Collaborative learning in e-learning text based asynchronous and synchronous learning communities by distance students in developing African countries: Impact on student satisfaction and learning outcomes - Chikasha, Samuel; Boullart, Luc; Petegem, Wim Van; Valcke, Martin (2006)
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Entrepreneurship education in South Africa: a nationwide survey - Co, Mary Jesselyn; Mitchell, Bruce (Journal of Education and Training, 2006)
Purpose This paper aims to assess the state of development of entrepreneurship education, determine the importance of entrepreneurship in the South African higher education institutions (HEIs), and offer recommendations for improving preparations for the developing field. Design/methodology/approach An e‐mail survey has been conducted on South African HEIs. The respondents were academic staff members who are involved in teaching and researching entrepreneurship. Findings Results indicate that the entrepreneurship education in South Africa is in its developmental stage, although it is perceived as important in elevating the profile of any institution and there is increasing commitment from the institutions in academic, research and outreach offerings in entrepreneurship. The teaching and assessment methods follow traditional classroom delivery while research in entrepreneurship in South Africa is perceived as less rigorous than other management disciplines. Research limitations/implications Although all HEIs were requested to become respondents in this survey, some have decided not to participate. Also, some academics involved in entrepreneurship may have been excluded if they are not on the e‐mail list of the Academic Entrepreneurship Society (AcES) of South Africa. Practical implications The findings suggest recommendations geared towards curriculum development, evaluation of teaching and assessment methodologies as well as the creation of partnerships with local communities for opportunities in internships and worksite visits. Originality/value This is the first study conducted on entrepreneurship education in South Africa, based on a national study encompassing most HEIs in this country.
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Entrepreneurship education in South Africa: a nationwide survey - Co, Mary Jesselyn; Mitchell, Bruce (Journal of Education and Training, 2006)
Purpose This paper aims to assess the state of development of entrepreneurship education, determine the importance of entrepreneurship in the South African higher education institutions (HEIs), and offer recommendations for improving preparations for the developing field. Design/methodology/approach An e‐mail survey has been conducted on South African HEIs. The respondents were academic staff members who are involved in teaching and researching entrepreneurship. Findings Results indicate that the entrepreneurship education in South Africa is in its developmental stage, although it is perceived as important in elevating the profile of any institution and there is increasing commitment from the institutions in academic, research and outreach offerings in entrepreneurship. The teaching and assessment methods follow traditional classroom delivery while research in entrepreneurship in South Africa is perceived as less rigorous than other management disciplines. Research limitations/implications Although all HEIs were requested to become respondents in this survey, some have decided not to participate. Also, some academics involved in entrepreneurship may have been excluded if they are not on the e‐mail list of the Academic Entrepreneurship Society (AcES) of South Africa. Practical implications The findings suggest recommendations geared towards curriculum development, evaluation of teaching and assessment methodologies as well as the creation of partnerships with local communities for opportunities in internships and worksite visits. Originality/value This is the first study conducted on entrepreneurship education in South Africa, based on a national study encompassing most HEIs in this country.
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Entrepreneurship education in South Africa: a nationwide survey - Co, Mary Jesselyn; Mitchell, Bruce (Journal of Education and Training, 2006)
Purpose This paper aims to assess the state of development of entrepreneurship education, determine the importance of entrepreneurship in the South African higher education institutions (HEIs), and offer recommendations for improving preparations for the developing field. Design/methodology/approach An e‐mail survey has been conducted on South African HEIs. The respondents were academic staff members who are involved in teaching and researching entrepreneurship. Findings Results indicate that the entrepreneurship education in South Africa is in its developmental stage, although it is perceived as important in elevating the profile of any institution and there is increasing commitment from the institutions in academic, research and outreach offerings in entrepreneurship. The teaching and assessment methods follow traditional classroom delivery while research in entrepreneurship in South Africa is perceived as less rigorous than other management disciplines. Research limitations/implications Although all HEIs were requested to become respondents in this survey, some have decided not to participate. Also, some academics involved in entrepreneurship may have been excluded if they are not on the e‐mail list of the Academic Entrepreneurship Society (AcES) of South Africa. Practical implications The findings suggest recommendations geared towards curriculum development, evaluation of teaching and assessment methodologies as well as the creation of partnerships with local communities for opportunities in internships and worksite visits. Originality/value This is the first study conducted on entrepreneurship education in South Africa, based on a national study encompassing most HEIs in this country.
