrived in Australian secondary schools as refugees from Africa. Enrolment of large cohorts of refugees from Africa is a relatively new phenomenon in the English-speaking West. The literature provides evidence that emotional engagement with the promises of schooling is strong for many of the young African refugees. Students envision successful professional careers as doctors, engineers, lawyers, and IT experts; they envision returning to their country as professionals able to help the people. The question investigated in this paper is: How does schooling in Australia impact on young African refugees’ education and career aspirations? Engagement is understood in Bourdieuian terms as dispositions to be and to become an educated person. This is a disposition which entails fundamental belief in the value of the stakes of schooling. The data analysed in the paper were produced in a study undertaken in the state of Queensland where 5000 of the 39 000 African refugees who have arrived in Australia since 2000 have settled. Semi-structured interviews were conducted with students and their parents and teachers after arrival in an intensive language school, and then after transition to a regular secondary school. The findings show both the durability and malleability of educational dispositions in conditions of dramatic social change occasioned by refugee experience. Engagement in the stakes of schooling is both built and eroded as students flee their homelands for countries of refuge. Previously unimaginable educational dreams are possible for some; but for others, long-held dreams become unattainable. The paper concludes with recommendations for better supporting young people through this re-shaping of self.
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Addressing learning needs in public management: the value of sustainable partnerships between higher education and public sector institutions in South Africa - Dorasamy, Nirmala; Pillay, Soma (2009)
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Unjust waters: climate change, flooding and the urban poor in Africa - Douglas, Ian; Alam, Kurshid; Maghenda, Maryanne; Mcdonnell, Yasmin; Mclean, Louise; Campbell, Jillian (2009)
Many of the urban poor in Africa face growing problems of severe flooding. Increased storm frequency and intensity related to climate change are exacerbated by such local factors as the growing occupation of floodplains, increased runoff from hard surfaces, inadequate waste management and silted-up drainage. One can distinguish four types of flooding in urban areas: localized flooding due to inadequate drainage; flooding from small streams within the built-up area; flooding from major rivers; and coastal flooding. ActionAid undertook participatory vulnerability analysis in five African cities, to explore local people's perceptions of why floods occur, how they adjust to them, who is responsible for reducing the flood risk and what action the community itself can take. While local people adapt to floods, recognition of local, national and international governments' and organizations' responsibility to act to alleviate flooding and its causes, especially the consequences of climate change, is urgently needed.
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Female students' attributions for academic achievement in secondary schools in Papua New Guinea - Dovona-Ope, Dinah R. (2009)
This study into female students’ attributions for academic achievement in secondary schools in Papua New Guinea (PNG) examined the factors that inhibited school leavers from gaining access to and/or completing secondary education and their academic achievement. It also examined the factors which facilitated the academic achievement of Grade 12 female students. Hence, academic achievement in the context of this study is defined as access to and completion of secondary school grades and results in tests and examinations. The research methodology and design employed in this study was chosen in response to the unique and complex geographical and sociocultural context in which it was conducted. It employed a triangulation mixed methods design embedded within the theoretical underpinnings of the transformative and pragmatic research paradigms. Hence, quantitative data was collected through two sets of survey questionnaires and qualitative data were collected through interviews and focus group meetings. Data for this study was collected from three main groups comprising two groups of female school leavers and one group of Grade 12 students at each of the two research sites. The quantitative data were analysed using the Statistical Package for Social Sciences (SPSS) Version 14 to conduct descriptive analyses, Analysis of Variances (ANOVA) and T-Tests. Descriptive analyses provided demographic information of the participants. Analysis of Variances (ANOVA) was conducted to examine the differences between the three groups. T-Tests were conducted to examine the differences between the participants at the two research sites. The findings are presented in Chapter 4. The qualitative data from the interviews and focus groups were transcribed and analysed using NVivo Version 8. The results are presented in Chapters 5. The findings are elaborated on in a triangulated discussion presented in Chapter 6. The findings of this study indicate that inherent (psychological and emotional) factors inhibit and/or facilitate academic achievement of female students in secondary schools at the two research sites. Academic achievement of female students at the two sites were also impeded and/or facilitated by external factors. The key impediments and/or incitements for academic achievement were categorized along the lines of the locus of control: internal and external. Internal impediments comprised three major factors: psychological and emotional distress, the nature of motivational goal orientations and the learning strategies. The external impediments comprised three key factors: factors relating to the national education policy frameworks, school factors and non-school factors. The internal incitements for academic achievement comprised three key factors: the power of resilience, the nature of motivational goal orientations, and learning strategies. The external incitements for academic achievement consisted of two key factors: school and non-school factors. Fifteen conclusions were drawn from the study’s findings and these could be categorised under two broad headings. The findings of the study concluded with two major conclusions being drawn and fifteen more specific conclusions within the two broad conclusions. As a result of these conclusions, nine recommendations were provided to address the research problem with limitations and opportunities for future research being identified.
