Distant in-service training for mathematics teachers in Senegal: instrumental geneses of pedagogical resources - Sokhna, Moustapha (2006)
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A study of heavy metal pollution of Asa River, Ilorin. nigeria; trace metal monitoring and geochemistry - Adekola, Folahan A.; Eletta, Omodele A. A. (Environmental Monitoring and Assessment, 2006)
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Microbial handflora of nursing services workers in a Nigerian University Teaching Hospital - Ei, Ikeh; Yakeu, G (The Nigerian medical practitioner, 2006)
A study of the bacterial flora on the hands of 100 randomly selected nursing services workers comprising 56 nurses and 44 ward-maids working in Medical, Surgical, Ophthalmology, Obstetrics and Gynaecology and Paediatric wards in addition to Intensive Care Units and Special Care Baby units of Jos University Teaching Hospital, Nigeria were carried out. The samples were inoculated onto dried Blood agar, MacConkey agar, Mannitol salt agar and Muellar-Hinton agar plates and incubated aerobically at 37°C for 18-24 hours. Overall, 38% of the cultures yielded growth, while 52% of the nurses yielded growth as against 75% of the ward-maids. The bacterial isolates are Staphylococcus aureus (27%), Coagulase negative Staphylococci (20%), Bacillus alvei (17%), and Pseudomonas aeruginosa (4%). Out of the S. aureus isolates, 92.6% of them were methicillin-resistant (MRSA), and the highest prevalence (100%) was recorded in the Obstetrics and Gynaecology wards. The Ophthalmology ward, Intensive care unit and Special Care Baby Unit had no MRSA. The bacterial density ranged from 2 to 20105 CFU. This study has demonstrated that more stringent measures should be taken towards proper hand-washing so as to at least reduce the incidence of nosocomial infections, with the attendant consequences in our hospital. Nigerian Medical Practitioner Vol. 50(1) 2006: 12-14
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Facing the challenges of e‐learning initiatives in African universities - Gunga, Samson O.; Ricketts, Ian W. (British Journal of Educational Technology, 2006)
Abstract This paper explores the possibility of bringing e‐learning to African universities through collaborative networks of public–private partnerships. It is envisaged that this approach will solve the dual problem of infrastructural barriers and weak ICT policies. As technology is used more in education, the teachers’ roles are increasingly integrated with those of support staff, administrators and technical staff. The needs of e‐learning environments suggest the viability of multistakeholder networks to share expertise and resolve issues related to training needs. The paper concludes that collaboration networks that include e‐learning sponsors, policy makers, telecommunication network service providers and educators are required to solve the problems of online education in Africa.
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Contextual factors of the mathematics learning environment of grade 6 learners in South Africa - Kotzé, G.S.; Strauss, J. P. (Pythagoras, 2006)
The aim of this article is to provide insight into the personal characteristics and family backgrounds that South African grade 6 learners bring to the learning process as well as how they interact with the resources and practices that characterise the schools they attend. The research method is historiographic, offering insights into current conditions. An analysis of content is done through examining evidence gathered from an international project. Gender, socio-economic groupings and other major aspects associated with differences in mathematics achievement among learners and schools are addressed. An overall picture of contextual factors that may impact on mathematics achievement is presented. Although the essential conclusions of the investigation are largely straightforward, valuable contextual information emerged that may have implications for mathematics education within the context of South Africa as a developing country.
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Official pedagogic identities from South African policy – some implications for mathematics teacher education practice - Parker, Diane (Pythagoras, 2006)
In South Africa the National Curriculum Statement for Grades 10 – 12 (General): Mathematics (DoE, 2003) together with the Norms and Standards for Educators (DoE, 2000a) are key policy documents that provide the official basis for mathematics education reform and for the construction of new pedagogic identities. In this paper I use a framework based on the work of Bernstein (1996, 2000) to theorise the construction of pedagogic identities. I use this to build on Graven’s (2002) description of the new official pedagogic identity of the South African mathematics teacher, and on Adler et al. (2002) and others to raise questions related to teacher knowledge and the challenges of developing specialist mathematics teacher identities through initial teacher education programmes.
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Etiology and prevalence of urinary tract infection in primary school children in Port Harcourt metropolis, Nigeria - Mbakwem-Aniebo, C.; Ene, PC (International Journal of Natural and Applied Sciences, 2006)
A total of two hundred urine samples were collected from pupils aged 4-14 years from four different primary schools in Port Harcourt Metropolis. The urine samples were cultured on Cystine Lactose Electrolyte Deficient (CLED) medium using standardized wire-loop technique and incubated aerobically at 370C for 24h. Twenty-nine (14.5%) samples were found to have significant bacterial growth (>105 organisms). Twenty-two (75.86%) of which were from females and seven (24.14%) from males. Sixteen (55.17%) of the bacteriuric pupils belong to the 10-12 age group. Eschericia coli (48.28%) was the most frequently isolated organism. Others were Klebsiella aerogenes (34.48%) Streptococcus faecalis (10.34%), Proteus mirabilis (3.45%) and Staphylococcus aureus (3.45%). Gentamycin was found to be the most effective anti-microbial. . International Journal of Natural and Applied Sciences Vol. 2 (4) 2006: pp. 362-365
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The influence of science teacher preparation programs on instructional practices of beginning primary school teachers in Malawi - Kalande, Wotchiwe Mtonga (2006)
ii DEDICATION iii ACKNOWLEDGEMENTS iv LIST OF ABBREVIATIONS vii LIST OF TABLES viii CHAPTER ONE: INTRODUCTION 1 Purpose of the Study 2 Research Questions 4 Introduction to the Study 4 Limitations of the Study 5 Organization of the Study 6 CHAPTER TWO: LITERATURE REVIEW 7 Importance of Content and Pedagogy in Teacher Education Programs 7 Beginning Teachers and Science Teaching and Learning 9 Teacher Beliefs as they Impact Teaching and Learning 13 Summary 14 CHAPTER THREE: METHODOLOGY 15 Participants 15 Data Sources 17 Data Analysis 19 CHAPTER FOUR: RESULTS 22 Primary School Teacher Preparation Curriculum in Malawi, 1987-2005 22 Overview of Primary Science Teacher Curriculum 27 Handbook Coverage of Science Teaching Pedagogy 31 Findings from Science Teacher Educators 33
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Women's health access and behaviors: Effects of urban residence, education, self-determination and social supports in Ghana. - Boateng, John Kwame (2006)
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Nigeria - States Education Sector Project : Environmental & Social Management Framework - EnvironQuest, Integrated Environmental Solutions (2006)
The State Education Sector Project (SESP) project aims to support and improve education development in Kaduna, Kano and Kwara. The overall development objectives of the proposed SESP are to: (a) improve access to quality basic and secondary education, especially for the poor and disadvantaged groups (in particular girls) and (b) strengthen the capacity of planning, management and monitoring at the state and local levels for more effective delivery of basic and secondary education. The project will have both beneficial and negative impacts on the physical, biological and social environment. The construction, maintenance and rehabilitation of educational infrastructures (schools, libraries etc) may cause negative environmental impacts. Poorly planned schools and bad practices in construction, maintenance and rehabilitation can have negative effects such as soil erosion, water contamination, damage to the ecosystem, air pollution and the spread disease as a result. However, an Environmental and Social Management Framework (ESMF) study by the British Council has been prepared to satisfy national and state regulatory requirements as well as World Bank's safeguard policies that address the environmental and socio-economic consequences of the project.
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Chronic suppurative otitis media in Tanzanian school children and its effects on hearing - Minja, B M; Moshi, Ndeserua; Ingvarsson, Leif; Bastos, Inga; Grenner, Jan (East African Medical Journal, 2006)
Objectives: To compare different treatment regimens of chronic suppurative otitis media (CSOM) in school children, in regard to their consequence in hearing and discharge from the ear drum perforation. Design: Randomised controlled trial. Setting: Randomly selected primary schools within Dar es Salaam. Subjects: Three hundred and twenty eight children between 5-17 years of age with CSOM in one or both ears. Results: Three to four months after the onset of treatment 31% of group 1, 54% of group 2, and 56% of group 3, had dry ears. Treatment with dry mopping and boric acid in alcohol ear drops was significantly better than dry mopping alone. Adding amoxicillin to the treatment did not improve the end results. Hearing test performed before and after treatment showed that the hearing thresholds were the same or better after the treatment. The possible risk that boric acid in alcohol ear drops should lead to sensorineural hearing loss has not been confirmed. Conclusion: Based on the above results, the treatment of choice for CSOM in children in Dar es Salaam should be dry mopping and boric acid in spirit ear drops. East African Medical Journal Vol. 83(6) 2006: 322-325
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Integration of Weather System Variability to Multidecadal Regional Climate Change: The West African Sudan–Sahel Zone, 1951–98 - Bell, Michael A.; Lamb, Peter (Journal of Climate, 2006)
Abstract Since the late 1960s, the West African Sudan–Sahel zone (10°–18°N) has experienced persistent and often severe drought, which is among the most undisputed and largest regional climate changes in the last half-century. Previous documentation of the drought generally has used monthly, seasonal, and annual rainfall totals and departures, in a standard “climate” approach that overlooks the underlying weather system variability. Most Sudan–Sahel rainfall occurs during June–September and is delivered by westward-propagating, linear-type, mesoscale convective systems [disturbance lines (DLs)] that typically have much longer north–south (102–103 km) than east–west (10–102 km) dimensions. Here, a large set of daily rainfall data is analyzed to relate DL and regional climate variability on intraseasonal-to-multidecadal time scales for 1951–98. Rain gauge–based indices of DL frequency, size, and intensity are evaluated on a daily basis for four 440-km square “catchments” that extend across most of the West African Sudan–Sahel (18°W–4°E) and are then distilled into 1951–98 time series of 10-day and seasonal frequency/magnitude summary statistics. This approach is validated using Tropical Applications of Meteorology Using Satellite Data (TAMSAT) satellite IR cold cloud duration statistics for the same 1995–98 DLs. Results obtained for all four catchments are remarkably similar on each time scale. Long-term (1951–98) average DL size/organization increases monotonically from early June to late August and then decreases strongly during September. In contrast, average DL intensity maximizes 10–30 days earlier than DL size/organization and is distributed more symmetrically within the rainy season for all catchments except the westernmost, where DL intensity tracks DL size/organization very closely. Intraseasonal and interannual DL variability is documented using sets of very deficient (8) and much more abundant (7) rainy seasons during 1951–98. The predominant mode of rainfall extremes involves near-season-long suppression or enhancement of the seasonal cycles of DL size/organization and intensity, especially during the late July–late August rainy season peak. Other extreme seasons result solely from peak season anomalies. On the multidecadal scale, the dramatic decline in seasonal rainfall totals from the early 1950s to the mid-1980s is shown to result from pronounced downtrends in DL size/organization and intensity. Surprisingly, this DL shrinking–fragmentation–weakening is not accompanied by increases in catchment rainless days (i.e., total DL absence). Like the seasonal rainfall totals, DL size/organization and intensity increase slightly after the mid-1980s.
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Africa and climate change - Toulmin, Camilla; Huq, Saleemul (2006)
Remember the scenes from New Orleans of flooded streets and scavenging people? One year on and little progress is evident in achieving the step-change needed in controlling greenhouse gases. Hurricane Katrina showed only too vividly the massive power of natural forces combined with inadequate preparation. The flood waters washed away and exposed fully the lack of planning and low priority given to securing life and livelihoods, especially of the more vulnerable groups in the community. If this is what a whirlwind can bring in the southern USA, what might we reap in further storms and droughts tomorrow in poorer parts of the world? New research findings point to the likelihood of larger, faster and more substantial changes to our climate system. The African continent is particularly vulnerable to adverse changes in climate, the evidence for which is becoming more and more stark.
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Evaluating the community-oriented medical education in two medical schools in Sudan. - Hamad, Bashir (PubMed, 2006)
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Principals' and teachers' attitudes toward and knowledge of inclusive education in Ghana - Kuyini, Ahmed Bawa; Desai, Ishwar (IFE Psychologia: An International Journal, 2006)
Surveys were carried out in Ghana into principals' and teachers' attitudes toward and knowledge of inclusive education. Data provided information on the influence of principals' and teachers' background variables on attitudes toward and knowledge of inclusive education. The sample of 128 educators (20 principals and 108 teachers) was drawn from 20 primary schools in two districts. Employing t-tests and Multiple Regression Analyses, the results showed that principals and teachers held relatively positive attitudes toward the inclusion of students with disabilities into regular classrooms, but had limited knowledge of inclusive education. Though background variables such as training, experience working with students with disabilities and class-size were found to be related to principal's and teacher's attitudes and knowledge of inclusive education, the background variables that were most predictive of their attitudes and knowledge were the presence of students with disabilities in the classroom and training in special education/inclusion. Implications for inclusion in Ghana and other countries with similar socio-cultural and educational systems are discussed. IFE PsychologIA Vol. 14(2) 2006: 225-244
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Study habits among senior secondary school students in some selected districts in central region, Ghana - Quist, Hubert O.; Nyarko-Sampson, Eric; Essuman, JK (IFE Psychologia: An International Journal, 2006)
This study sought to find out the nature of senior secondary school students' study habits in some selected districts in the Central Region of Ghana. Five hypotheses were tested at p IFE PsychologIA Vol. 14(2) 2006: 56-69
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Enhancing teaching and assessment practices in affective objectives of social studies in teacher training colleges in Ghana - Tawiah-Dadzie, E.; Kankam, B. (IFE Psychologia: An International Journal, 2006)
The purpose of the study was to find the extent to which social studies tutors in the teacher training colleges (TTC) of Ghana teach in the affective domain and assess the affective objectives of teaching. A sample of thirty-five (35) social studies tutors, purposively selected from twenty-six TTC in all the ten (10) regions of Ghana, was used for the study. A 38 – item questionnaire, observational checklist and an instrument for the analysis of test items in the affective domain were used to collect data. The results of the study indicate that social studies tutors in the TTCs seldom teach in the affective domain because they have little knowledge about the taxonomic levels of internalisation of the affective domain. Similarly, the tutors hardly assess the affective outcomes and ineffectively too because of lack of adequate knowledge of the affective domain and appropriate assessment instruments. IFE PsychologIA Vol. 14(2) 2006: 100-116
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Influences of working conditions on the performance of sign language interpreters and teachers of deaf students in Oyo State, Nigeria - Ademokoya, J. Abiola (African Journal for the Psychological Study of Social Issues, 2006)
This study, against the background of some perceived poor working conditions of personnel working with special needs persons, sought to ascertain the impacts of some specific working conditions on the job performances of sign language interpreters and teachers of deaf students. 81 interpreters and teachers constituted the study sample. They were purposively selected from some secondary schools for deaf students, Federal College of Education (Special) Oyo and University of Ibadan, all in Oyo state. One research question and three hypotheses were raised for testing. Section D of the Occupational Stress Questionnaire (OSQ) was administered to the study participants. The section contains 16 items designed to ascertain effects of specific poor working conditions on workers. Findings showed that poor working conditions such as delay in promotion and salary payment and unattractive office accommodation have significant adverse influence on working performance of both teachers and interpreters. Teachers significantly felt the disturbing influence of poor working conditions on their job performance than the sign language interpreters. However, gender and marital status have no significant relationship with the participants' sensitivity to the negative influence of poor working conditions on their work performance. Recommendation were made to initiate a turning around of the working conditions for personnel who work with special needs individuals for the good of these personnel and their clients. African Journal for the Psychological Study of Social Issues Vol. 9(2) 2006: 233-248
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School-level environment and outcomes-based education in South Africa - Aldridge, Jill M.; Laugksch, Rüdiger C.; Fraser, Barry J. (Learning Environments Research, 2006)
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The experience of applying academic service learning within the discipline of speech pathology and audiology at a South African university - Ross, Eleanor; Owolawi, W. O. (African Journal for the Psychological Study of Social Issues, 2006)
Academic service learning is a pedagogical model that intentionally integrates academic learning and relevant community service. This paper describes the rationale and theoretical framework for an academic service learning module taught within the discipline of Speech Pathology and Audiology at the University of the Witwatersrand. It also describes the various steps followed by groups of third and fourth year students who conducted projects within this paradigm during the period extending from 2001 to the end of 2004, and their reflections on the experience. The argument put forward is that this type of pedagogy would appear to be applicable across a broad range of disciplines and represents one strategy for assisting higher education institutions to meet the challenge of engaging more closely with surrounding communities. However, the writers raise issues surrounding this model that need to be addressed. African Journal for the Psychological Study of Social Issues Vol. 9(1) 2006: 96-106
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A school-based intestinal helminthiasis programme in Nigeria: perceptions, attitude, and acceptability to community members - Eneanya, CI; Anikwue, C (Nigerian Journal of Parasitology, 2006)
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HIV/AIDS and gender inequality in education: A vicious cycle in rural Uganda - Kakuru, Doris Muhwezi (2006)
Despite the implementation of Uganda’s Universal Primary Education (UPE), achievement of gender equality has remained more of a myth than a reality. I carried out ethnographic research to discover why gender inequalities persist despite deliberate measures to eradicate them. This chapter answers the question: does HIV/AIDS contribute to the persistence of gender inequality in rural areas? The findings reveal that HIV/AIDS affects household access to essential livelihood assets. Household responses to the impact of HIV/AIDS decrease children’s capabilities to attend school, learn and participate equally. Such responses included girls’ involvement in sex for economic gains, which exposed them to the risk of contracting HIV. The effect of HIV/AIDS on gender equality was more pronounced in UPE schools than the private school involved in the study. There is a vicious cycle of HIV/AIDS and gender inequality that could possibly be broken by expanding access to Antiretroviral Therapy in rural areas and providing pupils with adequate school requirements.
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Inventory of initiatives to address gender inequalities in primary education in Uganda - Kakuru, Doris Muhwezi (2006)
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Maternal mortality at the University of Nigeria Teaching Hospital, Enugu, 1999-2003 - Onah, HE; Umeh, Uchenna Anthony (Global Journal of Medical Sciences, 2006)
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Groundwater pollution studies in a coastal environment using surface electrical resistivity method: a case study of Lekki, Lagos, Nigeria - Oyedele, K. F.; Meshida, EA (Global Journal of Geological Sciences, 2006)
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The incidence of external male genital defects in Enugu State of Nigeria: an estimate based on the prevalence among secondary school students - Ozoemena, Ofn; Mbah, Anthony (Orient Journal of Medicine, 2006)
Background: Enugu State typifies a Third World environment where most deliveries occur outside the hospital setting. In such circumstances, therefore, hospital-based data about congenital defects are unreliable and call for special methods of approach.Objective: To assess the place of school prevalence survey results in estimating the population incidence of anomalies of the male external genitalia. Method: From February 2, 2002 to August 1, 2004 a sample of male students aged 10 years and above seen in randomly selected secondary schools in Enugu State of Southeast Nigeria were guided through a protocol involving; self-administered questionnaires, physical examinations for evidence and types of anomalies present in their external genitalia and personal interviews. The participant schools were selected by stratified random sampling; first by Local Government Area (LGA) and then by school. Consents for the study were obtained from Local Government authorities, Heads of the schools, and Parents' Teachers Associations, (P T A) Executives.Results: Altogether, four urban and thirteen rural schools were studied over the 18 month-period of the investigation and a total of 6226 male students participated. Overall, 416 (6.8%) were identified with various types of external genital anomalies, with the prevalence rates observed being within the ranges of population prevalence reported in the literature. The commonest types of anomalies encountered were crypto-orchidism with / or without scrotal hypoplasia 268 (4.30%), inguino-(scrotal) hernias 56 (0.90%), and hydrocoeles 52 (0.83%), in descending order. As many as 183 (44%) of those with congenital genital defects were not aware they had them. When compared with urban schools, rural schools were characterized by a higher frequency [8.4% vs. 2.8% respectively; x2 = 58.35; P < 0.0001] and a lower level of awareness about anomalies of the external male genitalia [P = 0.017, by Wilcoxon's rank sum test]. Awareness level was also related to the subject's source of information [P = 0.0012, by Kruskal-Wallis ANOVA].Conclusion: School prevalence surveys may provide close approximations of population prevalence with respect to external male genital anomalies. There is, however, a need for further studies in this direction. Orient Journal of Medicine Vol. 18(1&2) 2006: 43-49
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Cancer Education in Nigeria: Reflections on a Community-based Intervention by a Physicians’ Association (Cancer Studies and Therapeutics, 2006)
BackgroundCancer has become an increasingly important source of morbidity and mortality in Nigeria; however our country lacks an organized cancer control system.Low awareness about the disease spectrum among health professionals (HCP) and health policymakers (HPM) is among the challenges affecting cancer control in Nigeria.This reflection describes the process of providing cancer education in Nigeria to HCP and HPM, through the Cancer Control in Primary Care (CCPC) course.It also shares our experiences during the planning, and challenges encountered. MethodsMedical Women's Association of Nigeria partnered with American Society of Clinical Oncology to deliver cancer education in Akwa Ibom State of Nigeria in February 2016.The main learning objectives were: • Provide HCP working in Akwa Ibom State with essential knowledge on cancer control • Provide evidence-based management strategies • Promote multidisciplinary approach for managing breast and cervical cancers • Promote the formulation of a cancer control policy in the state • Share knowledge and experiences with others working in the fieldCourse lasted 3 days, and featured didactic lectures (n=11); demonstrations and simulations (n=4); and plenary sessions (n=7).Course was planned using emails, phone calls, WhatsApp® chats and text messages. ResultsCourse was successful with a daily attendance of >140 participants comprising physicians, nurses and policymakers in primary, secondary, tertiary and private health facilities in the state.Over 97% of the participants had improved their knowledge of cancers through the course.We also identified local priorities for cancer control.Use of multiple approaches to recruitment and funding, as well as working with various local partners were crucial to our success. ConclusionChallenges encountered in providing cancer education through this medium include funding, recruitment of participants and event management.Overall, the use of the CCPC course to improve cancer education has proven to be successful, cost-effective and important in building practice networks among HCP and HPM in Akwa Ibom State.We recommend this approach for improving cancer education in resource-limited settings.Outcome of course evaluation will be shared in a different communication.
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Physical inactivity as one of the chronic disease risk factors among high school learners in public schools in a local community in South Africa - Frantz, José M. (South African Journal for Research in Sport Physical Education and Recreation, 2006)
This study aimed to determine the physical activity levels and existence of risk factors associated with chronic diseases of lifestyle among high school learners. A crosssectional research design was used to obtain information about physical activity levels from 951 learners from two high schools in a local community in the Western Province of South Africa. Physical activity levels were obtained using the KUOPIO Ischaemic Heart Disease 24-hour physical activity record over a seven-day period. Anthropometrical and blood pressure measurements as well as behaviours including cigarette smoking and alcohol use were recorded as risk factors for chronic diseases of lifestyle. Statistical analyses were performed using the Statistical Package for Social Science (2000). Risk factors were identified as obesity, physical inactivity, smoking and hypertension. Variance of analysis (ANOVA) was used to statistically determine differences in groups. The results indicated that 32% of the learners were classified as being physically inactive and that 21% engaged in health risk behaviours. In addition, 35% of the learners had more than one risk factor for chronic diseases of lifestyle present. Since cardiovascular risk factors have been shown to persist into adulthood, health professionals should assume some responsibility for the prevention, detection, and intervention relevant to cardiovascular risk factors in adolescents. South African Journal for Research in Sport, Physical Education and Recreation Vol. 28(2) 2006: 73-80
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Nitrate pollution of groundwater in Nigeria - Adelana, Segun (2006)
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Degree of groundwater vulnerability to pollution in Addis Ababa, Ethiopia - Alemayehu, T.; Legesse, Dagnachew; Ayenew, Tenalem; Waltenigus, N. Mohammed S. (2006)
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Groundwater pollution from urban development in Cotonou City, Benin - Boukari, M.; Alassane, A.; Azonsi, Felix; Dovonou, Flavien; Zogo, A. Tossa D. (2006)
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Management of nitrate pollution of groundwater in African cities: The case of Dakar, Senegal - Dia, I.; Faye, A.; Sarr, Mamadou; Deme, I.; Malou, R.; Diallo, Mamadou Lamine; Hotor, V. (2006)
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Training for Automation at the University of Zimbabwe Library - Gurira, Josephine (2006)
This proposal for a poster session discusses and shows pictures of steps taken towards automation in the University of Zimbabwe Libraries. The university is celebrating its 50th anniversary. One of the milestones achieved is to have an automated library system (innovative). In preparations for this, many discussions and debates were held. Proposals were sent to administration and to donors for funding. Training for Automation started with stand alone work stations for word processing, e-mail, and CD-ROM database searching. Workshops were held for training librarians followed by demonstration workshops for the faculty. Installation of a campus wide network made it possible for staff, faculty and administrators to access the catalogue from anywhere on campus. Compulsory library information literacy skills classes for all first years in September 2004, has made the library central to all learning going on at the UZ. There is a wide acceptance of collaborative teaching of information literacy skills with the Communication Skills Centre by both students, faculty and administration.
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Characterization of diffuse pollution of shallow groundwater in the Harare urban area, Zimbabwe - Love, David W.; Zingoni, Emmanuel; Ravengai, S.; Owen, Richard; Moyce, William; Mangeya, P.; Meck, Maideyi; Musiwa, Kudzai; Amos, A. E.; Hoko, Zvikomborero; Hranova, Roumiana; Gandidzanwa, P.; et al. (2006)
ABSTRACT: Diffuse pollution of urban groundwater can be a threat to domestic water supplies and a challenge to water and land management. Diffuse pollution of shallow groundwater in the Harare urban area, Zimbabwe, was characterised through an investigation of seven sites within the metropolitan area: two industrial sites, a semi-formal settlement, a sewage works, two landfills and a cemetery. Boreholes were drilled, groundwater sampled and chemical and microbiological analyses carried out. It was determined that industrial sites raise problems of metals and acidity, whilst the other sites studied showed problems with nutrients and coliform bacteria. As Harare expands, it is essential that spatial control of development be governed by geotechnical and environmental considerations, and not by land availability, in order to avoid such problems recurring elsewhere. This requires integrating land-use planning and geotechnical mapping, for better protection of the subsurface and surface environment from diffuse pollution.
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Groundwater quality in Cameroon and its vulnerability to pollution - Mafany, George; Nkeng, W.Y. Fantong G.E. (2006)
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An evaluation of groundwater pollution from pesticides in South Africa using the VLEACH model - Maharaj, N.Z. Jovanovic S. (2006)
ABSTRACT: Modelling is an effective tool for investigating leaching potential and groundwater contamination from non-point source pollutants. The aim of this study was to evaluate the most important factors that determine the leaching of 10 pesticides using the VLEACH model. A sensitivity analysis was carried out by varying inputs of hydrogeological properties (groundwater depth and recharge rate), management (application rate and depth of pesticide incorporation into the soil), pesticide properties (organic carbon partitioning coefficient) and properties for two typical soils (organic carbon content, bulk density, porosity and volumetric water content) of the Western Cape, South Africa. The leaching rate peaks and time required to reach these peaks were simulated after once-off pesticide application to the soil surface at the beginning of the simulation. Based on the simulations with VLEACH, the major factors affecting pesticide leaching are depth to groundwater, recharge, application rates, pesticide properties, particularly the organic carbonpartitioning coefficient, and soil organic matter content. Although the VLEACH model does not simulate pesticide degradation, it could be used for a comparative assessment and preliminary studies of the fate of contaminants.
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Vulnerability and pollution of groundwater in Kisauni, Mombasa, Kenya - Munga, Daniel; Mwangi, Stephen; Ong’anda, Harrison; Kitheka, Johnson U.; Mwaguni, Saeed; Mdoe, F.; Barongo, Justus; Massa, H.S.; Opello, G. (2006)
ABSTRACT: Rapid urbanisation in the Mombasa District, and in particular the Kisauni area, has increased the demand for essential services, notably water supply and waste management infrastructure. This is manifested in inadequate clean drinking water from the reticulated supply, leaving the inhabitants with groundwater to supplement their resources, or in most cases as the sole option. An assessment of the intrinsic aquifer vulnerability to contamination was carried out by applying the DRASTIC model coupled with GIS analytical tools. Monitoring data on physico-chemical characteristics showed raised concentrations of nitrates in groundwater, in particular, in the more densely populated Kisauni areas, attributed to contamination from on-site sanitation systems dominated by pit latrines and septic tank-soak pit systems and uncollected municipal refuse. Concentrations of NO31/NO2 1-N ranged from 0.4 to 44.4 mg l1, with an indication of seasonal variations.
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Assessment of water pollution and risks to surface and groundwater resources in Bamako, Mali - Palangié, D. Orange A. (2006)
ABSTRACT: Due to the lack of research on wastewater quality in Mali, a specific monitoring campaign focusing on both chemical pollution (trace elements, heavy metals, nitrates, ammonium) and biological pollution in the cities of Bamako and Koulikoro and the Bani agricultural region was undertaken. Monitoring the water quality of 18 vulnerable areas in the BamakoKoulikoro metropolitan area shows that all of them exceeded the WHO standard for wastewater effluent without surface water treatment on at least three parameters. Parameters requiring priority actions are BOD5, COD, SS and heavy metals. It is further concluded that the run-off is not a significant source of contamination by heavy metals. Rainfall events cause significant volumetric variation, which places the treatment works under stress, particularly in the correction of BOD5 and COD (the main parameters of biological purification). Consequently, an essential intervention would be to separate wastewater sewer networks from the run-off collection system. Finally, the priority is to regulate industrial effluents by imposing treatment and water quality controls on the industries, such as the power plant of Daar-Salam. As for the rest of the Niger River valley, no major risk of water pollution yet exists, thanks to the low rates of population growth and urbanisation. As shown by the water quality monitoring specific anthropogenic pollution problems are regularly observed. Thus water pollution is actually a problem related more to education than it is a technical problem of protecting water resources. However, the very fast population growth, associated with increases in waste production and the development of the Bamako-Koulikoro urban area, will severely worsen the situation. In the short term, if no measures are adopted to treat the effluents, all the water resources could be contaminated. In the near future, industrial effluent must be efficiently controlled and the population educated on the problems and hazards of water pollution. Finally, instead of exploiting the deep aquifer, it seems more profitable to urgently improve the existing infrastructures already in place in terms of water resources, and to develop wastewater treatment facilities. This would ensure that the current resource can be used in the longer term.
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Nitrate pollution of groundwater in southern Africa - Talma, G. Tredoux A.S. (2006)
ABSTRACT: Groundwater nitrate exceeds drinking water specifications in many parts of the southern African region. High nitrate levels in drinking water lead to infant methaemoglobinaemia and, at higher levels, livestock poisoning. Both are potentially fatal. A simplified map of nitrate occurrences in Botswana, Namibia and South Africa indicates regionally significant areas of high nitrate levels. Case studies in some of these areas show the extent of nitrate pollution observed during the past two decades. Isotopic methods indicated that the nitrate in groundwater can be derived from natural or anthropogenic sources. Nitrate originating from anthropogenic sources is the major problem and needs to be approached as an environmental management issue. Cattle husbandry, in the form of feedlots and concentrations around watering points, has great pollution potential and has caused fatalities. On-site sanitation systems also caused fatalities and have led to the abandoning of well fields. The impact of industry and sewage sludge disposal seems to be locality limited, while fertilizer use by agriculture was low and did not have any significant effect on groundwater. The lack of recorded information on the occurrence of infant methaemoglobinaemia and livestock losses tends to obscure the seriousness of the situation among developing nations. There is a need for a better understanding of the processes leading to nitrate pollution, natural enrichment, and impact on the health of the population.
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Issues of groundwater pollution in Africa - Usher, Y. Xu B.H. (2006)
ABSTRACT: Groundwater quality issues in African countries are very complicated. Human activities result in the groundwater resources being polluted, aquifers being incorrectly exploited and utilised and abstraction facilities (boreholes or wells) being vandalized.
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Groundwater Pollution in Africa - Xu, Yongxin; Usher, Brent (2006)
Introduction: Issues of groundwater pollution in Africa Overview: Nitrate pollution of groundwater in Southern Africa Nitrate pollution of groundwater in Nigeria Groundwater quality in Cameroon and its vulnerability to pollution Groundwater contamination in Ghana Characterization of diffuse pollution of shallow groundwater in the Harare urban area, Zimbabwe Groundwater contamination from pesticides in Africa Degradation of groundwater resources under African cities Technical and socio-economic challenges Groundwater Pollution Status and Aquifer Vulnerability: A new cartographic approach to determine the groundwater vulnerability of the Abidjan Aquifer Vulnerability assessment of the Abidjan Quaternary Aquifer using the DRASTIC method Groundwater pollution from urban development in Cotonou City, Benin Assessment of water pollution and risks to surface and groundwater resources in Bamako, Mali Statistical assessment of groundwater quality in Bamako City, Mali Spatial and temporal variations of groundwater pollution in Ougadougou City, Burkina Faso Groundwater contamination in the Niamey urban area, Niger Management of nitrate pollution of groundwater in African cities: The case of Dakar, Senegal The application of electrical resistivity techniques in the delineation of saltwater-freshwater in the Keta Basin, Ghana Degree of groundwater vulnerability to pollution in Addis Ababa, Ethiopia Vulnerability and pollution of groundwater in Kisauni, Mombasa, Kenya A chemical study of surface and groundwater in the Lake Chilwa Basin, Malawi Groundwater quality assessments in the John Laing and Misisi areas of Lusaka Groundwater quality case studies in Botswana Contamination and protection in the Cape Flats Aquifer, South Africa An evaluation of groundwater pollution from pesticides in South Africa using the VLEACH model. Special Topics: Contamination of the Abidjan aquifer by sewage: An assessment of extent and strategies for protection The impacts of coal and gold mining on the associated water resources in South Africa Monitored natural attenuation of petroleum hydrocarbons in a fractured environment - A case study Management strategies to mitigate clogging and biofouling in production boreholes Way Forward: A South African perspective on the protection of groundwater sources
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Spatial and temporal variations of groundwater pollution in Ougadougou City, Burkina Faso - Yaméogo, Suzanne; Savadogo, Alain Nindaoua; Koussoube, S. Nakolendousse Y. (2006)
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Vulnerability and pollution of groundwater in Kisauni, Mombasa, Kenya - Barongo, Justus; Munga, Daniel; Opello, G.; Kitheka, Johnson U.; Massa, H.S.; Mwangi, Stephen; Mdoe, F.; Mwaguni, Saeed; Saka, J Kalenga (2006)
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Management of nitrate pollution of groundwater in African cities - Dia, I.; Faye, A.; Sarr, Mamadou; Deme, I.; Malou, R.; Diallo, Mamadou Lamine; Hotor, V. (2006)
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Groundwater pollution from urban development in Cotonou City, Benin - Dovonou, F; Azonsi, F; Boukari, M; Alassane, A; Tossa, A; Palangi√©, A (2006)
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Voluntary HIV counselling and testing service uptake among primary school teachers in Mwanza, Tanzania: assessment of socio-demographic, psychosocial and socio-cognitive aspects - Kakoko, Deodatus (2006)
Norwegian Council of Universities for Development Research and Education (NUFU) through Counselling, Education and Health Promotion (CEHP)
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Nitrate pollution of groundwater in Nigeria - Mafany, George (2006)
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Characterization of diffuse pollution of shallow groundwater in the Harare urban area, Zimbabwe - Magadzire, F.; Love, I; Meck, Maideyi; Owen, Richard; Musiwa, Kudzai; Mangeya, P.; Magadza, C. H. D.; Love, David W.; Tekere, Memory; Ravengai, S.; Moyce, William; Hoko, Zvikomborero; et al. (2006)
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An evaluation of groundwater pollution from pesticides in South Africa using the VLEACH model - Maharaj, S. (2006)
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Groundwater quality in Cameroon and its vulnerability to pollution - Nkeng, G; Fantong, Wilson Y.; Duah, A (2006)
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Assessment of water pollution and risks to surface and groundwater resources in Bamako, Mali - Orange, Didier; Diakite, L (2006)
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Spatial and temporal variations of groundwater pollution in Ougadougou City, Burkina Faso - Savadogo, Alain Nindaoua; Nakolendousse, S; Yaméogo, Suzanne; Soumaila, A (2006)
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Nitrate pollution of groundwater in southern Africa - Talma, A.S.; Tredoux, G.; Adelana, Segun (2006)
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Degree of groundwater vulnerability to pollution in Addis Ababa, Ethiopia - Waltenigus, S; Mohammed, N; Legesse, D; Ayenew, T; Ong‚Äôanda, H (2006)
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Issues of groundwater pollution in Africa - Xu, Y; Usher, B (2006)
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Economic Growth, Education, And AIDS In Kenya : A Long-Run Analysis - Bell, Clive; Bruhns, Ramona; Gersbach, Hans (2006)
The AIDS epidemic threatens Kenya with a long wave of premature adult mortality, and thus with an enduring setback to the formation of human capital and economic growth. To investigate this possibility, the authors develop a model with three overlapping generations, calibrate it to the demographic and economic series from 1950 until 1990, and then perform simulations for the period ending in 2050 under alternative assumptions about demographic developments, including the counterfactual in which there is no epidemic. Although AIDS does not bring about a catastrophic economic collapse, it does cause large economic costs-and many deaths. Programs that subsidize post-primary education and combat the epidemic are both socially profitable-the latter strikingly so, due to its indirect effects on the expected returns to education-and a combination of the two interventions profits from a modest long-run synergy effect.
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Education And HIV/AIDS Prevention : Evidence From A Randomized Evaluation In Western Kenya - Duflo, Esther; Dupas, Pascaline; Kremer, Michael; Sinei, Samuel (2006)
This brief summarizes the results of a gender impact evaluation study, entitled Education and human immunodeficiency virus (HIV) or acquired immunodeficiency syndrome (AIDS) prevention : evidence from a randomized evaluation in Western Kenya, conducted between 2003 and 2005 in Kenya. The study reports results from randomized evaluation comparing three school-based HIV or AIDS interventions in Kenya on the individual level. After two years the teacher training program had little impact on students' knowledge and self-reported sexual activity and condom use, or on teen childbearing. However, it increased students' tolerance toward people with HIV or AIDS, although this effect was significant only for girls. Girls exposed to the program were more likely to be married to the fathers of their children. Its overall impact on exposure to the HIV risk is unclear. Debates among peers on the role of condoms and an associated essay competition on ways students can protect themselves against AIDS increased self-reported use of condoms but this effect was only significant amongst boys. The self-reported sexual activity did not increase. The condom debate and essay competition took place too recently to detect any possible reduction in childbearing. Reducing the cost of education by paying for school uniforms reduced dropout rates and the incidence of teen childbearing with a similar magnitude of effect for boys and girls. Funding for the study derived from the Partnership for Child Development and the World Bank.
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Brief Overview of Education and Training in Sub-Sahara Africa - Haan, Hans Christiaan (2006)
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An integrated and holistic approach to assessment in outcome-based learning in South Africa - Jager, Annette De (2006)
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A process evaluation of a school-based adolescent sexual health intervention in rural Tanzania: the MEMA kwa Vijana programme - Plummer, Mary L.; Wight, Daniel; Obasi, Angela; Wamoyi, Joyce; Mshana, Gerry; Todd, Jim; Mazige, B C; Makokha, Maende; Hayes, Richard; Ross, David A. (Health Education Research, 2006)
This study is a process evaluation of the school component of the adolescent sexual health programme MEMA kwa Vijana (MkV), which was implemented in 62 primary schools in rural Mwanza, Tanzania from 1999 to 2001. The MkV curriculum was a teacher-led and peer-assisted programme based on the Social Learning Theory. Process evaluation included observation of training sessions, monitoring and supervision, annual surveys of implementers, group discussions and 158 person-weeks of participant observation. Most teachers taught curriculum content well, but sometimes had difficulty adopting new teaching styles. Peer educators performed scripted dramas well, but were limited as informal educators and behavioural models. The intervention appeared successful in addressing some cognitions, e.g. knowledge of risks and benefits of behaviours, but not others, e.g. perceived susceptibility to risk. MkV shared the characteristics of other African school-based programmes found to be successful, and similarly found significant improvements in self-reported behaviour in surveys. However, a substantial proportion of MkV survey self-reports were inconsistent, there was no consistent impact on biological markers and extensive process evaluation found little impact on several key theoretical determinants of behaviour. Improvements in self-reported survey data alone may provide only a very limited-and perhaps invalid-indication of adolescent sexual health programme success.
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Are schools a good setting for adolescent sexual health promotion in rural Africa? A qualitative assessment from Tanzania - Plummer, Mary L.; Wight, Daniel; Wamoyi, Joyce; Nyalali, Kija; Ingall, Timothy J.; Mshana, Gerry; Shigongo, Zachayo S.; Obasi, Angela; Ross, D. A. (Health Education Research, 2006)
African adolescents are at high risk of poor sexual health. School-based interventions could reach many adolescents in a sustainable and replicable way, if enrolment, funding and infrastructure are adequate. This study examined pupils', recent school leavers', parents' and teachers' views and experiences of rural Tanzanian primary schools, focusing on the implications for potential sexual health programmes. From 1999 to 2002, participant observation was conducted in nine villages for 158 person-weeks. Half of Year 7 pupils were 15–17 years old, and few went on to secondary school, suggesting that primary schools may be a good venue for such programmes. However, serious challenges include low enrolment and attendance rates, limited teacher training, little access to teaching resources and official and unofficial practices that may alienate pupils and their parents, e.g. corporal punishment, pupils being made to do unpaid work, forced pregnancy examinations, and some teachers' alcohol or sexual abuse. At a national level, improved teacher training and supervision are critical, as well as policies that better prevent, identify and correct undesired practices. At a programme level, intervention developers need to simplify the subject matter, introduce alternative teaching methods, help improve teacher–pupil and teacher–community relationships, and closely supervise and appropriately respond to undesired practices.
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Tinea capitis among rural school children of the district of Magude, in Maputo province, Mozambique - Sidat, Mohsin; Correia, Della; Buene, Titos (Mycoses, 2006)
Summary The study was carried out in two rural primary schools of the District of Magude, the largest district of Maputo Province in 2001. The prevalence of tinea capitis in each school was 11.6% (49/422) and 6.8% (18/263) and affected predominantly male children. The most common dermatophytes isolated from both schools were Microsporum audouinii . However, Trichophyton mentagrophytes was also found to be an important causal agent of tinea capitis in the District of Magude. Although the prevalence of tinea capitis found in our study is relatively high compared to previous cross‐sectional studies carried out in Mozambique, it is still closely related to the prevalence rates reported for African countries. Tinea capitis continues to be an important public health issue in Mozambique, particularly in primary school setting.