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Pedagogy and Community in Three South African Schools - Dowling, Paul; Brown, Andrew (2009)
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African-American college student attitudes toward physics and their effect on achievement - Drake, Carl Timothy (2009)
openalex: W1612354730 mag: 1612354730
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Interdependencies of Health, Education & Poverty in Egypt, Morocco and Turkey Using Demographic and Health Survey - Driouchi, Ahmed; Baijou, Ahmad (MPRA Paper, 2009)
The interdependencies of health, education and poverty that are common knowledge to individuals are also present at the aggregate levels of countries and internationally. The assessment of these interdependencies is the central task of this research but based on the Demographic Health Surveys (DHS) of Egypt, Morocco and Turkey. The results attained through dependency tests and probit models, confirm the existence of major interdependencies at the levels of households. These findings support the need for accelerating and developing further integrated and transversal economic and social policies.
openalex: W3148714371 mag: 3148714371
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Climate Change, Water and the Policy-Making Process in the Levant and North Africa; The Syria Case English Summary - Droubi, Abdallah (2009)
openalex: W2908679368 mag: 2908679368
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People with disabilities and service providers’ experiences of community based rehabilitation in Rwanda - Dusaberurema, Dieudonne (2009)
openalex: W756388754 mag: 756388754
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The Long Path to Higher Education for African Americans - Duster, Troy (Thought and Action, 2009)
openalex: W258220378 mag: 258220378
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This document is an adaptation of the publication: Groeneweg, K, Buyu, G, Romney, D and Minjauw, B. 2006. Livestock Farmer Field Schools 阂 Guidelines for Facilitation and Technical Manual. International Livestock Research Institute, Nairobi, Kenya - Duveskog, Deborah; Ndonye, Simon (2009)
openalex: W2306283958 mag: 2306283958
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Social capital as village network: Rethinking the nature of parental involvement in the precollege preparation of African American students - Dyce, Miller; Cherrel, M (2009)
The purpose of this study was to examine processes involved in how African American high school students in a southeastern city of United States of America prepare for college. The social science research literature is saturated with studies regarding low college enrollment rates of African American students. Analogously, these same studies have tried to uncover the reasons for these devastating low enrollment rates. This study was not centered on the reasons why African American students are lagging in enrollment, but employed related theoretical and conceptual framework of social capital to examine mechanisms and agencies in participants' daily lives that promote precollege preparation. Using an interpretive research paradigm, and building on previous research literature examining precollege preparation, social capital, parental involvement, household transformation, and barriers to school participation, researcher asked 12 African American students about role of parental involvement in how they prepared for college. The data revealed that term parental involvement should be defined more broadly to include kinship and non kinship parental figures. Ultimately, this study uncovered that students utilized a village network model of parental involvement that included family/community, church, school, and extracurricular activities to prepare for college that incorporates statement it takes a village to raise a child.
openalex: W1605881188 mag: 1605881188
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Prevalence and etiologies of visual handicaps in leprosy patients in the south of Cameroon - Eballé, André Omgbwa; Owono, Didier; Book, Alphonse Um; Bella, Assumpta Lucienne; Mvogo, Côme Ebana; Mba, Nsom (DOAJ (DOAJ: Directory of Open Access Journals), 2009)
openalex: W4302568626
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Prevalence and etiologies of visual handicaps in leprosy patients in the south of Cameroon - Eballe, André Omgbwa; Owono, Didier; Book, Alphonse Um; Bella, Assumpta Lucienne; Mvogo, Côme Ebana; Nsom (Clinical ophthalmology, 2009)
We report on a prospective study undertaken in April 2008, in 11 leper villages of the Southern Cameroon. Our aim was to determine the prevalence and the causes of bilateral blindness, low vision and unilateral blindness in the population of leprosy patients, irrespective of the clinical aspects of the illness.Two hundred thirty-five known and newly diagnosed leprosy patients were examined. These patients included 149 cases (63.4%) of multibacillary leprosy and 86 cases (36.6%) of paucibacillary leprosy. There were 111 case of visual handicap, representing 47.2% of the population. These visual handicap cases were subdivided into 45 cases (19%) of bilateral blindness, 35 cases (15%) of unilateral blindness and 31 cases (13.2%) of low vision.The prevalence of visual handicap among leprosy patients in Cameroon is too high. Causes in the majority of cases are age-related degenerative pathologies, and one third of cases are linked to the leprosy mycobacterium.Discovering a cure for ophthalmic pathologies is important in order to provide a better quality of life for this particular population.
openalex: W2027190472 mag: 2027190472
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Implications of Climate Change for Economic Growth and Sustainable Development in Nigeria - Eboh, Eric C. (2009)
openalex: W2755114088 mag: 2755114088
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Different Strokes for Different States: School Library Development and Universal Basic Education Programme in Nigeria - Edeghere, F (Nigerian School Library Journal, 2009)
The paper discussed the instrument establishing the Universal Basic Education (UBEC) Programme and the scope of its functions. The School library development programme of the UBE is also highlighted with notable interventions from World Bank and UBE. Information is also provided on the stage of development in some states of the federation. Copious recommendations were made to improve on the quanlity of library services in the Nations's schools.
openalex: W606588045 mag: 606588045
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Evidence from schools involved in Connecting Classrooms in the UK and Sub-Saharan Africa : Overall survey findings (Year 1) - Edge, Karen; Lawrie, James; Jaafar, Sonia Ben; Gutstadt-Frayman, Keren; Khamsi, Khatera (2009)
openalex: W637027881 mag: 637027881
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Education for all in Tanzania : A case study of the MDG footprint in Babati - Edholm, Fredrik (2009)
The aim of this paper is to investigate the impact of free education for all on the primary schools in Babati, Tanzania. The study is based on the fieldwork carried out in Babati district Tanzania, ...
openalex: W72473185 mag: 72473185
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GENDER DIFFERENCES IN COMPUTER ACCESS AND LITERACY – AMONG AGRICULTURAL STUDENTS AT UNIVERSITY OF CAPE COAST IN GHANA - Edumadze, John .K.E; Annor-Frempong, Festus (2009)
openalex: W3113962793 mag: 3113962793
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Passion, resilience, and caring: voices of African American nursing faculty in higher education. - Edwards, Karethy (PubMed, 2009)
openalex: W291025052 mag: 291025052
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Stimulant use among secondary school students in Osogbo, Nigeria - Eegunranti, B A; Fatoye, F O; Morakinyo, Olufemi (Nigerian Postgraduate Medical Journal, 2009)
The objectives of this study were to determine the prevalence and pattern of stimulant use and its association with 'brain fag syndrome' among secondary school students in Osogbo, Osun State. The study also aimed to determine the association of socio-demographic variables (of the students and their parents) with stimulant use.A questionnaire consisting of sociodemographic variables, the stimulant use section of the WHO Student Drug Use Questionnaire and the Brain Fag Syndrome Scale (BFSS) was administered on randomly selected students of the two Local Government Areas of Osogbo. The prevalence rates of stimulant use were calculated and the association of stimulant use with Brain Fag Syndrome (BFS) and socio-demographic variables was determined.The 30-day prevalence rate of stimulant use was 20.3%. Users engaged more in the use of common and cheap stimulants (coffee and kola nut). Majority of users started at age 13 years or below. There was a very high relationship between stimulant use and the symptoms of the BFS (p<0.001). Stimulant use was associated with lower age group, poor school attendance, polygamous background, low education of mother, high education of father and the description of mother as being too permissive.The findings suggest the need to increase the awareness of the dangers of stimulant use among students. Control programmes are urgently needed to prevent student wastage.