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Health education and caregivers' management of Malaria among under fives in Ede North L.G.A., Osun State of Nigeria - Adepoju, EG; Onajole, AT; Oreagba, I A; Odeyemi, KA; Ogunnowo, BO; Olayemi, SO (The Nigerian medical practitioner, 2006)
This study determined the effect of comprehensive health education programme on the home management of malaria in under fives by caregivers in Ede North Local Government Area, Osun State, Nigeria. The study design was a quasi-experimental Pre and Post study, which was carried out in three phases. Samples were selected by multistage random sampling technique in the North and South axis of the local government. Results revealed that the respondents had good knowledge of how malaria was transmitted- 75.8% in the experimental group and 73.3% in the control group. Their knowledge about the indirect causes of malaria was poor- 39.2% in experimental group and 41.7% in control group respectively. Knowledge scores on signs and symptoms of malaria were fair as 73.3% in experimental group and 83.3% in control group were able to mention between three and four signs of malaria fever in children. However, the respondents had poor knowledge of prevention of malaria. Although the level of awareness of insecticide treated net (ITN) was fair, 60.8% and 47.5% in experimental and control groups respectively, majority of the respondents in the two groups did not know when to re-treat the ITNs. As regards treatment practices, the respondents in both groups used both modern and traditional methods. The most frequently used modern drug was chloroquine, but they had poor knowledge of the dose and duration of its treatment regimen as only 15.3% in the experimental group and 23.7% in the control group got the correct dose prior to intervention. After the health education intervention, the experimental group became (a) more knowledgeable about the direct and indirect causes of malaria (b) more knowledgeable about signs and symptoms and prevention of malaria (c) more aware of ITN and its treatment (d) more knowledgeable about the dose and regimen of chloroquine drug and (e) had a better attitude towards the management of malaria. The study recommended the need for health care providers to utilize all possible interaction between caregivers and health facilities as an avenue for increasing the level of awareness to the treatment of malaria especially in the vunerable age group. Keywords: malaria, health education, caregivers, under-fives Nigerian Medical Practitioner Vol. 49(4) 2006: 72-81
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The strengths and weaknesses of the ophthalmology training programme in Nigeria – a participant's viewpoint - Ogbonnaya, Chimdia (Nigerian journal of ophthalmology, 2006)
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Exploiting Satellite Radio Technology to Create an African Satellite Health Education Infrastructure - Olla, Phillip (57th International Astronautical Congress, 2006)
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How relevant is current Nigerian postgraduate ophthalmic training to needed practice skills? - Owoeye, Jfa; Of, Fafowora (Nigerian Journal of Ophthalmology (Mumbai), 2006)
Objectives • To determine the pattern of referrals to an ophthalmic department • To determine the scope of other sub-specialty knowledge required of the practicing ophthalmologist • To determine the impact of referral pattern on the needed practice skills in ophthalmology.Method: A study of one hundred consecutive in-patients with visual complaints referred from different departments of the University College Hospital, Ibadan to the ophthalmology department was done. Their age, sex, source of referral, working diagnosis of the referring physician, definitive ocular diagnosis, investigations requested, ophthalmic management and outcome were analyzed.Results: Forty-eight percent of the subjects studied were aged below 20 years. Almost half of the patients (47%) were referred by neurosurgeons, while physicians had referred 20%, half of whom were from the endocrine unit. Optic atrophy and papilloedema represented 18% and 12% respectively of the ocular findings in the referred patients. Eleven percent of the patients had no discernible ocular abnormality. The investigation most frequently requested by the ophthalmologist was roentgenological examination (25%), followed by ultrasound scan (9%) and visual field analysis (7%). The most frequently prescribed medications by the ophthalmologist were antibiotics and antihistamines (27%). More than half of the patients (57%) did not require any medication but were counseled. Fifty-six percent of the patients had no ocular problem and were therefore discharged. Nine percent lost the vision in one or both eyes. Eight percent of the patients died while 27% was lost to follow up.Conclusions: The need for the ophthalmologist to have adequate knowledge of some diseases affecting medical and surgical sub-specialties is emphasized. This study justifies the current postgraduate curriculum of the various colleges that requires rotation through some specialized medical and surgical units by ophthalmology residents. Specifically, knowledge about vision-threatening intracranial space-occupying lesions, head injury and hydrocephalus must be updated. Diagnostic skills for recognition and investigation of optic disc oedema and optic atrophy also need to be reviewed constantly. Nigerian Journal of Ophthalmology Vol. 14(1) 2006: 5-8
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Cataract surgery in the last decade at University Teaching Hospital, Ilorin, Nigeria - Owoeye, Jfa; Omolase, CO (The Nigerian medical practitioner, 2006)
A retrospective study of all the patients admitted to the eye ward of University of Ilorin Teaching Hospital (UITH) between January 1990 and December 2000 was done to determine the prevalence of cataract among them. The demographic data and possible risk factors for cataract as well as the laterality of the blind eye were recorded for each patient. The diagnosis of cataract was based on the patient's history, visual acuity assessment by Snellen chart and morphological changes on ophthalmoscopy and slit-lamp microscopy. Seven hundred and sixty-two (43.1%) of the admitted patients (1,769) had cataract consisting of 411 males (53.9%) and 351 females (46.1%), giving M: F ratio 1.2:1. Cataract cases accounted for 54.5% of all ocular surgeries (n = 1,398). About 10% were below the age of 16 years. Bilateral cases were 78.9%, unilateral 21.1%. The right and left eye was involved in 13.2% and 7.9% cases respectively. Cataract was most common (76.6%) in patients older than 45 years. Other causes were congenital – 4.3%, trauma – 11.4%, secondary – 1.2% and unspecified causes – 6.4%. Though hospital based, the prevalence of cataract might be a reflection of the situation within the community as several factors might have been responsible for the low uptake of surgery. Cataract surgical services should be more accessible to the people. We are unaware of a similar report from this institution since the inception of the department as a tertiary eye center in 1988. Keywords: cataract, prevalence, Ilorin, Nigeria Nigerian Medical Practitioner Vol. 49(6) 2006: 161-163
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Soil-transmitted helminthiasis in children: evidence from school based epidemiological study in an urban Nigerian community - Saka, MJ; Abdulraheem, Issa; Akanbi, AA; Musa, OI (The Nigerian medical practitioner, 2006)
The World Health Organization in 2002 estimated that more than one billion of the world's population is chronically infected with soil transmitted helminthes with 2 billion at risk. Children are important high risk group for soil transmitted helminthes since they are continuously being exposed to contaminated soil and water. Furthermore a large proportion of them are likely not to be aware of the need for good personal and environmental hygiene. To determine the prevalence and intensity of soil-transmitted helminthes and factors associated with their transmission among primary school children. A cross sectional study design was used and multistage sampling technique was employed to select 250 children from the Primary Schools in Pakata, Ilorin West Local Government, Kwara State, Nigeria. Independent variables were socio-demographic factors while dependent variables were knowledge and behaviours regarding personal and environmental hygiene in the control of soil transmitted helminthes. Proportions, confidence intervals, tests of significance were used for statistical analysis. The prevalence of soil-transmitted helminthiasis was 47.4%, while 9.5% and 1.4% of the children had double and triple infections respectively. Ascariasis lumbricoides constitute 38.3% of the soil-transmitted helminthes seen, while Trichuri trichuria and Hookworm constitute 16.5% and 15.2% respectively. All the soil transmitted helminthes in the stool analyzed were in category 1 WHO classification of soil-transmitted helminthes classes of intensity. There is no statistical difference between the prevalence and intensity of infection (p
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Right sided colon cancer at Olabisi Onabanjo University Teaching Hospital, Sagamu Nigeria: a ten year review - Tade, AO (The Nigerian medical practitioner, 2006)
Recent studies suggest that right sided colon cancer may have a different clinicopathological behaviour and prognosis from carcinoma in the rest of the colon and especially the rectum. Reports in the Nigerian literature had usually considered colon and rectal cancer together, thereby masking these differences. This study is a ten year review of cases of right sided colon cancer seen in our hospital. Twenty-nine patients with operative and histological diagnosis of right sided colon cancer were managed between January 1994 and December 2003. They constituted 22% of all colorectal carcinoma seen over the same period. Sixteen were males and thirteen were females giving a male to female ratio of 1.23: 1. Age range was 35years to 79 years with a modal age of 54years. The most common clinical features were central abdominal colicky pain, weight loss, vomiting, abdominal mass and anaemia. Twelve patients (35%) presented with acute intestinal obstruction. Duration of symptoms ranged between three weeks and four years. 20% of the patients received antacids, antispasmodics, and herbal remedies for up to three years prior to presentation. Seven were Duke's stage C while twenty two were stage D. Right hemicolectomy was performed in thirteen cases (45%) and bypass with tumour biopsy in sixteen (55%). At one year following treatment 24% were alive, 41% were dead and 35% were lost to follow up. Prognosis is poor in right sided colon cancer due to advanced stage at presentation. The disease is usually advanced by the time symptoms appear. Presymptomatic diagnosis through screening and prompt treatment provides the best opportunity for improved survival. Keywords: colon cancer, prognosis, right hemicolectomy, clinical features Nigerian Medical Practitioner Vol. 49(4) 2006: 82-84
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Productivity training for Nigeria (International Journal of Productivity and Performance Management, 2006)
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Eurocentric Discourses and African Philosophies and Epistemologies of Education: Counter-Hegemonic Analyses and Responses. - Abdi, Ali A. (International Education, 2006)
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TOWARDS THE DEVELOPMENT OF TEACHING ISLAMIC CANON LAW AT THE UNIVERSITY OF THE WESTERN CAPE: SOME SUGGESTIONS FOR DESIGNING A COMPARATIVE LEGAL CURRICULUM FOR UNDERGRADUATE LLB STUDENTS IN SOUTH AFRICA - Abdullah, Nathiera (Journal of Commonwealth Law and Legal Education, 2006)
This article deals with the current position of teaching Islamic canon law or Shariah within South Africa. The focus is on the challenges and prospects associated with the restructuring or contextualising of legal education in the Faculty of Law, at the University of the Western Cape. Special attention is given to the paradigm shifts in legal philosophy, education and services since 1994, as well as the possibility of teaching Islamic canon law or Shariah at undergraduate level within a pedagogical framework that utilises certain relevant aspects of South African history within the new integrative LLB course.
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Teaching Managerial Accounting In The USA And In Nigeria - Ajibolade, S.O.; Hyman, Ladelle M.; Omolehinwa, Eddy (2006)
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Predictors of Sexual Behavior among out-of-School Adolescents in Nigeria - Akinwande, Oluyemisi; Brieger, William R. (The International Quarterly of Community Health Education, 2006)
To examine the influence of specific demographic and socio-cognitive variables on reported condom use among out-of-school adolescents in Nigeria.A cross-sectional study on a community-based sample of 1698 sexually active out-of school adolescents in Oyo state, Nigeria. Data were collected using a non-validated questionnaire administered by an interviewer.Nine percent of the sexually-active adolescents reported condom use during sexual intercourse in the past year. Findings of logistic regression showed that adolescents with adequate self-efficacy were seven times more likely to use condom. A two-fold increase in condom use was found in adolescents who value parents' opinion on condom use.Results suggest self-efficacy and parents' influence affect condom use among Nigerian adolescents.
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Brown v. Board of Education : A South African Perspective - Alexander, Neville (Teachers College Record, 2006)
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Chapter 13 Brown v. Board of Education: A South African Perspective - Alexander, Neville (The ... Yearbook of the National Society for the Study of Education, 2006)
Yearbook of the National Society for the Study of EducationVolume 105, Issue 2 p. 251-273 Chapter 13Brown v. Board of Education: A South African Perspective Neville Alexander, Neville Alexander University of Cape TownSearch for more papers by this author Neville Alexander, Neville Alexander University of Cape TownSearch for more papers by this author First published: 10 October 2006 https://doi.org/10.1111/j.1744-7984.2006.00085.x Portions of this chapter are based on an occasional paper published by PRAESA in 2004. AboutPDF ToolsExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Volume105, Issue2October 2006Pages 251-273 RelatedInformation
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Universal Basic Education in Nigeria: Matters Arising - Aluede, R.O.A. (Journal of Human Ecology, 2006)
This paper examines the issues considered significant in the implementation of Universal Basic Education scheme in Nigeria. It employs the analytical approach as its method of explaining issues and raising vital questions on the possibility of the scheme being successful in Nigeria. It concludes that proper planning and effective implementation are required for the programme to be successful.
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Interactivity in distance education: the National Open University of Nigeria (NOUN) experience - Ambe-Uva, Terhemba (2006)
The paper represents a study of students’ experience of interactivity in distance education programmes at the National Open University of Nigeria (NOUN). Through surveys and focus groups with students, facilitators, and administrative support staff, we found out that interactivity is a key determinant of student success rate. Majority of the students are workers in the urban areas who combine “work and learn” which is the motto of NOUN. The survey showed that majority of the students depended on their facilitators as key resource persons and on their peers or study groups both for required and voluntary interactivity to reinforce their learning. This was able to reduce loneliness, boredom and loss of community experienced in distance education. Because NOUN has not completed its Repository, Production, Distribution, and Administration Headquarters (REPRODAhq) and equipped the study centers with up-to-date technological facilities, this frustrated accessibility that is dialectically linked to interactivity.
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CONCENTRATION OF SOME HEAVY METALS IN SOILS AND OLIVE TREES AS INDICATOR FOR ENVIRONMENTAL POLLUTION OF HEAVY TRAFFIC ROADS IN EGYPT - Amer, M. A.; Yousif, Afaf (Journal of Soil Sciences and Agricultural Engineering (Print), 2006)
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The smoking habits, attitudes towards smoking and knowledge regarding anti-smoking legislation of students in institutions of higher learning in the Eastern Cape Province of South Africa - Awotedu, A A; Jordaan, Esmé; Ndukwana, O.Z.B.; Fipaza, N.O.; Awotedu, Kofoworola Olajire; Martínez, J. Martínez; Foyaca-Sibat, Humberto; Mashiyi, M.K. (South African family practice (2004. Print), 2006)
BackgroundThe study aimed to i) investigate the smoking habits of students attending tertiary institutions of learning in the Eastern Cape Province (ECP) and ii) determine the knowledge of the students about the health hazards of smoking and their attitude towards current government anti-smoking legislation.MethodsThis was a questionnaire-based study involving all seven tertiary institutions of learning in the ECP, viz. the Universities of Transkei, Fort Hare, Port Elizabeth and Rhodes University, and the Border, Eastern Cape and Port Elizabeth technikons. A total of 1 728 students were interviewed out of a student population of 30,080. Stratified random sampling was used to select the students. Two-way tables were used to test the independence of the variables and chi-square tests were applied. A ‘p’ value of below 5% was used as a test of significance.ResultsA total of 1 480 students completed the questionnaires (86%). The racial classification of the respondents was 79% Black, 13% White, 7% Coloured and 2% Indian. Twenty-six per cent of the students were smokers, of which 37% were male and 15% were female. Forty-five per cent of the Coloured students smoked, while the figures for Whites and Blacks were 26% and 25% respectively. Seventy per cent of the students smoked less than 10 cigarettes a day. Fifty-two per cent of the smokers said they wanted to stop smoking. Sixty-one per cent had been influenced to start smoking by their friends and only 13% were influenced by advertisements. Ninety-four percent agreed that smoking was dangerous to the smoker's health, while 73% responded that there was a relationship between mothers who smoke and low birth weight. Thirteen per cent thought the legislation was too tough, while 30% said it was good as it was. On measures to reduce smoking, 86% favoured restricting smoking in public places.ConclusionThis study has demonstrated that smoking is prevalent in tertiary institutions of learning in the Eastern Cape Province. The demographic profile of the smokers reflects the national picture. The knowledge of the harmful effects of smoking is generally good.
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2001 August earthquake swarm at Shadwan Island, Gulf of Suez, Egypt - Badawy, Ahmed; Abdelfattah, Ali K. (Geophysical Journal International, 2006)
The earthquake swarm that struck Shadwan Island at the entrance of the Gulf of Suez in 2001 August included 408 events.Almost all of these events (94 per cent) were microearthquakes and only 6 per cent had small measurable magnitudes (5.0 > M L ≥ 3.0).Most of the earthquakes were weak and followed each other so closely in time that they could not be identified at more distant stations.The fault plane solutions of the strongest events of the swarm show almost identical focal mechanisms, predominately normal faulting with a significant sinistral strikeslip component for nodal planes trending NW-SE.A comparison with the mechanisms of the 1969 and 1972 events which took place 20 km north of the swarm epicentral region shows similarities in faulting type and orientation of nodal planes.The azimuths of T-axes determined from focal mechanisms in this study are oriented in the NNE-SSW direction.This direction is consistent with the present-day stress field derived from borehole breakouts in the southern Gulf of Suez and the last phase of stress field changes in the Late Pleistocene, as well as with recent GPS results.The source parameters of the largest (M L ≥ 3.0) events of the 2001 August Shadwan swarm have been estimated from the P-wave spectra of the Egyptian National Seismograph Network (ENSN).Averaging of the values obtained at different stations shows relatively similar source parameters, including a fault length of 0.65 ≤ L ≤ 2 km, a seismic moment of 7.1 × 10 12 ≤ Mo ≤ 3.0 × 10 14 N m and a stress drop of 0.4 ≤ σ ≤ 10 bar.
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Are the Rural Schools of the Democratic Republic of Congo Ready for the $100 Laptop?. - Banza, Nsomwe-a Nfunkwa (Turkish Online Journal of Educational Technology, 2006)
The situation of schools in the Democratic Republic of Congo in matters concerning new information and communication technologies remains alarming. Given the primary role of these technologies in teaching and learning, as well as the concern of giving Congolese rural schools access to these tools, considering the problems of lack of electricity, telephones, ventilation, the cost of computer equipment, etc. we propose the following strategies which may facilitate the introduction, access and effective use of such educational tools. Addressing these problems and through a commitment to the use of ICT in rural schools, the new $100 Laptop, proposed by MIT, appears to be the answer to many of the issues. The cost of the laptop seems to be affordable and it can solve the issue of the lack of ICT equipment and overcome the problem of the lack of electricity, but it is not so straightforward. It is true that these laptops can help to solve the ICT problems being faced in the educational sector. However, even at the seemingly affordable cost of $100, this is still expensive in some local economies. In a country such as Congo, where teachers receive less than $100 for a monthly salary, it becomes improbable that the people or the Department of Education can afford this financial outlay.
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The impact of climate change on East African lakes: cyclical changes and contingent events - Barker, Philip A. (Verhandlungen, 2006)
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Economic growth, education, and AIDS in Kenya : a long-run analysis - Bell, Clive; Bruhns, Ramona; Gersbach, Hans (2006)
The AIDS epidemic threatens Kenya with a long wave of premature adult mortality, and thus with an enduring setback to the formation of human capital and economic growth. To investigate this possibility, the authors develop a model with three overlapping generations, calibrate it to the demographic and economic series from 1950 until 1990, and then perform simulations for the period ending in 2050 under alternative assumptions about demographic developments, including the counterfactual in which there is no epidemic. Although AIDS does not bring about a catastrophic economic collapse, it does cause large economic costs-and many deaths. Programs that subsidize post-primary education and combat the epidemic are both socially profitable-the latter strikingly so, due to its indirect effects on the expected returns to education-and a combination of the two interventions profits from a modest long-run synergy effect.
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Cultural Resources and School Engagement among African American Youths: The Role of Racial Socialization and Ethnic Identity - Bennett, M. Daniel (Children & Schools, 2006)
Journal Article Cultural Resources and School Engagement among African American Youths: The Role of Racial Socialization and Ethnic Identity Get access M. Daniel Bennett, Jr. M. Daniel Bennett, Jr. Search for other works by this author on: Oxford Academic Google Scholar Children & Schools, Volume 28, Issue 4, October 2006, Pages 197–206, https://doi.org/10.1093/cs/28.4.197 Published: 01 October 2006 Article history Accepted: 01 June 2006 Published: 01 October 2006
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Complex Alliances: The Institutionalization of Comparative Education in South Africa in the Context of Apartheid and the Cold War - Bergh, Anne‐Marie; Soudien, Crain (European Education, 2006)
(2006). Complex Alliances: The Institutionalization of Comparative Education in South Africa in the Context of Apartheid and the Cold War. European Education: Vol. 38, Post-Cold War Studies in Education (I), pp. 60-81.
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Guest Editorial: God's Gon' Trouble the Water: An African American Academic's Retrospective on Hurricane Katrina - Bonner, Fred A. (2006)
As I sit here watching a pre-recorded interview on CSPAN's Washington Journal with Senators Mary Landrieu and David Vitter of Louisiana, I am amazed that it was slightly more than one year ago that the city I had come love-the city in which I was introduced beignets and the phrase, Laissez les bon temps roulez (Let the good times roll)-would become the focus of our national attention for weeks come. Like many of my colleagues, I would remain transfixed the television screen watching a tragedy that was at best surreal and at worst nightmarish unfolding right before my eyes. Hordes of people, most who looked just like me, stood on rooftops waving their hands, shouting, crying, and seeking relief from any source that was willing lend a helping hand from the exigency they faced. A decision was made to stay and ride out the storm; whether made voluntarily in an effort protect hearth and home or involuntarily due financial constraints that precluded their abilities escape New Orleans (hereafter, the City), the harsh reality faced by the remaining inhabitants was survival. Human survival, a concept that has been in many instances associated with the scientific work of Charles Darwin, has served as the conceptual framework and intellectual fodder make us feel better about the rampant inequities we see in the material wealth possessed by a small fraction of the population in our nation. Much like the argument bell hooks makes in her book, Where We Stand: Class Matters, Nowadays, it's fashionable talk about race and gender: the uncool subject is class. . . .As a nation, we are afraid have a dialogue about class even though the ever-widening gap between rich and poor has already set the stage for ongoing and sustained class warfare. (hooks, 2000, p. vii) Katrina forced us deal with the very issues associated with class that hooks mentioned; we were forced take a firsthand look at the harsh realities of American life. Namely, we had recognize that for African Americans, socioeconomic status follows race like a shadow; that ability and opportunity share an inverse relationship; and that the benefits of living in a capitalist society are, at best, disproportionate and, at worst, nonexistent. As an academic, I readily saw how the larger national debates sparked by Katrina had profound implications for how I viewed myself as an African American. Measured by society's standards, I had attained some personal and professional successes (e.g., doctoral degree, tenure and promotion, comfortable salary, health benefits), what some would view as the very accoutrements that made me different from those who lined the thoroughfare the New Orleans Superdome seeking refuge. Nevertheless, I saw us as sharing more similarities than differences and the themes taken from this catastrophe were the same lessons, perhaps expressed in different terms, which applied me as a tenured college professor of color. This invited editorial highlights and extends my publications in Diverse Issues in Higher Education, Wade in the Water: A Contemporary Metaphor and Teachers College Record (TCR), Wade in the Water: Lessons Learned from Katrina by One African American Academic-both published recently (Bonner, 2005, 2006a). Additional commentary and insight was gained from my presentation of a paper at the Third Annual National Black Counseling Psychologists Conference conducted at Howard University (Bonner, 2006b). It was thrilling be afforded the opportunity during the conference connect with key individuals who also shared my passion for this topic. Although the themes and dialogue in this article parallel the TCR publication, there is a significant departure and extension of the previous information that provides a more comprehensive focus on how these themes are realized for African American faculty, in general and for me, in particular, as a member of the academy. THEME ONE: BIRDS OF A FEATHER DON'T ALWAYS FLOCK TOGETHER The widespread disparities found exist within the City as well as between the City and its next door neighbor, Baton Rouge were broadcasted in both media and print outlets. …
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Art Education and the Visual Arts in Botswana - Brennan, Geraldine (International Journal of Art and Design Education, 2006)
Abstract The history of art and design education in Botswana has evolved in a unique way and reflects its British colonial history and post‐independence development. It has involved constant exchange and dialogue with other countries through the employment of teachers, teacher trainers and university lecturers from a variety of European, Asian and other African countries. This dialogue has continued as locally trained art teachers pursue their degrees overseas and return with new ideas and influences. At the same time, the development of local crafts for a global market and the inter‐cultural exchange in the visual arts outside the formal education system are thriving with the help of various organisations and the museum and gallery sector. This article will look more closely at the country context, the history and development of art education and the interrelationships that have evolved over the last two decades. It will show how students engage with the challenge of integrating their African heritage and changing traditions with their development as teachers and artists. It will also consider how closer links between the formal and informal art sectors might be mutually beneficial and demonstrate the potential for art and design to play a role in the social, economic and cultural development of the country.
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Strategies for Teaching African American History: Musings from the Past, Ruminations for the Future. - Dagbovie, Pero Gaglo (Journal of Negro Education, 2006)
The existing body of scholarship on of African American in higher education dates back to early twentieth century, and an analysis of it helps lay foundation for adoption of relevant pedagogies for new millennium. In this article, author (a) conceptualizes African American as well as its educational value and goals, (b) critically explores and historicizes significant scholarship on and learning of African American history, and (c) suggests strategies for African American at introductory university survey level. This article ultimately seeks to contribute to dialogues concerning in African American historical profession, especially as it relates to education of millennial hip-hop generation university students. INTRODUCTION Following pivotal Black student protests of Civil Rights era and Black Power Movement, mainstream, predominantly White universities began offering courses related to African American experience, often under umbrella of Black Studies. It was during and after blistering (Brossard, 2001, pp. 65-67) of Black Studies Movement from late 1960s until early 1970s that multi-layered African American experience-past, present, and future-became a not-to-be-overlooked topic in college and university curriculums throughout nation. History has always been a main core subject area (Karenga, 1982, pp. 35-38; Asante, 1992, p. 26) of Black Studies. History was also one of first major disciplines in which African American scholars created autonomous intellectual traditions and institutions that existed side by side White America's various exclusionary academic infrastructures during era of Jim Crow segregation through Black Power era. Several years following 1983 state of art conference on study and of African American at Purdue University, Darlene Clark Hine optimistically commented: Today Afro-American is a respected and legitimate field of American history (Hine, 1986, p. ix). Presently, African American arguably represents one of most dynamic sub-fields of U.S. historical inquiry and higher education. At same time, leading scholarship on and learning, most notably illuminating study, Knowing, Teaching, and Learning History: National and International Perspectives, has failed to address African American (Stearns, Sexias, & Wineberg, 2000). The and learning of African American in higher education warrants more scholarly discourse. As data from report of American Historical Association's Committee on Graduate Education suggest, lack of preparation for is a serious concern for and other graduate students (Bender, Katz, Palmer, & Committee on Graduate Education of American Historical Association, 2004). Equally important, American culture and society has undergone a host of pivotal transformations since so-called mainstreaming of African American several decades ago that require university professors of African American to reconsider, reframe, and critically reflect on their approaches to as well as increasingly diverse learning processes of their students. More broadly speaking, as Huber and Hutchings (2005) passionately argued, the scholarship of and learning is an imperative for higher education today, not a choice (p. 13) because teaching today is harder than it used to be (p. 20). Focusing on historical evolution of scholarship on of African American in higher education, this article addresses following inquiries. What is African American and its educational value? What are some timely goals for African American to today's university students? How have scholars theorized of African American since early twentieth century? …
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Heritage, identity and belonging: African Caribbean students and art and design education - Dash, Paul (2006)
This article addresses the issue of Caribbean cultural under-representation in school art departments. It argues that diasporic subjects are not seen and their cultures not recognised precisely because their contributions to the way we live are indivisible from the mainstream. This in contradistinction to some groups whose cultures and heritages are relatively distinct and separate from Western mores. Our ways of understanding culture do not take this into account. Yet diasporic contributions to the way we live have buttressed Western lifestyles since the beginning of the slave trade. The article argues that this relationship, characterised by multiple entanglements, must be recognised if Caribbean cultural identities are to be seen and valued. In doing so it challenges the way we construct notions of cultural heritage and belonging, and promotes the adoption of more risk-taking pedagogies possibly based on contemporary practices.
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Heritage, Identity and Belonging: African Caribbean Students and Art Education - Dash, Paul (International Journal of Art and Design Education, 2006)
Abstract This article addresses the issue of Caribbean cultural under‐representation in school art departments. It argues that diasporic subjects are not seen and their cultures not recognised precisely because their contributions to the way we live are indivisible from the mainstream. This in contradistinction to some groups whose cultures and heritages are relatively distinct and separate from Western mores. Our ways of understanding culture do not take this into account. Yet diasporic contributions to the way we live have buttressed Western lifestyles since the beginning of the slave trade. The article argues that this relationship, characterised by multiple entanglements, must be recognised if Caribbean cultural identities are to be seen and valued. In doing so it challenges the way we construct notions of cultural heritage and belonging, and promotes the adoption of more risk‐taking pedagogies possibly based on contemporary practices.
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Education and HIV/AIDS prevention : evidence from a randomized evaluation in Western Kenya - Duflo, Esther; Dupas, Pascaline; Kremer, Michael; Sinei, Samuel (RePEc: Research Papers in Economics, 2006)
The authors report results from a randomized evaluation comparing three school-based HIV/AIDS interventions in Kenya: (1) training teachers in the Kenyan Government's HIV/AIDS-education curriculum; (2) encouraging students to debate the role of condoms and to write essays on how to protect themselves against HIV/AIDS; and (3) reducing the cost of education. Their primary measure of the effectiveness of these interventions is teenage childbearing, which is associated with unprotected sex. The authors also collected measures of knowledge, attitudes, and behavior regarding HIV/AIDS. After two years, girls in schools where teachers had been trained were more likely to be married in the event of a pregnancy. The program had little other impact on students'knowledge, attitudes, and behavior, or on the incidence of teen childbearing. The condom debates and essays increased practical knowledge and self-reported use of condoms without increasing self-reported sexual activity. Reducing the cost of education by paying for school uniforms reduced dropout rates, teen marriage, and childbearing.
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Hepatic histopathological findings in HIV patients at postmortem in Jos university teaching hospital, Nigeria - Echejoh, GO; Mandong, BM; Tanko, Matthew N.; Manasseh, A N; Okeke, Edith; Agaba, Emmanuel I (Tropical Doctor, 2006)
Multi-organ involvement by opportunistic infections and neoplasms is the major cause of morbidity and mortality in people living with HIV/AIDS. We determined the spectrum/frequency of hepatic histopathological lesions in a prospective study of postmortem liver biopsies from 100 patients (50 females and 50 males, age range 18-55 years) who died from HIV/AIDS in Jos university teaching hospital, Nigeria. The majority of the patients, 65 (65%), had clinical tuberculosis. Granulomatous hepatitis, chronic hepatitis, non-specific reactive hepatitis (NSRH) and steatosis were the commonest hepatic histopathologic lesions occurring in 34, 20,15 and 12% of patients, respectively. Seven (7%) had normal histological features. This study shows that the liver is affected in HIV/AIDS as reported elsewhere in the world. Therefore, liver biopsy in HIV patients may be helpful in the management of these patients.
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[Management of rhesus alloimmunisation by spectrophometry: about one case at the Yopougon Teaching Hospital, Côte-d'Ivoire]. - Ecra, A. Toure; Horo; Fanny, M; Seni, K.; Blé, R. Konan; Kone, M. (Bulletin De La Societe De Pathologie Exotique, 2006)
Les auteurs exposent la gestion d'une patiente presentant une alloimmunisation severe, a partir d'une methode, certes tres efficace, mais difficilement accessible dans les pays en voie de developpement: la spectrophotometrie. Au-dela des examens paracliniques restrictifs ne permettant pas une surveillance efficiente de cette pathologie, les auteurs demontrent que l'absence de prevention de l'alloimmunisation au cours des avortements clandestins et le manque d'informations sur les dossiers medicaux des patientes ont une grande part de responsabilite dans la gestion difficile des patientes rhesus negatif. Les auteurs rappellent cependant que l'echographie seule, ou au mieux couplee au doppler, sont des examens performants qui permettent de contourner les contraintes de la spectrophotometrie. Ils montrent comment cette pathologie, bien connue pourtant, est source de consequences foetales gravissimes et peut engager le pronostic obstetrical de jeunes femmes. La cesarienne restera pendant encore longtemps le seul moyen pour les pays en voie de developpement de soustraire les foetus aux complications de cette alloimmunisation.
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Skin disorders among school children in rural Tanzania and an assessment of therapeutic needs - Ferié, Julia; Dinkela, Almuth; Mbata, Marco; Idindili, Boniphace; Schmid‐Grendelmeier, Peter; Hatz, Christoph (Tropical Doctor, 2006)
Eight hundred and twenty primary school children were examined to assess the spectrum and prevalence of skin diseases in rural Tanzania. In all, 55% of the children had one or several skin disorders, but only 33% of all diagnoses in a cluster of 14% of the children required treatment. Tinea versicolor was found in 26.2%, pyoderma and dermatophytoses in less than 10%, while few children had scabies or eczematous lesions.
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An exploratory study of the critical factors affecting the acceptability of e‐learning in Nigerian universities - Folorunso, Olusegun; Ogunseye, Oluwafemi S.; Sharma, Sushil (Information Management & Computer Security, 2006)
Purpose Education delivery via electronic media is becoming relevant in Nigeria educational systems, especially the universities. In spite of this, there are hindrances affecting the total acceptability of this technology. Design/methodology/approach In this paper, we investigated these critical factors by analyzing the questionnaires collected from three sampled universities in Nigeria: private, public and state owned universities. Findings The results obtained indicated that mass unawareness, low computer literacy level and cost were identified as the critical factors affecting the acceptability of the technology. Originality/value Analysis herein has shown the factors affecting the acceptability of e‐learning in Nigeria. The results obtained will assist policy makers by finding solutions to literacy problems in Nigeria.
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[Air pollution in urban area in Cotonou and Lokossa, Benin]. - Fourn, L.; Fayomi, E. B. (PubMed, 2006)
In some African countries, time of clean environment with no air pollution belongs to the past. From now on, pollution is a problem of public heath in addition to malnutrition and infectious diseases still badly controlled. The sanitary consequences induced by pollution is now a cause for concern in the population. Yet, very few data are available to develop awareness of the population and convince the authorities to implement urgent policy in order to put a brake on the phenomenon. The objective of this document aims at describing the atmospheric pollution recorded in Cotonou and Lokossa as well as possible symptoms linked to exposure of pollutants of the population. Therefore we carried out a transversal study in the city of Cotonou and Lokossa (125 kilometers from Cotonou). Air samples were taken at crossroads levels and motorbikes to measure the different chemical components, 400 taxi drivers were questioned on symptoms affecting them. The toxicological analysis of air and blood sample is carried out at the laboratory of the Université Libre in Brussels. The data analysis revealed a high pollution in Cotonou. The carbon monoxide concentration varies from 26 ppm to 38,6 ppm in the morning and increases in the afternoon (58 to 78,6 ppm). Benzene is found with an average of 7,2 micro/m3 in Cotonou. These concentrations are not so high in the town of Lokossa (carbon monoxide from 45 to 51ppm). In Cotonou motorbike taxis account for 90% of the cases with intoxication symptoms 1,5 time higher than in the non-drivers of these motorbikes. The symptoms recorded on statement are intoxication disorders such as conjunctival hyperemia (18%) among which 12% of lacrimation, respiratory disorders (23%). On the other hand, registered disorders were not so important in Lokossa: conjunctival hyperemia (5,6%), nausea (32%) and other signs as sight disorders (4%). The disorders frequency in non drivers is not so high in Cotonou and Lokossa. In the blood test, the Hbco rate is abnormal in more than 66% of the drivers. The authors suggest the regular checking of imported secondhand cars, measures to reduce exhaust emissions and the reinforcement of the law on air pollution as well as a proper management of crossroads.
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A combined school- and community-based campaign targeting all school-age children of Burkina Faso against schistosomiasis and soil-transmitted helminthiasis: Performance, financial costs and implications for sustainability - Gabrielli, Albis-Francesco; Touré, Seydou; Sellin, Bertrand; Sellin, E.; Ky, Césaire; Ouedraogo, Hamado; Yaogho, Malachie; Wilson, Michael D.; Thompson, Howard K.; Sanou, Soufiane; Fenwick, Alan (Acta Tropica, 2006)
A combined school- and community-based campaign targeting the entire school-age population of Burkina Faso with drugs against schistosomiasis (praziquantel) and soil-transmitted helminthiasis (albendazole) was implemented in 2004-2005. In total, 3,322,564 children from 5 to 15 years of age were treated, equivalent to a 90.8% coverage of the total school-age population of the country. The total costs of the campaign were estimated to be US 1,067,284 dollars, of which 69.4% was spent on the drugs. Delivery costs per child treated were US 0.098 dollar, in the same range as school-based only interventions implemented in other countries; total costs per child treated (including drugs) were US 0.32 dollar. We conclude that a combined school- and community-based strategy is effective in attaining a high coverage among school-age children in countries where school enrolment is low and where primary schools cannot serve as the exclusive drug distribution points. The challenge for Burkina Faso will now be to ensure the sustainability of these disease control activities.
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Post term pregnancy at teaching hospitals in Addis Ababa, Ethiopia. - Gaym, Asheber; Tadesse, Eyob (PubMed, 2006)
To Determine pregnancy outcome between term and post term deliveries and to assess the proportion of post maturity syndrome among neonates in the two groups.Cross-sectional comparative study of pregnancy outcome among term and post term mothers.Two teaching hospitals in Addis Ababa, Ethiopia.376 post-term mothers compared to 376 term mothers.Fetal distress, caesarean section rates, neonatal intensive care unit admission, perinatal mortality, congenital anomalies, low birth weight, Apgar scores, macrosomia and third stage complications.The proportion of mothers delivering post term at the study sites was 8.8%, which agrees with most series in which diagnosis of post term was based on LNMP. There were 99 (26.3%) fetal distress in the post term group compared to 50 (11.2%) among term deliveries (P<0.001). The caesarean rate for the post term mothers was 89 (23.7%) compared to term mothers of 47(12.5%) (P<0.001). Neonatal intensive care unit admission rate for post term mothers was 25(6.7%) compared with 1(2.9%) term mothers (P<0.05). No significant differences in the rates of perinatal mortality, congenital anomalies, low birth weight, macrosomia, CPD or third stage complications were observed between the two groups, though most were relatively frequent in post terms.Due to lack of antenatal care and late referral, the diagnosis of post terms is based on LNMP alone in most cases. Fetal distress, perinatal asphyxia and consequent caesarean delivery rate is much higher than other series. Health education on early initiation of antenatal care as well as timely referral from peripheral units is urgently needed. Based on the findings of our study we recommend that in all pregnant women (individualization is possible) with 42 completed weeks of gestation, the pregnancy should be terminated be it through vaginal or abdominal route for a better fetal outcome.
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Education in Exile : SOMAFCO, the ANC School in Tanzania, 1978 to 1992, Sean Morrow, Brown Maaba and Loyiso Pulumani : book review - Govender, Sumeshni (Southern African Review of Education with Education with Production, 2006)
This book, commissioned by the Batlagae Trust, is the first on the history of the Solomon Mahlangu Freedom College, SOMAFCO. SOMAFCO was established by the ANC in Tanzania in 1978 for exiles who fled South Africa in the post-1976 period. It operated as an educational institution until 1992, when the ANC decided to return to South Africa after it had been unbanned.
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Synthetic Learning Environment Games: Prototyping a Humanities-Based Game for Teaching African American History - Greenwood-Ericksen, Adams; Fiore, Stephen M.; McDaniel, Rudy; Scielzo, Sandro; Cannon‐Bowers, Janis A.; Mundy, Carol (Proceedings of the Human Factors and Ergonomics Society Annual Meeting, 2006)
Generational differences and financial and motivational barriers have limited student access to humanities resources. We contend that Simulation-based Learning Games (SLGs) offer a potential means for delivering humanities content in a format that is more accessible to students and more appealing – both visually and interactively – than traditional educational materials. To explore this assertion, a prototype SLG was developed by students and faculty at the University of Central Florida. This prototype was created using off-the-shelf game technology, and was designed to incorporate sound principles drawn from both the science of learning and the area of game design. Additionally, the SLG is designed to reference and incorporate Florida's Sunshine State Educational Standards to ensure relevance to and support of traditional educational methods.
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Synthetic Learning Environment Games: Prototyping a Humanities-Based Game for Teaching African American History - Greenwood-Ericksen, Adams; Fiore, Stephen M.; McDaniel, Rudy; Scielzo, Sandro; Cannon‐Bowers, Janis A.; Mundy, Carol (Proceedings of the Human Factors and Ergonomics Society Annual Meeting, 2006)
Generational differences and financial and motivational barriers have limited student access to humanities resources. We contend that Simulation-based Learning Games (SLGs) offer a potential means for delivering humanities content in a format that is more accessible to students and more appealing – both visually and interactively – than traditional educational materials. To explore this assertion, a prototype SLG was developed by students and faculty at the University of Central Florida. This prototype was created using off-the-shelf game technology, and was designed to incorporate sound principles drawn from both the science of learning and the area of game design. Additionally, the SLG is designed to reference and incorporate Florida's Sunshine State Educational Standards to ensure relevance to and support of traditional educational methods.
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Training for Work in the Informal Micro-Enterprise Sector: Fresh Evidence from Sub-Sahara Africa (Technical and Vocational Education and Training: Issues, Concerns and Prospects) - Haan, Hans Christiaan (2006)
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The Colors of Change: Participation and Praxis in Egyptian Education - Herrera, Linda (2006)
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School Governing Bodies in South Africa - Heystek, Jan (Educational Management Administration & Leadership, 2006)
This article focuses on the relationship between principals and school governing bodies in South Africa. Although there are several different groups represented on the governing body, this article relates mainly to the role and function of the parental representatives. The parents have a majority on the governing bodies and therefore have an important role to play in the effective functioning of the school. The legislation does not provide enough clarity on the daily functioning of the governing body and this sometimes creates tension between principals and parent governors.