openalex: W2412319667 mag: 2412319667
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Marquina 1923: Student Rollo and his wife among the Basques Cape Town: Professor Rollo and his wife among the South-Africans - Eggermont-Molenaar, Mary; Rollo, Martin; Rollo, William Jr.; Gartzia, P.; Kalzakorta, J. (Euskera: Euskaltzaindiaren lan eta agiriak = Trabajos y actas de la Real Academia de la Lengua Vasca = Travaux et actes de l'Academie de la Langue basque, 2009)
openalex: W141139539 mag: 141139539
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Somali-American parents' perceptions of the relationship between early childhood education experiences and subsequent academic achievement - Einte, Farhiya (2009)
openalex: W2548894213 mag: 2548894213
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The role of sex, self-perception, and school bonding in predicting academic achievement among middle class African American early adolescents. - Eisele, Heather; Zand, Debra H.; Thomson, Nicole Renick (PubMed, 2009)
To date, little research has addressed within-group variables as predictors of academic achievement among middle-class African American youth. The present study helped fill this gap by investigating the role of sex, self-perceptions, and school bonding as predictors of academic success among 174 middle class early adolescent boys (n = 91) and girls residing in a large Midwestern city. Results of a path analysis indicated that gender identity fully mediated the relationship between biological sex and adolescents' perceptions of peer acceptance. Perceptions of peer acceptance were positively related to perceptions of behavior, which, in turn, were related to school bonding. School bonding was then related to academic achievement. The findings are discussed within the context of helping educators to better meet students' educational needs.
openalex: W41576572 mag: 41576572
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Climate change impacts on coastal urban settlements in Nigeria - Ekanade, Olusegun; Ayanlade, Ayansina; Orimoogunje, Oluwagbenga O. I. (Interdisciplinary environmental review, 2009)
At present, there are substantial scientific uncertainties about the nature and magnitude of climate change impacts that might result from an effective doubling of CO2 concentrations in the atmosphere of the coastal urban settlements of Nigeria because a large percentage of Nigeria's urban population lives in coastal cities. This study examines the potential impact of climate change on the coastal cities of Lagos and Port Harcourt using the Model for the Assessment of Greenhouse Gas Induced Climate Change (MAGICCSCENGEN) and Geographic Information System (GIS) interpolation techniques. The results confirm that sea level rise may occur with a consequence of submerging all coastal cities of the Niger delta area and a larger part of Lagos. The parts left un–submerged may face the risk of incessant flooding. This will also disrupt communications, damage vital infrastructures and affect urban settlements along the coast.