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Experience-Based Reflections on the Potential for Critical Practitioner Inquiry to Transform Teacher Education in Africa - Hussein, Jeylan Wolyie (Journal of Transformative Education, 2006)
In Africa, administrators have inadequate scholarly debates on the type of teacher education required to bring about educational and social transformation. Most of the methodologies we use to train our teachers come from abroad and are ill suited to address the continent's problems. This reflective article describes the experiences of the author and other teacher educators with Critical Practitioner Inquiry (CPI), a teacher education program born in the south of Africa to liberate teachers and teacher educators from authoritarian views of knowledge construction. CPI makes possible what Mezirow calls perspective transformation. Experience shows that CPI promotes education as a practice of freedom. This article argues that CPI encourages practitioners to sense and transform factors that perpetuate injustice and inequality in schools, classrooms, and wider society.
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Chapter 11 The Ties That Bind: Race and Restitution in Education Law and Policy in South Africa and the United States of America1 - Jansen, Jonathan D. (The ... Yearbook of the National Society for the Study of Education, 2006)
Yearbook of the National Society for the Study of EducationVolume 105, Issue 2 p. 211-230 Chapter 11 The Ties That Bind: Race and Restitution in Education Law and Policy in South Africa and the United States of America1 Jonathan D. Jansen, Jonathan D. Jansen University of PretoriaSearch for more papers by this author Jonathan D. Jansen, Jonathan D. Jansen University of PretoriaSearch for more papers by this author First published: 10 October 2006 https://doi.org/10.1111/j.1744-7984.2006.00083.xCitations: 1AboutPDF ToolsExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Citing Literature Volume105, Issue2October 2006Pages 211-230 RelatedInformation
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Attitude of Nigerian secondary school teachers to peer evaluation of teachers - Joshua, Monday T.; Joshua, Akon M. (Teacher Development, 2006)
The study investigated the general attitude of Nigerian secondary school teachers toward peer evaluation of teachers. It also sought to determine whether teacher characteristics such as gender, school geographical location, academic qualification and teaching experience affected Nigerian teachers’ attitude toward peer evaluation of teachers. To accomplish the research purpose, four null hypotheses were formulated to guide the study. The research design adopted was a survey. The sample consisted of 480 secondary school teachers selected from among 3179 teachers in Akwa Ibom State secondary schools using a stratified random sampling technique. The instrument used for collecting data for the study was a 13‐item questionnaire. Population t‐test, independent t‐test, dependent t‐test and four‐way ANOVA were used to test the hypotheses. The study revealed that the general attitude of Nigerian secondary school teachers toward peer evaluation of teachers is negative, whether the results of the evaluation serve formative or summative purposes; and that for both formative and summative purposes, the general attitude of Nigerian teachers toward peer evaluation of teachers is not affected by the teachers’ professional status, gender, school location, academic qualification or teaching experience.
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Distance Learning in Africa - Keegan, Kevin; Kurzweil, Dina; Gilpin, Raymond; Piller, Michael J. (E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, 2006)
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Long-term outcomes of school-based treatment for control of urinary schistosomiasis: a review of experience in Coast Province, Kenya - King, Charles H. (Memórias do Instituto Oswaldo Cruz (Impresso), 2006)
Urinary schistosomiasis remains a significant burden for Africa and the Middle East. The success of population-based control programs will depend on their impact, over many years, on Schistosoma haematobium reinfection and associated disease. In a multi-year (1984-1992) control program in Kenya, we examined risk for S. haematobium reinfection and late disease during and after annual school-based treatment. In this setting, long-term risk of new infection was independently associated with location, age, hematuria, and incomplete treatment, but not with sex or frequency of water contact. Thus, very local environmental features and age-related factors played an important role in S. haematobium transmission, such that population-based control programs should optimally tailor their efforts to local conditions on a village-by-village basis. In 2001-2002, the late benefits of earlier participation in school-based antischistosomal therapy were estimated in a cohort of formerly-treated adult residents compared to never-treated adults from the same villages. Among age-matched subjects, current infection prevalence was lower among those who had received remote therapy. In addition, prevalence of bladder abnormality was lower in the treated group, who were free of severe bladder disease. Treatment of affected adults resulted in rapid resolution of infection and any detectable bladder abnormalities. We conclude that continued treatment into adulthood, as well as efforts at long-term prevention of infection (transmission control) are necessary to achieve optimal morbidity control in affected communities.
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Food safety at schools in the Abidjan area (Ivory Coast) - Kj, Sackou; Claon, S; As, Oga; Kn, Kiré; Td, Bledou; Pohé, L; Diby, Y; Kl, Kouadio (Médecine tropicale : revue du Corps de santé colonial, 2006)
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Different use of medical terminology and culture-specific models of disease affecting communication between Xhosaspeaking patients and English-speaking doctors at a South African paediatric teaching hospital. - Levin, Michael (PubMed, 2006)
Language and cultural differences between patients and health care providers may have adverse health consequences. Red Cross War Memorial Children's Hospital is a paediatric teaching hospital in Cape Town where staff communicate mainly in English or Afrikaans, while many patients speak Xhosa as their first language.To examine whether differences in the definitions of common respiratory medical terminology by patients and doctors cause miscommunication and to explore culture-specific models if used by parents in their definitions.In-depth, semi-structured interviews were conducted with three speech communities, viz. 8 English-speaking doctors and 33 Xhosa-speaking parents, educated to grade 12 level or less and recruited from two areas in the hospital, the short-stay ward (Xhosa s-s) and the allergy clinic (Xhosa allergy). The sum of both groups of Xhosa-speaking patients are referred to as 'Xhosa all'. Definitions were elicited for common respiratory terminology in both Xhosa and English. Contrastive linguistic analysis was used to identify the semantic properties for each group in order to condense the groups' definitions into representative 'core definitions'. Differences in the definitions of terminology were identified and words were classified as concordant (used in the same way) or discordant (used in different ways) by the three speech communities.Parents experience difficulty in understanding terms used by doctors and words in common use were understood differently by these two groups. Most Xhosa words were not in the doctors' vocabulary, and some common English words were not in the parents' vocabulary. Where words were in the vocabulary of both groups, significant differences existed in the number and range of definitions, with many clinically significant discordances of definition being apparent. Some common examples relevant to paediatric respiratory problems are presented. Three culture-specific explanatory models of respiratory illness, ingqele, xakaxa and idliso, are illustrated.
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Language as a barrier to care for Xhosa-speaking patients at a South African paediatric teaching hospital. - Levin, Michael (PubMed, 2006)
Disease is closely linked to the social context in which we live. Difficulty with communication, cultural incompatibility between patients and health care providers and socioeconomic obstacles are important barriers to quality care when doctors and patients come from different backgrounds and speak different languages. Red Cross War Memorial Children's Hospital (RCH) is a paediatric teaching hospital in Cape Town where staff members communicate mainly in English or Afrikaans, while many patients speak Xhosa as their first language.The study aimed to identify barriers to optimal care for Xhosa-speaking parents of patients at RCH. The contribution of language difficulties was assessed as a possible barrier to health care for this group.A questionnaire was developed and administered to 53 Xhosa-speaking parents of children admitted to the short-stay ward at RCH. The questionnaire examined parents' perceptions of barriers to their children's care, using openended questions, closed-ended questions and selection from lists.Parents experienced significant structural and socioeconomic barriers to access of health care for their children. Language and cultural barriers were cited by more parents as a major barrier to health care than structural and socioeconomic barriers. Parents did not have access to same-language practitioners, as only 6% of medical interviews were conducted partly or wholly in the patient's home language. Of the 94% of interviews where no Xhosa was spoken by medical staff, 21% were conducted with the aid of an interpreter (formal or ad hoc) and in 79% no interpreter was used. Parents experienced difficulties with understanding the doctors (64%), making themselves understood (54%) and asking questions (38%). Sixty-nine per cent of parents were dissatisfied with communication between themselves and their doctors and 45% were concerned about negative effects of poor communication on them or their children. Parents tended to blame their own linguistic limitation rather than those of the doctors.
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Screening of Intellectual Maturity: Exploring South African Preschoolers' Scores on the Goodenough-Harris Drawing Test and Teachers' Assessment - Loxton, Helene; Mostert, Jemona; Moffatt, Diane (Perceptual and Motor Skills, 2006)
The present study explored the relationship between South African preschool children's intelligence scores achieved on the Goodenough-Harris Drawing Test (GHD), and the accuracy of teachers' ratings of the human-figure drawings and teachers' general perceptions of children's intellectual maturity. The GHD was administered individually to 30 boys and 30 girls between the ages of 4 and 6 years ( M = 4.5, SD = 0.7) from a multicultural (Black, Colored, and White) preschool near the Cape, South Africa. The three class teachers of these preschoolers provided the ratings and perceptions of each child's intellectual maturity. Results indicated that the teachers' assessments of children's intellectual maturity were fairly similar to the formal measures of children's intellectual maturity using human figure drawings and their own perceptions. It appears that teacher ratings of drawings could be relied upon as a means of assessment. General perceptions of children's intellectual maturity should not be solely relied upon, but instead these perceptions should be used as an aid for enhancing the teachers' assessment of children's intellectual maturity in addition to the rating of human figure drawings.
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Health behaviors and masculinity in Kenyan and U.S. male college students. - Mahalik, James R.; Lagan, Hugh D.; Morrison, Jay A. (Psychology of Men and Masculinity, 2006)
Approaching men’s health behaviors from a gender socialization framework, we hypothesized that (a) men’s health behaviors would significantly relate to their conformity to traditional masculine norms, (b) these behaviors would significantly differ as a function of their nationality, and (c) masculinity and nationality would significantly interact to predict men’s health behaviors. Five hundred forty-six male college students (384 Kenyan men, 162 U.S. men) completed the Health Behavior Inventory and the Conformity to Masculine Norms Inventory. ANCOVA results indicated that 30 of 52 health behaviors were associated with traditional masculinity, nationality, or their interaction. The discussion focuses on masculinity’s relationship to harmful health behaviors. In addition, limitations and potential interventions to improve men’s health behaviors are discussed.
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African American Small Business Owners' Attitudes Toward Business Training - Martin, Warren S.; Wech, Barbara A.; Sandefur, John; Pan, Ruming (Journal of Small Business Management, 2006)
The attitudes toward training courses are documented for the rapidly growing African American segment of small business owners. The study provides evidence supporting the training-business creation model suggested by the Small Business Act and by Becker’s work on human capital. Over 700 responses to a mail survey were divided into African American small business owners and Caucasian American small business owners. The African American small business owners rated the training courses as significantly more important than the Caucasian American small business owners for all 23 of the areas tested. A matched sample was created from the data set to evaluate the idea that demographics such as type of business and number of employees may have influenced the results. The findings from the matched sample were consistent with the findings from the total sample. Various reasons for these unusually strong results are offered as well as directions for future research.
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Wound Care in Tanzania at the Regional Dermatological Training Centre - Mavura, Daudi; Contreras-Ruíz, José (Advances in skin & wound care (Print), 2006)
Daudi Mavura, MD, is a first-year dermatology resident and Jose Contreras-Ruiz, MD, is Director, Department of Dermatology, "Dr. Manuel Gea Gonzalez" General Hospital, Mexico City, Mexico.
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TEACHING ASPECTS OF ALTERNATIVE DISPUTE RESOLUTION TO CANDIDATE ATTORNEYS IN SOUTH AFRICA - McQuoid‐Mason, David (Journal of commonwealth law and legal education, 2006)
When teaching alternative dispute resolution skills, such as negotiation and mediation, it is necessary to engage the students in an active learning process. This article describes the content of a two‐day course run for the Law Society of South Africa School for Legal Practice, Durban, in which students are taught negotiation and mediation skills. A variety of interactive learning methods are used in which students experience non‐adversarial methods of dispute resolution. By the end of the course each student would have participated in several negotiation and mediation exercises and would have conducted one mediation. The course is highly rated in the student evaluations for the amount of ‘learning through doing’ that occurs. Its success lies in that it is a practical, not academic, course.
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Natural Disasters? Droughts and Epidemics in Pre-colonial Sudanic Africa - Meier, Astrirf (The Medieval History Journal, 2006)
Droughts and epidemics are recurrent phenomena in the history of Sudanic Africa. Only in the aftermath of the famines of 1973–74 and 1984–85 in the Sahel zone did historians begin to question their easy classification as ‘natural disasters’ and to look more closely at the interplay of climatic and societal stress factors in the causation process. Research into the history of disasters in pre-colonial Sudanic Africa has to face the problem of a distinctive lack of available source material. This article will address the problems surrounding the identification of droughts and epidemics, before getting to the question of how they turned into disasters, mostly in the form of famines. It argues that before the colonial period the regional food systems seem to have been better adapted to deal with climatic stress than with the specific forms of violence that were an intrinsic part of the fabric of Sudanic Africa since the political reorganisation of the sixteenth century. Thus, both vulnerability and resilience, but also the ways to explain disasters have to be understood in the context of the political, economic and social history of these African societies.
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Malawi - The Emergency Drought Recovery Project - Mohan, P.C. (RePEc: Research Papers in Economics, 2006)
This project was designed and implemented (January 2003-November 2004) in response to Malawi's severe food crisis in 2002, caused by the drought and floods in 2001 and 2002, which resulted in a significant drop in maize output, the country's main staple food. The food crisis was exacerbated by a suboptimal harvest in the previous year. In addition, the Early Warning System (EWS) failed by predicting a food surplus when in fact a major food deficit was looming. Poor management of the Strategic Grain Reserve and an over-reliance on maize in the diet were additional factors which compounded the crisis. This combination of an IDA credit of $29 million equivalent and a grant of $21 million equivalent were used to finance 3 components. (i) Quick disbursing assistance to support critical imports through a positive list of import requirements linked to the drought and recovery efforts; (ii) Augmentation of the purchasing power of families whose incomes had been reduced as a result of the crisis; and (iii) Support for project implementation, technical assistance and studies. The bulk of the credit/grant ($40 million equivalent) went to support the first component.
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Education and intellectual disability in South Africa - Molteno, Christopher (Journal of Child & Adolescent Mental Health, 2006)
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Specialist Training Programs for African Physicians - Muula, Adamson S (Croatian Medical Journal, 2006)
Many African countries are liberal in accepting medical degrees and specialist qualifications acquired abroad. This in part stems from the lack of training programs on the African continent that can supply the required or near the required numbers of doctors to serve the populations. As the majority of African states are English-speaking, academic and professional qualifications obtained in other English-speaking countries are more likely to be accepted than those from countries with some other official language. Francophone and Lusophone African countries are also likely to be accommodating to French and Portuguese medical qualifications, respectively. With regard to specialist physician qualifications, African physicians have the following possibilities; a) obtain qualifications from their own countries; b) obtain qualifications from other African countries, c) qualifications from a regional body such as the West African Colleges or the Confederation of Central, Eastern, and Southern African College of Surgeons (COSECA) and d) obtain overseas qualifications. As a consequence of British colonial history and a deliberate policy to train physicians at a specialist level for the British Commonwealth nations, UK specialist qualifications are common overseas qualifications held by physicians on the African continent. There is, however, constant threat to the training opportunities for African physicians who seek UK qualifications (1,2).
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Improving access to secondary education in Kenya: what can be done? - Ngware, Moses; Onsomu, Eldah; Muthaka, David I.; Manda, Damiano Kulundu (Equality, Diversity and Inclusion, 2006)
Purpose – The purpose of this paper is to analyse factors that influence access to secondary education, and strategies for improving access to secondary education in Kenya.
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Total quality management in secondary schools in Kenya: extent of practice - Ngware, Moses; Wamukuru, David Kuria; Odebero, Stephen O. (Quality Assurance in Education, 2006)
Purpose – To investigate the extent to which secondary schools practiced aspects of total quality management (TQM).
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SURVEYED OPINIONS OF THE ESSENTIAL BRONCHOSCOPIST© AS A LEARNING MODALITY IN MOZAMBIQUE AND MAURITANIA - Quadrelli, Sílvia; Davoudi, Mohsen; Colt, Henri G. (Chest (American College of Chest Physicians), 2006)
PURPOSE: The Essential Bronchoscopist© (EB©) is a web-based, laddered curriculum of bronchoscopy-related knowledge. It is freely accessible in four languages (English, French, Spanish, Japanese) and will soon be available in more languages. It is comprised of six modules, each with approximately 30 interactive question-answer sets and a module-specific learning objective and post-test. It covers many of the issues in the major categories available in traditional bronchoscopy textbooks. Its aim is not to replace but to complement conventional training in bronchoscopy. The purpose of this observational study was to record the impact of using the EB© to train small groups of physicians in underserved hospitals in two underdeveloped countries.
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Distance learning the Gambian way - Raymond, Mareeni (The BMJ, 2006)
A distance learning course from the UK for biomedical students in the Gambia might be a blueprint for programmes throughout Africa, says Mareeni Raymond
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Higher Education and Social Transformation in South Africa Since the Fall of Apartheid - Reddy, T Prabhakara (Cahiers de la recherche sur l éducation et les savoirs, 2006)
L’article situe les développements post-apartheid de l’enseignement supérieur dans un contexte particulier de transition par “transplacement” (un compromis entre l’ancienne classe dirigeante et un mouvement nationaliste modéré). Il suggère que la politique macro économique néolibérale d’après 1994 a eu pour effet de limiter la capacité de l’État à transformer la société civile selon sa propre vision. La troisième section discute des politiques clés concernant la transformation de l’enseignement supérieur. L’auteur estime que la politique universitaire post-1994 est immanquablement sujette à interprétations contradictoires. La dernière section discute de l’impact de l’enseignement supérieur sur les sphères politique, sociale, économique et culturelle de la société post-apartheid. L’auteur conclut que l’enseignement supérieur a contribué à l’émergence d’une classe moyenne noire et, ce faisant, à la consolidation des acquis démocratiques, mais que les politiques suivies par l’État et les pratiques universitaires ont aussi exclu la majorité des étudiants pauvres, révélant par là même l’émergence des nouvelles dynamiques de classes de l’Afrique du sud post-apartheid.
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Application of the QUILF thermobarometer to the peralkaline trachytes and pantellerites of the Eburru volcanic complex, East African Rift, Kenya - Ren, Minghua; Omenda, Peter; Anthony, Elizabeth; White, John C.; MacDonald, Raymond J.; Bailey, D. K. (Lithos, 2006)
The Quaternary Eburru volcanic complex in the south-central Kenya Rift consists of pantelleritic trachytes and pantellerites. The phenocryst assemblage in the trachytes is sanidine + fayalite + ferrohedenbergite + aenigmatite ± quartz ± ilmenite ± magnetite ± pyrrhotite ± pyrite. In the pantellerites, the assemblage is sanidine + quartz + ferrohedenbergite + fayalite + aenigmatite + ferrorichterite + pyrrhotite ± apatite, although fayalite, ferrohedenbergite and ilmenite are absent from more evolved rocks (e.g. with SiO2 > 71%). QUILF temperature calculations for the trachytes range from 709 to 793 °C and for the pantellerites 668–708 °C, the latter temperatures being among the lowest recorded for peralkaline silicic magmas. The QUILF thermobarometer demonstrates that the Eburru magmas crystallized at relatively low oxidation states (ΔFMQ + 0.5 to − 1.6) for both trachytes and pantellerites. The trachytes and pantellerites evolved along separate liquid lines of descent, the trachytes possibly deriving from a more mafic parent by fractional crystallization and the pantellerites from extreme fractionation of comenditic magmas.
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Peralkaline syenite autoliths from Kilombe volcano, Kenya Rift Valley: Evidence for subvolcanic interaction with carbonatitic fluids - Ridolfi, Filippo; Renzulli, Alberto; MacDonald, Raymond J.; Upton, B. G. J. (Lithos, 2006)
Mineral chemistry, textures and geochemistry of syenite autoliths from Kilombe volcano indicate that they crystallized in the upper parts of a magma chamber from peralkaline trachytic magmas that compositionally straddle the alkali feldspar join in the “residuum system” (ne = 0–1.03; qz = 0–0.77). Mineral reaction and/or overgrowth processes were responsible for the replacement of (i) Mg–hedenbergite by aegirine–augite, Ca–aegirine and/or aegirine, (ii) fayalite by amphiboles, and (iii) magnetite by aenigmatite. Ti–magnetite in silica-saturated syenites generally shows ilmenite exsolution, partly promoted by circulating fluids. By contrast, the Fe–Ti oxides in the silica-undersaturated (sodalite-bearing) syenites show no signs of deuteric alteration. These syenites were ejected shortly after completion of crystallization. Ilmenite–magnetite equilibria indicate fO2 between − 19.5 and − 23.1 log units (T 679–578 °C), slightly below the FMQ buffer. The subsequent crystallization of aenigmatite and Na-rich pyroxenes suggests an increase in the oxidation state of the late-magmatic liquids and implies the influence of post-magmatic fluids. Irrespective of silica saturation, the syenites can be divided into (1) “normal” syenites, characterized by Ce/Ce⁎ ratios between 0.83 and 0.99 and (2) Ce-anomalous syenites, showing distinct negative Ce-anomalies (Ce/Ce⁎ 0.77–0.24). “Normal” silica-saturated syenites evolved towards pantelleritic trachyte. The Ce-anomalous syenites are relatively depleted in Zr, Hf, Th, Nb and Ta but, with the exception of Ce, are significantly enriched in REE. The silica-saturated syenites contain REE–fluorcarbonates (synchysite-bastnaesite series) with negative Ce-anomalies (Ce/Ce⁎ 0.4–0.8, mean 0.6), corroded monazite group minerals with LREE-rich patches, and hydrated, Fe- and P-rich phyllosilicates. Each of these is inferred to be of non-magmatic origin. Fractures in feldspars and pyroxenes contain Pb-, REE- and Mn-rich cryptocrystalline or amorphous material. The monazite minerals are characterized by the most prominent negative Ce-anomalies (Ce/Cemean⁎ = 0.5), and in the most altered and Ca-rich areas (depleted in REE), Ce/Ce⁎ is less than 0.2. It is inferred that carbonatitic fluids rich in F, Na and lanthanides but depleted in Ce by fractional crystallization of cerian pyrochlore, percolated into the subvolcanic system and interacted with the syenites at the thermal boundary layers of the magma chamber, during and shortly after their crystallization. Chevkinite–(Ce), pyrochlore, monazite and synchysite-bastnaesite, occurring as accessory minerals, have been found for the first time at Kilombe together with eudialyte, nacareniobsite–(Ce) and thorite. These latter represent new mineral occurrences in Kenya.