openalex: W2056604869 mag: 2056604869
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Ethical and Value Orientation of School Pupils for Peace and Social Development: The African Perspective - Ekanem, SA; Ejue, J.B.; Ekanem, RS; Ntamu, GU (Annals of Modern Education, 2009)
All children in Africa today are affected by the violence that pervades our society. The healthy development of our nation’s children is in serious jeopardy. This article examines current emerging values and ethics held and practiced by schools vis-a-vis traditionally held values, which are gradually becoming extinct in our society. We identify guidance and counseling as proficient central facilitators, which utilize appropriate tools for rendering services. Preventive rather than curative counseling with focus on the home and teachers in schools is emphasized. Appropriate counseling interventions for positive behaviour and attitudes among school pupils are suggested. Key words : Ethics, Value, Orientation, Peace, Counseling, Social Development
openalex: W591184866 mag: 591184866
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Dietary diversity, nutrition status and morbidity of pre-school children in Matungu division, Western Kenya - Ekesa, Béatrice; Walingo, Mary Khakoni; Abukutsa‐Onyango, Mary (International Journal of Food Safety, Nutrition and Public Health, 2009)
This cross-sectional survey was to determine dietary diversity, nutrient intake, nutrition status and prevalence of childhood illnesses among pre-school children in Matungu division, Western Kenya. A total of 144 households were arrived at using multistage sampling, structured questionnaires with food frequency tables and 24-hour recalls were administered and anthropometric measurements taken. Linear regression tested statistical associations between variables. Epi Info was used to compute nutrition indices later assessed relative to National Centre for Health Statistics and World Health Organization. Only 3% of pre-school children had consumed highly diversified diets and consumption. Stunting was the most prevalent form of malnutrition and malaria was the most prevalent childhood infection. About 7%, 3.6% and 8.1% of changes in underweight, stunting and wasting, respectively, could be attributed to changes in dietary diversity. An r² of 0.284 was obtained between nutrition status and morbidity. To enhance children's nutrition and health status, efforts should be on strategies that increase dietary diversity.
openalex: W2012391308 mag: 2012391308
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Health status of learners of educational institutions within Selebi Phikwe Ni-Cu mine area, Botswana - Ekosse, Georges-Ivo; Jager, L. de; Heever, D. Van den (Journal for new generation sciences, 2009)
Health effects associated with Ni-Cu mining on learners living within the mining area at Selebi Phikwe were investigated through the administration of questionnaires. Results depicted learners suffering from a wide range of different symptoms and illnesses. 70% of the learners complained of coughs, 77% had influenza / common cold, and 80% had headaches. The repeated coughing, constant influenza / common cold and persistent headaches from which learners suffered, were very significantly higher than those at the control site; and incidences of their occurrence increased with closeness to the mining area. The unusual high occurrences of these ailments and illnesses coupled with associated diseases among learners were attributed to several environmental factors including contaminated particulate air matter (PAM) (rich in sulphur and heavy metals) linked to the mining and smelting of Ni-Cu.
openalex: W2252862392 mag: 2252862392
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Capacity constraints in developing countries: A need for more e-learning space? The case of Nigeria - Ekundayo, Moyosore Samuel; Ekundayo, John Moyo (2009)
More often than not, economic growth and social development demands educational expansion. However, capacity building for higher education in developing countries is being thwarted by seemingly long-lived constraints of brain drain, political unrest, access, finance, quality, governance, efficiency, human capital and so on. It is becoming apparent that higher education reform cannot take place without paying attention to Information and Communications Technologies (ICTs) in support of teaching, research, and lifelong learning. This paper reviewed potential constraints affecting the capacity of the Nigerian higher education system to accommodate more students. Given the several opportunities and promises of ICTs in addressing some of these challenges; it suggested the strategic use of ICT in Nigerian higher education to increase its capacity.
openalex: W2157172066 mag: 2157172066
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Some Implication of Globalization for Music Education: A Perspective on Music Education in Nigeria - Ekwueme, L (Journal of the Association of Nigerian Musicologists, 2009)
Since the inception of Western Education into Nigeria through the Missionaries in 1842, the advent of colonial masters in 1880 in the midst of the political journey to independence in 1960 and various educational reforms including that which advocated cultural relevance, how has music education fared? In what domain has it been globalized? And how does one reconcile the drive of nationalism in music and overwhelming drive of globalization? In fact, how does one configure and theorize these problems and issues facing music education in Nigeria against the background of the realities of globalization?
openalex: W1584773087 mag: 1584773087
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