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Effects of exercise training on resting metabolic rate in postmenopausal African American and Caucasian women - Santa-Clara, Helena; Szymanski, Linda M.; Ordille, Tiffany; Fernhall, Bo (Metabolism, 2006)
Ambiguous findings have been reported in previous studies concerning the relationships between resting metabolic rate (RMR), effects of exercise, and race in postmenopausal women. The purposes of this study were (1) to determine the effect of exercise training on RMR in postmenopausal women and (2) to determine whether this effect is different by race. We analyzed data from 24 African American (AA) (age, 56.3 +/- 5.0 years) and 23 Caucasian (CA) (age, 58.6 +/- 6.1 years) women. RMR was measured by indirect calorimetry after an overnight fast. Subjects completed tests of maximal exercise with metabolic measurements, waist to hip ratio, and body composition. At the completion of all tests, each subject was randomly assigned to either the exercise training or the control group. Aerobic exercise was performed 3 to 4 days per week for 6 months. Intensity was set at 70% to 85% maximal heart rate for 45 to 60 minutes per session. Both AA and CA exercise groups had a significant decrease (P < .05) in body weight (kilograms), percent body fat, and body mass index (BMI) and an increase in aerobic capacity, whereas the control groups did not change. There were no race effects. AA women exhibited significantly lower values than CA women for measured RMR (P < .05). The RMR (kilojoules) of the AA women (both control and exercise groups) decreased over time (P < .05), whereas the RMR of the CA women did not change. Adjusting RMR for BMI or for changes in lean body mass and fat mass did not alter these results. In conclusion, this 6-month endurance-training program did not affect RMR in these postmenopausal women, as RMR did not change in CA women, but decreased significantly over time in both groups of AA women. The factors that contribute to these findings should be the focus of future studies.
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Examination-Oriented Schooling : The Realities of Primary Education in Kenya - Sawamura, Nobuhide (Journal of international cooperation in education, 2006)
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Transforming Education In Egypt: Western Influence and Domestic Policy Reform - Sayed, Fatma El-zahraa Hassan (2006)
Basic education - considered essential for building democratic societies and competitive economies - has headed the agendas of development agencies in recent years. During the same period, Egypt topped the lists of recipients of development assistance and proclaimed education to be its national project. In this new study, political scientist Fatma Sayed explains how Egyptian domestic political actors have interacted with and reacted to international development aid to Egypt's educational system, particularly when that aid is linked to sensitive issues of reform and cultural change. In recent years, international donors have called for changes that are inconsistent with the functions, structures and culture of Egyptian institutions, resulting in a climate of suspicion surrounding foreign aid to education. In this penetrating analysis, Sayed looks at how problems are diagnosed and reforms implemented and resisted. As Sayed demonstrates, the low level of ownership and consensus among the various domestic actors and the failure to establish strategic coalitions to support the reforms result in poor implementation and incomplete internalization. From the debate over free education to conspiracy theories and the evolving definition of international norms, this book sheds new light on the conflict of ideas that surrounds donor-sponsored reforms.
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Introduction: Why Study the Influence of International Organizations on the Transformation of Education In Egypt? - Sayed, Fatma H. (2006)
Abstract The Cold War and the reshuffling of the world economic and political order were witnessed by the critical decade of 1990s. This brought political and economic changes that have increased the significance of development assistance as an important mechanism affecting international relations. Such changes forced policy makers in donor countries to rethink the destination and agendas of assistance. The concept of development was widened to give more importance to human development criteria, like the basic education and individual empowerment. The ultimate purpose of development implies that the formation of human beings makes up a large part of the development process. This highlights the importance of education in the development as an instrument for reducing poverty and inequality, improving health and social well-being, and laying the basis for sustained economic growth.
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Transforming Education In Egypt - Sayed, Fatma H. (2006)
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Child abuse in schools and the law in Zimbabwe : current issues and challenges in the new millennium : research article - Shumba, Almon (Child abuse research in South Africa, 2006)
Current research on child abuse shows that local and international criminal laws seem to have failed to offer children sufficient protection against child abuse globally and in Zimbabwe. Children are the most vulnerable major subgroup least capable of assuring their own welfare. On the contrary, child abuse laws the world over including Zimbabwe, appear to be lenient to child abuse perpetrators instead of protecting the victims. Few offenders are being convicted. Most aspects of the existing legal position need to be revised so that children can live in a safer environment. This study seeks to: (a) analyze current local and international laws that protect pupils against child abuse; (b) outline procedures followed in the courts of law, and (c) recommend measures that could be taken to address this problem by the courts of law. Challenges faced by local and international laws in their pursuit of protecting pupils against child abuse in Zimbabwe and the world over have been discussed in detail in this paper.
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Building sustainable neighbourhoods in South Africa: learning from the Lynedoch case - Swilling, Mark; Annecke, Eve (Environment and Urbanization, 2006)
Urban development strategies that aim to eradicate poverty will only be successful if these strategies include ecological sustainability criteria relating to sanitation, solid waste removal, energy, building materials and food security. (1) This paper uses the Lynedoch EcoVillage development in Stellenbosch (near Cape Town) to demonstrate that this can result in a balance between growth, equity and sustainability without any one of these criteria being seen as less or more important. In practice, however, judgments need to be made, and original intentions are often thwarted by conditions as they emerge during the course of the development process. Lynedoch EcoVillage is a significant case because it is the first intentional, socially mixed ecologically designed urban development in the South African context. To this extent, the Lynedoch Development is a challenge to both the traditional unsustainable approaches to urban design and infrastructure that have dominated the democratic period in South Africa since 1994, and to the perpetuation of economic apartheid whereby the rich and poor have remained segregated.
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Levels of knowledge and sources of information on sexually transmitted infections among secondary school youth in Dar es Salaam Tanzania. - Tengia–Kessy, Anna; Kamugisha, Hussein (East African journal of public health, 2006)
The main purpose of this study was to explore sources of information and levels of knowledge on sexually transmitted infections (STIs) among youth in secondary schools in Ilala district Dar es Salaam. A cross sectional survey was undertaken among secondary school youth selected randomly from three public secondary schools. A self-administered questionnaire was used to gather information on socio-demographic characteristics sexual activity STIs-related knowledge and sources of information on STIs among the respondents. A total of 312 youth aged 12-22 years participated 54.3 percent being female. The large majority of the participants were aged 15-18 years (57.3 percent). About 28 percent of the respondents (40.4 percent of boys and 16.9 percent of girls) reported to have experienced sexual intercourse. While teachers were reported to be the least source of information on STIs the mass media particularly television was perceived to be the commonest source from which a greater part of the youthgot such information (23.4 and 75.0 percent respectively). Generally less than three-quarters (70 percent) of the students had a good level of STIs-related knowledge and this knowledge was significantly associated with increasing chronological age and current level of education of the respondents (Chi square for trend = 15.06 p = 0.000 and 13.06 p = 0.000 respectively). Despite STIs being rampant among young people worldwide these findings suggest a high sexual activity among the respondents and a relatively low level of knowledge on STIs. Moreover although family life education has been integrated into the school national school curriculum majority of the students got information on STIs via the media. In view of the findings it is recommended that additional efforts are required to raise the level of knowledge on STIs amongst the youth in schools to enable them make informed sexual decisions. It is also imperative that heath messages targeting youth take into consideration the acceptability of the medium exploited. (authors)
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[Extent of visual impairment in a population attending an ophthalmology center in Africa. Findings in 828 cases at the Tropical Ophthalmology Institute of Africa in Bamako, Mali]. - Traoré, Jeannette; Boitte, J P; Omgbwa, Eballe Andre; Zefack, Germain; Pérez, Daniel I. (PubMed, 2006)
The purpose of this prospective observational study was to evaluate the extent of visual impairment in a socially and professionally active population attending the Tropical Ophthalmology Institute of Africa (IOTA). Thanks to high recruitment rate at the IOTA, which is the third reference eye centre, a total of 828 patients ranging from 18 and 50 years of age and consulting for the first time were included between February 1 and May 4, 2003. Each patient underwent a thorough ocular examination. Data were recorded using a dedicated study form. Most patients (40%) consulted for reduced visual acuity. Diagnosis determined organic disease in 75.6% of cases (626 patients) and ametropia (including presbyopia) in 18.5% (153 patients). In the remaining 6% of cases (49 patients), ophthalmic examination was normal. Bilateral blindness was observed in 5.8% of cases (48 patients). The main cause of bilateral blindness was cataract (19.2%). The third most common cause (14.6%) was ocular manifestations of HIV infection, confirming that the epidemiology of blindness is changing and that HIV/AIDS should be taken into account. Unilateral blindness accounted for 11.5% of cases (95 patients). The main causes of unilateral blindness were trauma (50.5%), infection (26%) and degenerative disease (18%). Low vision accounted for 8.5% of cases (70 patients). The main cause of low vision was ametropia. This is one of the few hospital-based studies on causes of blindness in West Africa. The major finding is the high prevalence of blinding ocular complications of HIV infection. Another important finding is the high incidence of low vision that is often disregarded in West Africa.
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Education management information system : a short case study of Mozambique - Trucano, Michael (2006)
The role played by Education Management Information System (EMIS) in educational planning in Mozambique is mixed. At the national level the initial evidence suggests that EMIS helps generate targets for policy frameworks. In addition EMIS supports the ministry of education and culture to establish targets and objectives for their strategies, as well as helping them to monitor progress towards achieving them at the national level. However, on the downside it would appear that links between information systems and planning are not so strong at other levels of the education, such Technical and Vocational Education and Training (TVET). Similarly, EMIS plays a limited role in supporting the planning process at the provincial level due to lack of funds and access to data at the local level. EMIS also helps educational planners understand that improvements in education quality were limited during the implementation of first ESSP. For instance, some indicators suggest that enrolment expansion may have occurred at the expense of quality. This happened despite some initiatives to address quality such as teacher training initiatives and curriculum development in primary education. Some progress during first ESSP was also made in the implementation of the broader strategy of public sector reform in the education sector, addressing the three themes of decentralization, improved management and administrative structures, and the strengthening of capacity at all levels.
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Education management information system : a short case study of Nigeria - Trucano, Michael (2006)
At state level, a systematic approach to educational planning, supported by Education Management Information System (EMIS), is now developing with a clearer role for the federal government in the support, coordination and monitoring of state-level EMIS. However, a lack of reliable baseline data constrains realistic targeting of indicators. Structures and responsibilities for EMIS are complex, reflecting historical developments and more recent imperatives but improved synergy between existing agencies is being sought through a new national body. Until recently, data collection issues have eroded stakeholder confidence but current developments are designed to improve data quality and utility although changes in school and cycle structure will pose significant data collection challenges. Data on population and finance are limited in quality and quantity. One of the important lessons from the experience of Nigeria is the important facilitation role that the Federal Ministry of Education is now playing to support the implementation of a common EMIS approach at the state level. This involves the development of a single software system in order to store and manage education data. States have also benefited from a comprehensive capacity building initiative to improve skills at the local level and to encourage data utilization. In addition the Federal Ministry has helped establish a centralized depository to support the collection and amalgamation of all previous census data.
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The teacher education curriculum and the world of work: A study of teachers of disadvantaged children in Nigeria - Umar, Abdurrahman (Teaching and Teacher Education, 2006)
A key element in the current attempt to actualise the goals of the Dakar Framework of Action for Education for All in Nigeria is the broadening of access to education for disadvantaged groups. These groups include: nomadic pastoralists; migrant fishermen; and out-of-school children and youth. Special educational programs are being provided for them so as, inter alia, to: integrate them into the mainstream of Nigeria's social and political life; disseminate modern occupational and life skills; and promote cultural renewal based on reconstructionist principles. The major concern of this paper is to analyse the teacher education curriculum in Nigeria vis-à-vis the concrete existential realities in which teachers of these disadvantaged groups teach. It critically examines the extent to which the curriculum prepares teachers for the world of minority children, particularly the realities of the schools and the cultural contexts within which teaching takes place. To what extent has the teacher education curriculum adequately prepared teachers for the realities and challenges of teaching disadvantaged children? What do the teachers themselves think of the training they have received? How have their experiences as teachers of disadvantaged groups influenced their sense of marginalisation, professionalism and sense of worth? These questions are posed using quantitative and qualitative strategies so as to determine the level of congruence or incongruence between the existential realities of teachers’ work and the teacher education curriculum. Finally the paper highlights the suggestions made by the teachers sampled for this study about how to reform the teacher education curriculum in order most effectively to address the peculiarities and challenges of the cultural and educational contexts in which they work.
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Teaching styles versus learning styles in the accounting sciences in the United Kingdom and South Africa: a comparative analysis - Visser, Susan; McChlery, Stuart; Vreken, N.J. (Meditari : Research Journal of the School of Accounting Sciences, 2006)
Individuals learn in different ways, using several learning styles, but lecturers may not always present information and learning experiences that match students’ learning preferences. Mismatches between learning and teaching styles can lead to disappointment with the course of study, personal discouragement and underperformance. The learning styles of 735 undergraduate Accounting students and the teaching styles of 46 lecturers from one United Kingdom and one South African university were empirically surveyed, using the Felder‐Solomon Index of Learning Styles questionnaire to consider the students’ learning styles, and an adaptation of the questionnaire to analyse the lecturers’ teaching styles. The study compared learning and teaching styles between two universities in two different countries and then examined possible matches/mismatches between learning and teaching styles. Little mismatch was found (p‐values smaller than 0.3). Other results are discussed and recommendations are made in relation to understanding and meeting students’ learning needs and the needs of professional bodies.
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African Climate Change: Taking the Shorter Route - Washington, Richard; Harrison, Mike T.; Conway, Declan; Black, Emily; Challinor, Andrew J.; Grimes, D. I. F.; Jones, R. G.; Morse, Andrew P.; Kay, Gillian; Todd, Martin C. (Bulletin of the American Meteorological Society, 2006)
Numerous factors are associated with poverty and underdevelopment in Africa, including climate variability. Rainfall, and climate more generally, are implicated directly in the United Nations “Millennium Development Goals” to eradicate extreme poverty and hunger, and reduce child mortality and incidence of diseases such as malaria by the target date of 2015. But, Africa is not currently on target to meet these goals. We pose a number of questions from a climate science perspective aimed at understanding this background: Is there a common origin to factors that currently constrain climate science? Why is it that in a continent where human activity is so closely linked to interannual rainfall variability has climate science received little of the benefit that saw commercialization driving meteorology in the developed world? What might be suggested as an effective way for the continent to approach future climate variability and change? We make the case that a route to addressing the challenges of climate change in Africa rests with the improved management of climate variability. We start by discussing the constraints on climate science and how they might be overcome. We explain why the optimal management of activities directly influenced by interannual climate variability (which include the development of scientific capacity) has the potential to serve as a forerunner to engagement in the wider issue of climate change. We show this both from the perspective of the climate system and the institutions that engage with climate issues. We end with a thought experiment that tests the benefits of linking climate variability and climate change in the setting of smallholder farmers in Limpopo Province, South Africa.
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African Climate Change: Taking the Shorter Route - Washington, Richard; Harrison, Mike T.; Conway, Declan; Black, Emily; Challinor, Andrew J.; Grimes, D. I. F.; Jones, R. G.; Morse, Andrew P.; Kay, Gillian; Todd, Martin C. (Bulletin of the American Meteorological Society, 2006)
Numerous factors are associated with poverty and underdevelopment in Africa, including climate variability. Rainfall, and climate more generally, are implicated directly in the United Nations “Millennium Development Goals” to eradicate extreme poverty and hunger, and reduce child mortality and incidence of diseases such as malaria by the target date of 2015. But, Africa is not currently on target to meet these goals. We pose a number of questions from a climate science perspective aimed at understanding this background: Is there a common origin to factors that currently constrain climate science? Why is it that in a continent where human activity is so closely linked to interannual rainfall variability has climate science received little of the benefit that saw commercialization driving meteorology in the developed world? What might be suggested as an effective way for the continent to approach future climate variability and change? We make the case that a route to addressing the challenges of climate change in Africa rests with the improved management of climate variability. We start by discussing the constraints on climate science and how they might be overcome. We explain why the optimal management of activities directly influenced by interannual climate variability (which include the development of scientific capacity) has the potential to serve as a forerunner to engagement in the wider issue of climate change. We show this both from the perspective of the climate system and the institutions that engage with climate issues. We end with a thought experiment that tests the benefits of linking climate variability and climate change in the setting of smallholder farmers in Limpopo Province, South Africa.
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African Climate Change: Taking the Shorter Route - Washington, Richard; Harrison, Mike T.; Conway, Declan; Black, Emily; Challinor, Andrew J.; Grimes, D. I. F.; Jones, R. G.; Morse, Andrew P.; Kay, Gillian; Todd, Martin C. (Bulletin of the American Meteorological Society, 2006)
Numerous factors are associated with poverty and underdevelopment in Africa, including climate variability. Rainfall, and climate more generally, are implicated directly in the United Nations “Millennium Development Goals” to eradicate extreme poverty and hunger, and reduce child mortality and incidence of diseases such as malaria by the target date of 2015. But, Africa is not currently on target to meet these goals. We pose a number of questions from a climate science perspective aimed at understanding this background: Is there a common origin to factors that currently constrain climate science? Why is it that in a continent where human activity is so closely linked to interannual rainfall variability has climate science received little of the benefit that saw commercialization driving meteorology in the developed world? What might be suggested as an effective way for the continent to approach future climate variability and change? We make the case that a route to addressing the challenges of climate change in Africa rests with the improved management of climate variability. We start by discussing the constraints on climate science and how they might be overcome. We explain why the optimal management of activities directly influenced by interannual climate variability (which include the development of scientific capacity) has the potential to serve as a forerunner to engagement in the wider issue of climate change. We show this both from the perspective of the climate system and the institutions that engage with climate issues. We end with a thought experiment that tests the benefits of linking climate variability and climate change in the setting of smallholder farmers in Limpopo Province, South Africa.
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African Climate Change: Taking the Shorter Route - Washington, Richard; Harrison, Mike T.; Conway, Declan; Black, Emily; Challinor, Andrew J.; Grimes, D. I. F.; Jones, R. G.; Morse, Andrew P.; Kay, Gillian; Todd, Martin C. (Bulletin of the American Meteorological Society, 2006)
Numerous factors are associated with poverty and underdevelopment in Africa, including climate variability. Rainfall, and climate more generally, are implicated directly in the United Nations “Millennium Development Goals” to eradicate extreme poverty and hunger, and reduce child mortality and incidence of diseases such as malaria by the target date of 2015. But, Africa is not currently on target to meet these goals. We pose a number of questions from a climate science perspective aimed at understanding this background: Is there a common origin to factors that currently constrain climate science? Why is it that in a continent where human activity is so closely linked to interannual rainfall variability has climate science received little of the benefit that saw commercialization driving meteorology in the developed world? What might be suggested as an effective way for the continent to approach future climate variability and change? We make the case that a route to addressing the challenges of climate change in Africa rests with the improved management of climate variability. We start by discussing the constraints on climate science and how they might be overcome. We explain why the optimal management of activities directly influenced by interannual climate variability (which include the development of scientific capacity) has the potential to serve as a forerunner to engagement in the wider issue of climate change. We show this both from the perspective of the climate system and the institutions that engage with climate issues. We end with a thought experiment that tests the benefits of linking climate variability and climate change in the setting of smallholder farmers in Limpopo Province, South Africa.
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African Climate Change: Taking the Shorter Route - Washington, Richard; Harrison, Mike T.; Conway, Declan; Black, Emily; Challinor, Andrew J.; Grimes, D. I. F.; Jones, R. G.; Morse, Andrew P.; Kay, Gillian; Todd, Martin C. (Bulletin of the American Meteorological Society, 2006)
Numerous factors are associated with poverty and underdevelopment in Africa, including climate variability. Rainfall, and climate more generally, are implicated directly in the United Nations “Millennium Development Goals” to eradicate extreme poverty and hunger, and reduce child mortality and incidence of diseases such as malaria by the target date of 2015. But, Africa is not currently on target to meet these goals. We pose a number of questions from a climate science perspective aimed at understanding this background: Is there a common origin to factors that currently constrain climate science? Why is it that in a continent where human activity is so closely linked to interannual rainfall variability has climate science received little of the benefit that saw commercialization driving meteorology in the developed world? What might be suggested as an effective way for the continent to approach future climate variability and change? We make the case that a route to addressing the challenges of climate change in Africa rests with the improved management of climate variability. We start by discussing the constraints on climate science and how they might be overcome. We explain why the optimal management of activities directly influenced by interannual climate variability (which include the development of scientific capacity) has the potential to serve as a forerunner to engagement in the wider issue of climate change. We show this both from the perspective of the climate system and the institutions that engage with climate issues. We end with a thought experiment that tests the benefits of linking climate variability and climate change in the setting of smallholder farmers in Limpopo Province, South Africa.
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Capabilities for catching-up: Economic development and competitiveness in Uganda: Implications for Human Resource Development with particular focus on Technical and Vocational Education and Training in Uganda - Wiegratz, Jörg (2006)
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The Legitimation of Black Subordination: The Impact of Color-Blind Ideology on African American Education. - Williams, Dawn; Land, Roderic R. (Journal of Negro Education, 2006)
Through a discourse and ideology, laws and policies have been effective in sustaining White dominance and legitimating Black subordination, particularly in education. Under a approach, all students are being held to the normalized White standard, regardless of their cultural background or ethnicity. The objective of this article is to critically assess the intersection of race, ideology and educational policy and practices from a critical race theorist's (CRT) perspective. INTRODUCTION On Commencement Day May 18th visitors were present, [W]hite and [C]olored, but not one of the latter was to be seen on the splendid platform of Virginia Hall. The rudest and most ignorant [W]hite men and women were politely conducted to the platform; respectable and intelligent [C]olored ladies and gentlemen were shown lower seats where they could neither see nor hear the exercises of the day with any pleasure. To speak in general the [CJolored people and students are made to feel that they must forever remain inferior to their [W]hite brethren no matter what their attainment may be. (Cromwell's work, as cited in Anderson, 1988, p. 63) Some could argue that the sentiments of the aforementioned narrative on Blacks predisposition of being inferior to Whites regardless of the status held by Blacks continues to hold true nearly a century and a half later. Similar to Cromwell's (as cited in Anderson, 1988) controversial thoughts regarding the Hampton Model of Education, which he believed legitimized the subordination of Blacks, contemporary structures, institutions, and ideological impediments such as testing policies and practices and ideologies, carry on this legacy and diminishes the life chances for Blacks and reinforces racial inequality. Racial inequality to the United States is what Duke Ellington is to the world of jazz-a natural association, especially to those who choose to hear the reverberation of the racially marginalized or oppressed. Like Ellington, racial inequality in America is very simple and yet, other times, very abstract and complex. As a result of what some scholars have defined White America's race-related ideology as dysconscious, modern, symbolic, laissez-faire, or colorblind-factors that contribute to racial inequality have taken on a more covert form (Bobo, Kluegel, & Smith, 1997; Bonilla-Silva, 2001; Kinder & Sears, 1981; King, 1991; McConahay, Hardee, & Batts, 1981). These contemporary forms of racism are unlike the traditional prejudice or discriminatory acts that typically consisted of more overt expressions of racial antipathy and Jim Crow violence. Seemingly, obvious and repetitive acts of racism are being overlooked as key contributing factors affecting the achievement gap and pedagogical practices within the classroom. Through a lens, laws and policies aid in sustaining White dominance and legitimize Black subordination which is argued as an infringement upon African Americans' civil rights. This issue stringently needs to be addressed within the national conservative color-blind context of race relations and policy implementation that has had a deleterious effect on African Americans. The objective of this article is to critically assess the intersection of race, ideology, and educational policy and practices from a CRTs perspective. Drawing on the main tenets of CRT, this article begins from the standpoint that race and racism are endemic and permeate the fabric of our society. Furthermore, this article seeks to put ideology on trial for the crime of legitimating the subordination of Blacks under the guise of race neutral policies (Crenshaw, 1995; Delgado & Stefancic, 2000). Given the swift-changing demographics of American society, the time is ripe to reassess the implementations, interpretations, and implications of various race-neutral educational policies and practices, such as high-stakes standardized testing and how they affect the education of Blacks in America. …
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Notes toward an African Cultural Studies of Education - Wright, Handel Kashope (International Education, 2006)
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Discipline n South African Public School - Wylie, Janis (2006)
Findings of MSTP research project examining methods of discipline and develop an effective model of positive discipline strategies that could be employed effectively at all levels across all contexts in South Africa and other countries.
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Dynamics of Internet Usage: A Case of Students of the Federal University of Technology Owerri (FUTO) Nigeria. - Anunobi, Chinwe Veronica (Educational Research Review, 2006)
The survey was conducted in the Federal University of Technology Owerri (FUTO), Nigeria with a view to identifying the rate and purpose of Internet use by students in other to be well positioned to provide effective Internet services to them. Questionnaire was randomly distributed to 1200 students in their hostels out of which 67.66% was returned. The results were collated and analyzed using tables, frequency and percentages. The work revealed that majority of the students in the University use the Internet for academic purposes in spite of the location of the facility.  Students in the management and agricultural sciences use the Internet more than those of engineering and sciences. The distance of the Internet center to the students’ residence determines the time spent and the frequency of the visit to the center. Recommendations are made based on the findings. Key Word: Internet use, students
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Students' Attitudes toward Campus Environment: A Comparative Study of Public and Private Universities in Kenya. - Chepchieng, Micah C.; Kiboss, Joel Kipkemboi; Sindabi, A.M.; Kariuki, Mary; Mbugua, Stephen N. (Educational Research Review, 2006)
One of the serious problems facing education in Kenya’s public universities has been a persistent student disturbance. Private universities on the other hand, seem to have established a reputation of having minimal incidence of student disturbances. As such private universities are known to have had a good record of student conduct. This may be attributed to the attitudes that students hold towards their Campus environment. Attitudes are acquired and influenced by the social, academic, psychological and physical aspects of an environment. The purpose of this study was to determine the influence of Campus environments on students’ attitude toward them. The study employed the Causal-comparative study design. Quantitative data was collected through a Students’ Attitude Questionnaire that was administered to 352 randomly selected second and third year full-time students enrolled in three public and three private universities in Kenya. T-tests were used to test the significance and determine whether to reject or accept the study hypotheses. Results indicated significant differences in attitudes toward Campus environment between students enrolled in Public and those enrolled in Private universities. This helped to shed light on the understanding of the student behaviours witnessed in Kenya’s universities. However, the effects of gender did not seem to exert any influence on students’ attitudes toward campus environment. The study recommended that Managers of public universities need to critically investigate on the social, academic, psychological and physical aspects of their institutions that seem to negatively affect their students attitudes toward campus environment. Key Words: Students' attitudes, Campus environment, Private university, Public university, student disturbances.
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Comparative Study of Nutritional Status of Urban and Rural Nigerian School Children - Oninla, Samuel Olorunyomi; Owa, Joshua A.; Onayade, Adedeji; Taiwo, O (Journal of tropical pediatrics (1980), 2006)
Nutritional assessment in the community is essential for accurate planning and implementation of intervention programmes to reduce morbidity and mortality associated with under-nutrition. The study was, therefore, carried out to determine and compare the nutritional status of children attending urban and rural public primary schools in Ife Central Local Government Area (ICLGA) of Nigeria. The schools were stratified into urban and rural, and studied schools were selected by balloting. Information obtained on each pupil was entered into a pre-designed proforma. The weight and height were recorded for each pupil, and converted to nutritional indices (weight for age, weight for height, height for age). A total of 749 pupils (366 and 383 children from the rural and urban communities, respectively) were studied. The overall prevalent rates of underweight, wasting and stunting were 61.2, 16.8 and 27.6%, respectively. In the rural area these were 70.5, 17.8 and 35.8%, while in the urban they were 52.2, 15.9 and 19.8%, respectively. The mean nutritional indices (Weight for Age, Weight for Height and Height for Age) were found to be significantly lower among the rural pupils than urban pupils (P < 0.001 in each case). The present study shows that malnutrition (underweight, wasting and stunting) constituted major health problems among school children in Nigeria. This is particularly so in the rural areas. Therefore, prevention of malnutrition should be given a high priority in the implementation of the ongoing primary health care programmes with particular attention paid to the rural population.
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NDVI fluctuations from 1995 to 2006 in South Italy and North Africa: a search for a climate change indicator - Parmiggiani, F.; Quarta, Gianvito; Marra, Gian Paolo; Conte, Dario (Proceedings of SPIE, 2006)
Seasonal and interannual vegetation trends in the last eleven years were analyzed for two macro-regions, South Italy and North Africa, in search for evidence of climate changes and associated desertification processes. The South Italy macro-region comprises Apulia, Campania, Basilicata, Calabria and Sicily regions, while the North Africa one covers the northern part of Lybia. Vegetation index data for the whole Europe and North Africa can be retrieved from the DLR archive of thematic maps in the form of monthly composite Normalized Difference Vegetation Index (NDVI) maps. The DLR archive dates back to 1995, thus the analysis could only be carried out for the last eleven years. The analysis of temporal vegetation variations was performed by implementing specific routines which provide objective measurements of vegetation trends and anomaly. Rainfall data for the same periods and geographic areas, were also analyzed in order to investigate the correlation between the two phenomena. Results for the two selected macro-regions, from 1995 to 2006, are presented and discussed. In a successive phase, this study will focus on distinguishing vegetation variations at regional level, in order to compare different local trends.
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Developing a Curriculum Model for Architectural Education in a Culturally Changing South Africa - Saidi, Finzi (2006)
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SPECIALIST SURGICAL TRAINING IN PAPUA NEW GUINEA: THE OUTCOMES AFTER 10 YEARS - Kevau, I; Watters, David (ANZ Journal of Surgery, 2006)
Surgical training commenced in 1975, the year that Papua New Guinea (PNG) gained independence. The training involves a 4‐year programme leading to a Master of Medicine (MMed), awarded by the University of Papua New Guinea. In the past 30 years just over 50 general surgeons have graduated. There have also been 9 graduates in the area of ear nose and throat, 10 in ophthalmology and 2 in oral surgery. The subspecialization of general surgeons began in 1994 with four trainees, two orthopaedic, one head and neck and one urological. The model used was to develop specialist skills over 2–3 years only qualified (MMed) general surgeons so that their ability to carry out general surgical procedures and work in a remote hospital was not lost. The different specialties required different balances of in‐country and out‐of‐country training depending on the local ability to provide training in PNG. An important sponsor has been the PNG National Department of Health, which has funded the training posts by using existing general surgical positions and covering the loss of manpower while surgeons are training overseas, sometimes for up to 2 years. Medical education and tertiary health service projects, funded by Aus‐Aid, have also contributed significantly to the teaching and training. These projects have provided visiting specialists to teach and hospital attachments for national surgeons to train in Australasia. Various individual surgeons and their specialist societies in Australasia have also provided invaluable support. Three surgeons have been recipients of the Rowan Nicks scholarship. Twelve surgeons have been awarded a specialist diploma and a further five are in training. The posting of national specialist surgeons to Port Moresby has resulted in all modules of the General surgery MMed programme being taught by Papua New Guineans, which would have been hard to imagine back in 1993. The MMed is now a sustainable programme and can be provided without external support. National surgeons carry out a wide range of specialist procedures, formerly carried out only by visiting teams. They are also able to make outreach visits within PNG and specialist visits to neighbouring Pacific Island countries.
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Training primary care nurses to conduct alcohol screening and brief interventions in South Africa - Peltzer, Karl; Seoka, P.; Babor, Thomas F.; Obot, Isidore (Curationis, 2006)
Although progress has been made in developing a scientific basis for alcohol screening and brief intervention (SBI), training packages are necessary for its widespread dissemination in primary care settings in developing societies. Using a training package developed by the World Health Organisation 121 nurses from one rural site (29 clinics in Vhembe District) and one urban site (3 clinics and 6 mobile clinics in Polokwane/ Seshego) in South Africa were compared before and after SBI training regarding knowledge and attitudes, and the subsequent practice of SBI in routine clinical practice. Although the training effects were at times moderate, all changes were in a direction more conducive to implementing SBI. Health care providers significantly increased in knowledge, confidence in SBI and higher self-efficacy in implementing SBI at followup after 9 months after receiving the training. When delivered in the context of a comprehensive SBI implementation programme, this training is effective in changing providers’ knowledge, attitudes, and practice of SBI for at-risk drinking.
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New simulation-technology training for interventionalists in South Africa: Baroque Medical and Abbott Vascular Satellite Institute. (PubMed, 2006)
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Inclusion and exclusion in school: experiences of children labelled ‘ADHD’ in South Africa - Muthukrishna, Nithi (2006)
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Integration of ICT in the reference services curricula of Nigerian library and information science schools - Oparah, Umunna Nnaemeka (Information Technologist (The), 2006)
This paper examines the curricula of library and information science schools in Nigeria with a view to determining the ICT content of the reference services courses offered by these schools. The curricula of three universities as well as the National Universities Commission (NUC) minimum standards for university library and information science schools and the National Board for Technical Education (NBTE) minimum standards for polytechnic library and information science schools provided the needed data. The result shows that while there are ICT courses in the library and information science curricula, there is no ICT content in the reference courses taught in both the universities and the polytechnics.Keywords: reference service, ICT, curriculum, library and information science schools, electronic reference service The Information Technologist Vol. 3(1) 2006: 27-35
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Music education in Malawi : the crisis and the way forward - Chanunkha, Robert (2006)
Policy goals stipulated by the Ministry of Education of the post-colonial government of Malawi advocate music education and inclusion of indigenous music in education. In spite of such stipulations, music education is non-practical and the integration of indigenous music in education is unsatisfactory. This thesis attempts to address these issues while focusing on the meaning and purpose of music to Malawians. The thesis begins by tracing the history of music in classroom education in Malawi from 1875 to the present with an attempt to investigate the factors that have contributed to the current crisis in music in schools. This historicalethnographic study sets out to demonstrate that the ideals and practices of foreign religions as well as Western education denied indigenous music of Malawians a place in classroom education as well as inside and outside the church or the mosque. The thesis strives to portray the consequences of this denial on issues of purpose, outcome, content, methodology and support for music education; trends in indigenous music in ethnic societies; policy goals and statements of music education in the Malawian education; and attitude towards music and music education. Adopting the approaches of both musicology and ethnomusicology, the thesis discusses the role played by indigenous music in ethnic societies and the rationalised views of this music as provided by the musically informed native Malawian practitioners. This discussion further demonstrates how indigenous music structures reflect the social realities of Malawians such as the sharing of resources and theories of life. The thesis argues musical issues that would be the basis for remedying the crisis in music education. A philosophical proposition for modern music education, and the significance of indigenous music in classroom education are argued. An introduction to music education that promotes the use of indigenous music in study and performance is suggested. University of Pretoria etd – Chanunkha, R A (2005)
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The African American Student Experience at Predominantly White Colleges: Implications for School and College Counselors - Guiffrida, Douglas A.; Douthit, Kathryn Z. (2006)
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Petrogenesis of the Swaziland and Northern Natal Rhyolites of the Lebombo Rifted Volcanic Margin, South East Africa - Miller, Jodie; Harris, Chris (Journal of Petrology, 2006)
The Jozini and Mbuluzi rhyolites and Oribi Beds of the southern Lebombo Monocline, southeastern Africa, have geochemical characteristics that indicate they were derived by partial melting of a mixture of high-Ti/Zr and low-Ti/Zr Sabie River Basalt Formation types. Compositional variations within the different rhyolite types can largely be explained by subsequent fractional crystallization. The Sr- and Nd-isotope composition of the rhyolites is unique amongst Gondwana silicic large igneous provinces, having ɛNd values close to Bulk Earth (−0·94 to 0·35) and low, but more variable, initial 87Sr/86Sr ratios (0·7034–0·7080). Quartz phenocryst δ18O values indicate that the rhyolite magmas had δ18O values between 5·3 and 6·7‰, consistent with derivation from a basaltic protolith with δ18O values between 4·8 and 6·2‰. The low-δ18O rhyolites (< 6·0‰) come from the same stratigraphic horizon and are overlain and underlain by rhyolites with more ‘normal’ δ18O magma values. These low-δ18O rhyolites cannot have been produced by fractional crystallization or partial melting of mantle-derived basaltic material. The rhyolites have low water contents, making it unlikely that the low δ18O values are the result of post-emplacement alteration. Modification of the source by fluid–rock interaction at elevated temperatures is the most plausible mechanism for lowering the δ18O magma value. It is proposed that the low-δ18O rhyolites were derived by melting of earlier altered rhyolite in calderas situated to the east, which were not preserved after Gondwana break-up.
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Reconciliation in Rwanda: Education, History and the State - Hodgkin, Marian (Journal of International Affairs, 2006)
A group of school buildings about thirty kilometers from Butare, Rwanda's second largest town, was a place of education, then of refuge, then of horror. Today, it is a place of death and remembrance. Murambi was a technical school, with brick-built classrooms and a large hall. During the genocide in 1994, 50,000 to 60,000 people fearing for their lives gathered in these buildings hoping for safety from genocidal militia. Only four survived. Now the classrooms are filled with more than 20,000 bodies exhumed from mass graves, laid out on trestle tables, deathblows visible, and here and there a rosary round a neck and scraps of bright cloth faded by chemicals. The school hall is empty apart from a pile of old, decaying clothes removed from the victims. Murambi encapsulates the difficulty of Rwanda's past. The country has a history of brutal and cyclical violence. Murambi is a testament to the most recent episode. But the memorialized school buildings also remind us that Rwanda's violent history is itself an issue of contestation: The bodies were exhumed and preserved as evidence so that the crime that occurred there--genocide--can never be denied. The current government in Rwanda is faced with a difficult and daunting question: How does one teach a nation's history when not only the scale and longevity of violence in the past is overwhelming, but the history itself is contested? The government's response has been to remove formal history from all school curricula, arguing that modern national history is potentially too divisive to be taught in a society emerging from decades of ethnic hatred, distrust and prejudice. Instead, the government is focusing much of its time and resources on promoting unity and reconciliation, stressing that Rwandan identity should now be based on national bonds rather than ethnic differences. There is much to unite the Rwandan people: language, culture, religion and ancestral belief. Moreover, despite the formal history-teaching moratorium, this new collective identity does draw upon a historic foundation: The government is emphasizing those periods that are considered to demonstrate a pre-colonial Rwandan unity. Under the most difficult of circumstances, the Rwandan government has made massive strides in educational reform since the genocide. There is evidence to show that those directly involved--teachers, parents and students--are satisfied with the emphasis placed on merit-based opportunity and ethnic equality. The international community is also highly complimentary of the progress Rwanda has made on this issue. However, most reports written by international donors working in Rwanda either neglect the issue of history in education or support the government's view that, in order to avoid causing instability and upsetting the fragile reconciliation process, teaching history can be indefinitely postponed. Rwandan officials and policymakers have not solicited the views and opinions of local people regarding the teaching of history. (1) Reconciliation is a process that involves the rebuilding of relations--both individually and collectively. (2) It is not an activity that simply entails being nicer to each other, but a long-term project that is based on the needs and interests of both groups. (3) Long-lasting, deep and meaningful reconciliation will not occur in Rwanda without reconciliation with history. An open, democratic and participatory debate about a national history curriculum is not only necessary for reconciliation but, if conducted well, could further social reconstruction and cohesion. This paper argues that no matter how honorable the intention, the repression of discussion about divisive and contested moments in Rwandan history, both within and outside the school curriculum, will only serve to create new dynamics of social exclusion. Furthermore, it is contested that the international community is in danger of failing to learn lessons from its own historic failures. …
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Through Ebony Eyes: What Teachers Need to Know but Are Afraid to Ask about African American Students - Howard-Vital, Michelle R. (Western journal of black studies, 2006)
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Outcomes-based education in South Africa since 1994 : policy objectives and implementation complexities - Mokhaba, Mmori Benjamin (2006)
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Camp in Sierra Leone teaches children to "live in light' - Jusu, Phileas (2006)
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Case study evaluation of health-care solid waste and pollution aspects in Ibadan, Nigeria - Sangodoyin, A. Y.; Coker, A.O. (Journal of Applied Science, Engineering and Technology, 2006)
There has been a growing concern in recent times in Nigeria on the menace of health-care wastes in the country. This is particularly with respect to the haphazard management of health care wastes being linked partly with the spread of the dreaded Acquired Immune Deficiency Syndrome (AIDS). To provide the baseline data for coming up with sound management practices, a study was carried out to characterize and quantify the health-care solid wastes being generated in Ibadan, Nigeria. An examination of the strategies being used to manage health-care wastes was also carried out. A survey of four categories of fifty-two health care facilities spread across the eleven Local Government areas of Ibadan city was conducted. The facilities were categorized into Tertiary, Secondary, Primary and Diagnostic health care facilities based on size and function. The wastes generated in each facility were collected and measured for seven consecutive days, carefully sorted at the sources of generation in each facility. The secondary health-care facilities generate the peak amount of solid health-care waste, (being 10238 kg/d on the average per facility) followed by tertiary, primary and diagnostic health-care facilities in that order. The management practices in most facilities in the city are generally deplorable. Our assessment of the landfill sites show that they have been tuned into mere open dumps, with groundwater pollution being an apparent possibility. The study concluded with recommendations ranging from daily monitoring of generated wastes to its environmental-friendly disposal, in order to guarantee safe management of health-care wastes in the city. Keywords: health-care waste, characterization, quantification, Ibadan, Nigeria Journal of Applied Science, Engineering and Technology Vol. 5(1&2) 2005: 27-32
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An appraisal of undergraduate curriculum of technical education in Nigerian universities: implications for higher education management - Akinseinde, SI (Makerere Journal of Higher Education, 2006)
The purpose of this study was to appraise the curriculum of technical teacher education in terms of its compatibility to the goals of the programme. A sample of three Universities offering technical teacher programme was used for the study. Components of the technical teacher education curriculum in each institution were analysed and categorised in terms of the course units in technical specialty, general education, general studies, science and mathematics. The results indicate that the curricula were above the minimum standard and the students' work load for graduation is high. Analyses revealed substantial technical and education components. These results have implications for addressing quality control and management in technical teacher education. Makerere Journal of Higher Education Vol. 1, 2004: 52-61
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An appraisal of undergraduate curriculum of technical education in Nigerian universities: implications for higher education management - Akinseinde, SI (Makerere Journal of Higher Education, 2006)
The purpose of this study was to appraise the curriculum of technical teacher education in terms of its compatibility to the goals of the programme. A sample of three Universities offering technical teacher programme was used for the study. Components of the technical teacher education curriculum in each institution were analysed and categorised in terms of the course units in technical specialty, general education, general studies, science and mathematics. The results indicate that the curricula were above the minimum standard and the students' work load for graduation is high. Analyses revealed substantial technical and education components. These results have implications for addressing quality control and management in technical teacher education. Makerere Journal of Higher Education Vol. 1, 2004: 52-61
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An appraisal of undergraduate curriculum of technical education in Nigerian universities: implications for higher education management - Akinseinde, SI (Makerere Journal of Higher Education, 2006)
The purpose of this study was to appraise the curriculum of technical teacher education in terms of its compatibility to the goals of the programme. A sample of three Universities offering technical teacher programme was used for the study. Components of the technical teacher education curriculum in each institution were analysed and categorised in terms of the course units in technical specialty, general education, general studies, science and mathematics. The results indicate that the curricula were above the minimum standard and the students' work load for graduation is high. Analyses revealed substantial technical and education components. These results have implications for addressing quality control and management in technical teacher education. Makerere Journal of Higher Education Vol. 1, 2004: 52-61
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Forestry education in a changing landscape: emerging lessons from Uganda - Buyinza, M (Makerere Journal of Higher Education, 2006)
Both forestry and tertiary education are undergoing profound changes. Critical changes in forestry include: the conceptualisation of forests and forestry as complex soft systems; the changing roles of public and private sectors, and of civil society; the changing social, economic and environmental values of different sorts of forests; and the globalisation and commoditisation of many forest products and services. Critical changes in tertiary education include: the broadening of access at undergraduate and postgraduate levels; the parallel widespread diminution of resources on a per-student basis; the shift from teacher-centred to student-centred learning; rapid technological developments, particularly but not only in information technologies; and globalisation and commoditisation. These changes define both strategic and practical challenges, and constraints and opportunities, for forestry education. There are advocates of both radical and more cautious reforms of forestry education. This paper describes how the Department of Community Forestry and Extension, Makerere University has responded to these challenges and opportunities, and reflects on some personal experiences and current issues. Makerere Journal of Higher Education Vol. 1, 2004: 62-70
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Perceptions of Community HIV Prevalence, Own HIV Infection, and Condom Use among Teachers in KwaZulu-Natal, South Africa - Chao, Li‐Wei; Gow, Jeff; Akintola, Olagoke; Pauly, Mark V. (AIDS and Behavior, 2006)
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Self-Management of a Chronic Illness: An Exploratory Study on the Role of Spirituality Among Older African American Women - Harvey, Idethia Shevon (Journal of Women & Aging, 2006)
ABSTRACT Living with a chronic illness is an experience characterized by changes in self-management behavior. Few studies have addressed the role of spirituality in the self-management of a chronic illness among older African American women. The purpose of this exploratory study was to understand the role of spirituality in the self-management of chronic illness. Data from a sample of 10 African American women were collected from semi-structured interviews and analyzed for common themes through narrative analysis. Four themes emerge from the linkage of spirituality and self-management. Understanding this experience will assist public health providers in creating culturally appropriate health education interventions.
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Educational investment returns for women and men at higher education in Uganda - Niringiye, A (Makerere Journal of Higher Education, 2006)
This study set out to estimate the rate of returns to educational investment for females and males at higher education in Uganda. The study utilised the most commonly used model , that is, the semi-logarithmic Mincerian(1974) earnings function to estimate the impact of gender, educational attainment, and experience, on the rate of returns to educational investment. Findings indicate that the overall rate of returns to educational investment per year for diploma and degree holders is 29.9 per cent for females and 50.7 per cent for males. A close scrutiny of the data shows no evidence of wage discrimination in pay, instead, the data shows that most females specialise in less paying professions compared to males. To close this gender gap in the rate of returns, there is need to increase the enrolment of females in the high rewarding courses. Makerere Journal of Higher Education Vol. 1, 2004: 164-171
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Prevalence of hypocalcaemia in patients attending the Olabisi Onabanjo University Teaching Hospital, Sagamu, South Western Nigeria - Ogunkolo, OF; Ogunyemi, E. O.; Amballi, A. A.; Adenaike, F.A. (African Journal of Biotechnology, 2006)
Nine hundred and two (902) patients were randomly selected for the study from the patients that reported in the Clinical Biochemistry Laboratory of Olabisi Onabanjo University Teaching Hospital, Nigeria. The period of study was two years. The prevalence of hypocalcaemia was 11.53% (serum calcium level = 8.36±0.40 mg/100 ml), and reference range for serum calcium of our laboratory = 9 - 11 mg/100 ml (2.25 - 2.75 mmol/L). The causes of hypocalcaemia found in the study environment are renal failure (27.88%), postoperative cases ‐ thyroidectomy (10.58%), gastroenteritis (8.65%), cardiovascular diseases (8.56%), malnutrition (8.65%), acute respiratory infection (6.73%), encephalitis (6.73%), hypoparathyroidism (4.81%), hepatic coma (3.85%) and other ailments (13.47%). The major cause of hypocalcaemia in the study environment is renal failure (Serum calcium level = 7.77±1.30 mg/100 ml).
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Educating Out and Giving Back: Adults' Conceptions of Successful Outcomes of African American High School Students from Impoverished Rural Communities. - Farmer, Thomas W.; Dadisman, Kimberly; Latendresse, Shawn J.; Thompson, Jana; Irvin, Matthew J.; Zhang, Lei (Journal of Research in Rural Education, 2006)
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Language and Learning Science in South Africa - Probyn, Margie (Language and Education, 2006)
South Africa is a multilingual country with 11 official languages. However, English dominates as the language of access and power and although the Language-in- Education Policy (1997) recommends school language policies that will promote additive bilingualism and the use of learners’ home languages as languages of learning and teaching, there has been little implementation of these recommendations by schools. This is despite the fact that the majority of learners do not have the necessary English language proficiency to successfully engage with the curriculum and that teachers frequently are obliged to resort to using the learners’ home language to mediate understanding. This research investigates the classroom language practices of six Grade 8 science teachers, teaching science through the medium of English where they and their learners share a common home language, Xhosa. Teachers’ lessons were videotaped, transcribed and analysed for the opportunities they offered learners for language development and conceptual challenge. The purpose of the research is to better understand the teachers’ perceptions and problems and to be able to draw on examples of good practice, to inform teacher training and to develop a coherent bilingual approach for teaching science through the medium of English as an additional language.
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Potential impacts of climate change on Sub-Saharan African plant priority area selection - McClean, Colin J.; Doswald, Nathalie; Küper, Wolfgang; Sommer, Jan Henning; Barnard, Phoebe; Lovett, Jon C. (Diversity and Distributions, 2006)
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A learning organization: women, Latin America, and Africa - Murphy, Craig N. (2006)
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Unheard Voices: Drought, Famine and God in Ethiopian Oral Poetry - Azeze, Fekade (2006)
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Home Versus School Environments and their Influences on the Affective and Behavioral States of African American, Hispanic, and Caucasian Juvenile Offenders - Caldwell, Roslyn M.; Sturges, Susan M.; Silver, N. Clayton (Journal of Child and Family Studies, 2006)
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Developing indicators of emotional school readiness of South African children and possible therapeutic use thereof - Fauconnier, Justine (2006)
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Urinary iodine concentration and availability of iodated salt in school children in a goitre-endemic district of Tanzania - Kulwa, Kissa; Kamuzora, K.; Leo, Guido (East African Medical Journal, 2006)
To determine the iodine status of school children and document the availability, price, use and storage of iodated salt in Ludewa District, Tanzania.A cross-sectional descriptive study.One hundred parents and their fifty school children aged eight to ten years.Ludewa District of Iringa region, Tanzania in January 2003.Median urinary iodine concentration of the school children was 86.76 microg/L (range: 21.69 microg/L - 273.36 microg/L). The prevalence of mild iodine deficiency was 44% while that of moderate iodine deficiency was 18%. Thirty-eight percent of the school children had normal iodine status and no child was found to be severely iodine deficient. Household salt samples were found to be non-iodated (12%), insufficiently iodated (58%) and 30% were adequately iodated. For 500 gm, fine salt was sold at US dollar 0.14 (TSh. 100.00) while coarse salt was sold at US dollar 0.07 (TSh. 50.00). Once bought salt was stored in covered containers (55%), uncovered containers (13%), or folded newspapers (32%). With most foods, salt was added at the beginning of a cooking process (1%), during cooking (80%), at the end of cooking (13%) or at the table (6%).With 62% of the school children having mild and moderate forms of iodine deficiency, results of the present study demonstrate that iodine deficiency is a public health problem in the District. Consumption of iodated salt and foods rich in iodine is low. Education and communication strategies to different stakeholders need to be strengthened to effectively communicate the message on iodine nutrition. There is a need for renewed efforts to reinforce regular monitoring of iodine content of salt especially in the rural areas where informal re-packing of iodated salt and sale of non-iodated salt are common.
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Nation building in Mozambique : an assessment of the secondary school teachers’ placement scheme, 1975 – 1985 - Mabunda, Moises Eugenio (2006)
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Acids and Bases: The Appropriation of The Arrhenius Model by Tunisian Grade 10 Students - Ouertatani, Latifa; Dumon, Alain; Trabelsi, Malika Ayadi; Soudani, Mohamed (International Journal of Science and Mathematics Education, 2006)
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Legitimizing indigenous knowledge in Zimbabwe: A theoretical analysis of postcolonial school knowledge and its colonial legacy - Shizha, Edward (Journal of Contemporary Issues in Education, 2006)
This article is a theoretical discussion on the social construction of knowledge in colonial and postcolonial Zimbabwe. It examines effects of hegemonic knowledge constructions and how they may be de-legitimated through incorporating indigenous knowledge in postcolonial school curricular. The article questions the importance attached to Euro-centric school knowledge and the devaluation of indigenous knowledge in postcolonial states. It further argues that indigenous knowledge as informal knowledge plays a major role in society and should be formalized in educational institutions to constitute a transformative and inclusive educational system. The article proposes hybridization of knowledge to give voice to the formerly marginalized in school curricular in Zimbabwe. It also proposes that knowledge as a historical, cultural, social, spiritual and ideological creation should be a product of collaborated efforts from all possible stakeholders to foster social development and self-confidence in individuals.
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Gender bias in education in Burkina Faso: Who pays the piper? Who calls the tune? - Touorouzou, Some (Journal of contemporary issues in education, 2006)
In this chapter, I analyze policies developed by the government of Burkina Faso in order to redress an imbalance in gender education. Girls, in effect, are not getting their fair share of education, whether in quantity or quality. I critique existing policies concerning gender issues in education by first taking stock of different policies launched in favor of the education of girls, the context of their formation, and identify shortcoming therein. It has been found that international organizations, beyond their commitment to reverse the lag in the education of girls, bring with them an agenda that is at times contradictory with the aim of education for all. At the same time that governments are prodded to school all girls, Structural Adjustments Programs that generally bring more poverty and less public spending, are at loggerheads with increased access. Moreover, the policy choices of international organizations seem to be ill-equipped to subvert existing ideological and patriarchal structures. These structures do not allow for the empowerment of women. The government itself is found to have very little leverage on current policies, raising the nagging question of their appropriation. The paper ends with some policy recommendations that go beyond the construction of facilities and resources to address issues of the school experiences of girls, the curriculum-in-use, and overall problem of teacher training and compensation.
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The Role of Land-Use on Impacts of Drought in Shebel Berenta Wereda, Amhara National Regional State, Ethiopia: A Case Study In Kutkwat Sekela Catchement - Mekuriaw, Asnake (2006)
This study focuses on the role of land-use on impacts of drought, and on societal and governmental response strategies against drought in Kutkwat-Sekela catchment, Shebel Berenta wereda, Misrak Gojjam Zone, Amhara Regional State. A field study was conducted to assess the impact of land-use on the intensity of drought, and the impact of drought on the socio-economic activity and on the environment, and to assess societal coping mechanisms and governmental response strategies. The study was conducted using socio-economic surveys, by investigating archival material on production, population related issues and local level impacts and responses, and through fieldwork on land use and land treatment practices, and soil conservation status adopted in the study area. Socio-economic survey on history of drought, its extent and impacts and response strategies was conducted using a structured questionnaire and focused group discussions. Environmental degradation of the study area was assessed using soil organic matter content, CEC (Cation Exchange Capacity), bulk density and changes in land cover. The change in land cover was assessed using aerial photographs (1957) and ground field survey of the current land uses (2005) as inputs to produce two GIS (Geographic Information System) based land cover maps of the study area for 1957 and 2005. The current land use and land treatment practices adopted in the study area were evaluated vis-a-vis the recommended Treatment Oriented Capability Classification (TO) scheme. The quality of stone made terraces was also evaluated using the Ministry of Agriculture/World Food Program (MOA/WFP) standard. A significant change in land cover was recorded in the study area between the years 1957 and 2005. The shift in land use was found to be towards more cultivated land and settlement. The area coverage of natural vegetation had decreased by about 48 % because of a rapid increase in population growth and associated demand for land and trees. The chemical and physical properties of the soils of the cultivated and grazing lands, which covered up to 66% of the study area, were found to be severely degraded. In Yekachera and Abaselama, two areas investigated in detail, current land use and land treatment practices were below the recommended level by about 32 % and 13 %, respectively. The impact of drought was found to be more severe in Yekachera than in Abaselama. The study indicated that the impacts of drought were related to land use and land treatment. Drought had adverse impacts on the socio-economic activities mainly on crop production and on the environment. To cope with the impacts of drought, farmers opted to lower food consumption, sale of livestock and reduced socialization. Governmental response strategies included relief aid and resettlement, food-for-work programmes, introducing drought resistant crops, soil conservation schemes and on-farm water harvesting. The investigation indicated that current drought coping mechanisms did not sufficiently address the impact of drought in the area. It is recommended that proper land use and land treatment should be implemented to reduce the impact of drought.
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Inclusive education in South Africa : the challenges posed to the teacher of the child with a hearing loss - Pottas, Lidia (2006)
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The sustainable implementation of computers in school districts : a case study in the Free State Province of South Africa - Thomas, Heidi (2006)
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Using participatory rural appraisal (PRA) in the identification of children with disabilities in rural Kilifi, Kenya - Gona, Joseph; Hartley, Sally; Newton, Charles R. (Rural and Remote Health, 2006)
Introduction: Cross-sectional surveys have been used widely for identifying children with disabilities, but they have several disadvantages. The surveys concentrate on identifying impairments and do not encourage the participation and ownership of the community. Participatory rural appraisal (PRA) provides a cost-effective and efficient method that reflects the local perceptions of disability and involves local people. These factors are important for sustainability in resource-poor countries. Purpose: To evaluate the application of PRA to identifying children with disabilities in a rural setting. Methods: PRA was used to identify children with disabilities in two rural sub-locations in Kilifi, Kenya. Data were collected through 12 focus group discussions and 12 social mapping activities. A purposive convenience sample of teachers, village leaders and women groups participated in the PRA. The perceptions of disability were established before identification of the children. The categories of identification were based on these local perceptions. The qualitative data were analyzed thematically and validation was performed through triangulation. Results: Disability was perceived locally as the existence of impairments, activity limitations and participation restrictions. Disabilities were associated with traditional beliefs including witchcraft, evil spirits and punishments from God. In some cases these categories were mutually exclusive and in others they were concurrent. Children who had lost their parents and were not being cared for by relatives (disadvantaged orphans) were also perceived as disabled children by teachers and local women, but not by community leaders. Conclusion: The results suggest that PRA is an efficient and cost-effective method of identifying children with disabilities according to local perceptions, and it may be useful in community-based rehabilitation as an alternative to surveys. Key words: disability, identification, participatory rural appraisal, prevalence, survey.
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An evaluation of information literacy of postgraduate students of the National University of Lesotho (NUL) - Mariti, Lineo Mary (2006)
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Measuring the effectiveness of the women entrepreneurship programme, as a training intervention, on potential, start-up and established women entrepreneurs in South Africa - Botha, Melodi (2006)
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Science Education in Nigeria: An Examination of People’s Perceptions about Female Participation in Science, Mathematics and Technology - Ogunjuyigbe, Peter Olasupo; Ojofeitimi, E.O.; Akinlo, Ambrose (Journal of Science Education and Technology, 2006)
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African American literacies unleashed: vernacular English and the composition classroom (Choice Reviews Online, 2006)
Transforming literacy instruction to utilize a more inclusive pedagogy. This pioneering study of American students in the composition classroom lays the groundwork for reversing the cycle of underachievement that plagues linguistically diverse students. African American Literacies Unleashed: Vernacular English and the Composition Classroom approaches the issue of American Vernacular English (AAVE) in terms of teacher knowledge and prevailing attitudes, and it attempts to change current pedagogical approaches with a highly readable combination of traditional academic discourse and personal narratives. Realizing that composition is a particular form of social practice that validates some students and excludes others, Arnetha F Ball and Ted Lardner acknowledge that many American students come to writing and composition classrooms with talents that are not appreciated. Ball and Lardner provide knowledge and strategies that will help unleash the potential of American students and help them imagine new possibilities for their successes as writers. African American Literacies Unleashed asserts that necessary changes in theory and practice can be addressed by refocusing attention from teachers' knowledge deficits to the processes through which teachers engage information relevant to culturally informed pedagogy. Providing strategies for unlearning racism in the classroom, this volume stresses the development and maintenance of a real sense of teaching efficacy - teachers' beliefs in their abilities to connect with and work effectively with all students - and reflective optimism - teachers' informed expectations that all students have the potential to succeed.
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DRC investigation finds high levels of ill health among people with learning disabilities (Learning Disability Practice, 2006)
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Multicultural strategies for education and social change: carriers of the torch in the United States and South Africa (Choice Reviews Online, 2006)
This book describes a different approach to teacher education, designed to create carriers of the torch - teachers who have a sense of efficacy and the attitudes, dispositions, and skills necessary to teach students from diverse racial, ethnic, and linguistic backgrounds. Through her examination of teacher change and teacher education in two countries - the United States and South Africa - the author proposes new ways to prepare teachers for a rapidly changing global society. Presenting the story of a dynamically successful program that was developed and implemented with over a hundred U.S. and South African teachers, this book shows us how to: facilitate the development of teachers who see literacy as a tool for understanding and building upon student diversity in their classrooms; restructure teacher education programs to cultivate teachers who are committed to teaching socially and economically disenfranchised students; foster teachers' interest in understanding the historical, cultural, political, and economic circumstances and resources that students bring to the classroom; and, empower teachers to become agents of change and develop their own voices on critical issues related to diversity.
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Dental caries in 12-year-old suburban Nigerian school children. - Adekoya-Sofowora, C A; Nasir, Wakeel Olabamiji; Oginni, Adeleke Oke; Taiwo, Modupe Oladunni (PubMed, 2006)
Dental caries is one of the commonest oral diseases in children. Despite this fact, not much attention has been given to studies on this issue among suburban Nigerian children.To investigate the prevalence of dental caries, dental attendance and oral health behaviours among the 12- year-old suburban Nigerian children.Four hundred and two schoolchildren (349 boys, 153 girls) from both private and public schools age 12-year-old participated in the study in 2003. One examiner was calibrated and performed the screening procedures using standard method of WHO diagnostic criteria.The prevalence of caries was 13.9 % and mean DMFT was 0.14. The decayed component accounted for 77.2 % of the DMFT while filling and missing teeth accounted for 15.8% and 7% respectively. Over 85 % of the children examined were caries free. Seventy seven per cent of the teeth affected by caries were untreated. The probability of having caries experience DMFT> 0 was significantly associated with the type of school and regular sweet consumption p < 0.05. The children who had not visited the dentist had higher caries prevalence than other children. This was statistically significant p < 0.05. Dental attendance was generally poor in both public (90.6%) and private (83.1%) school children.The findings in this study for the caries prevalence in 12 year-old suburban Nigerian schoolchildren was as low as in developed countries of central Europe and lower than the global standard according to WHO references for the year 2000.
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