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Entrepreneurship education in South Africa: a nationwide survey - Co, Mary Jesselyn; Mitchell, Bruce (Journal of Education and Training, 2006)
Purpose This paper aims to assess the state of development of entrepreneurship education, determine the importance of entrepreneurship in the South African higher education institutions (HEIs), and offer recommendations for improving preparations for the developing field. Design/methodology/approach An e‐mail survey has been conducted on South African HEIs. The respondents were academic staff members who are involved in teaching and researching entrepreneurship. Findings Results indicate that the entrepreneurship education in South Africa is in its developmental stage, although it is perceived as important in elevating the profile of any institution and there is increasing commitment from the institutions in academic, research and outreach offerings in entrepreneurship. The teaching and assessment methods follow traditional classroom delivery while research in entrepreneurship in South Africa is perceived as less rigorous than other management disciplines. Research limitations/implications Although all HEIs were requested to become respondents in this survey, some have decided not to participate. Also, some academics involved in entrepreneurship may have been excluded if they are not on the e‐mail list of the Academic Entrepreneurship Society (AcES) of South Africa. Practical implications The findings suggest recommendations geared towards curriculum development, evaluation of teaching and assessment methodologies as well as the creation of partnerships with local communities for opportunities in internships and worksite visits. Originality/value This is the first study conducted on entrepreneurship education in South Africa, based on a national study encompassing most HEIs in this country.
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General or Vocational Schooling? Evidence on School Choice, Returns, and 'Sheepskin' Effects from Egypt 1998 - El-Hamidi, Fatma (The journal of policy reform, 2006)
Abstract In general, vocational education does not lead to higher wages. However, in some countries, labor markets are characterized by employment growth and skill shortages. In these, vocational schooling has produced higher wages and returns on investment than general education. Using 1998 Egyptian household survey, the study adds evidence to the debate on relative benefits of vocational education and of general education at the secondary level. The findings suggest that providing general education to the workforce followed by on-the-job training would provide the most benefit. Keywords: Vocational educationgeneral educationreturns to educationschool choiceEgypt
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Language policy in Morocco: Problems and prospects of teaching Tamazight - Errihani, Mohammed (Journal of North African Studies, 2006)
Abstract The present paper examines the new language policy of teaching Berber (Tamazight) in Moroccan schools, which came into effect in the fall of 2003 when Tamazight was for the first time introduced in some 300 elementary schools across the country. This study aims primarily at discussing the status of this language policy while it is still in its initial stages of implementation. The findings discussed here are based on a qualitative research conducted in Morocco around the end of 2004 and the beginning of 2005. The data was collected mostly through interviews and classroom observation. The interviews were conducted with several members of IRCAM, representatives of the Ministry of Education, inspectors and teachers of Tamazight, high school teachers, university professors as well as a large sampling of the Moroccan population, both Arabs and Imazighen. The classroom observations, which included both levels one and two of Tamazight, took place in several elementary schools, mostly in the region of Fez.
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Groundwater pollution risk mapping for the Eocene aquifer of the Oum Er-Rabia basin, Morocco - Ettazarini, Said (Environmental geology, 2006)
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Mineral chemistry of Al Haruj low-volcanicity rift basalts, Libya: Implications for petrogenetic and geotectonic evolution - Farahat, Esam S.; Ghani, Mukhtiar; Aboazom, A.S.; Asran, Amal A. (Journal of African Earth Sciences, 2006)
Al Haruj basalts represent the largest volcanic province in Libya (∼16,000 km2). Field, petrographic and mineral compositional studies of the NW corner of this province have been undertaken in order to better understand their petrogenetic and geotectonic evolution. These basalts have been distinguished into two phases of different field and mineralogical characteristics. Clinopyroxene compositions classified the earlier phase (AHB-I) as subalkaline, tholeiitic basalts and the later, more voluminous, phase (AHB-II) as alkaline ones. Clinopyroxene and chromian spinel compositions suggest anorogenic within plate affinity for basalts of the two phases. Chromian spinel of the Al Haruj basalts shows compositional similarities to those of the ocean island basalts (OIB). Field and mineralogical features of the Al Haruj and Libyan volcanics in general are typical of the low-volcanicity rifts. The Libyan continental rift zone is probably related to the larger Afro-Arabian rift system. The low Mg# of clinopyroxene phenocrysts (59–81 and 50–73 for AHB-I and AHB-II, respectively) and olivine groundmass crystals (60–71 and 53–66 for AHB-I and AHB-II, respectively), implying the evolved nature of these rocks with the AHB-II are relatively more fractionated. Clinopyroxene, olivine and chromian spinel compositions suggest that the AHB-II were crystallized at higher temperature and pressure, probably at greater depth, compared to the AHB-I. It is proposed that the tholeiitic basalts (AHB-I) represent pre-rift stage magma, probably generated by higher degree of partial melting of asthenospheric mantle source, at shallow depth, whereas the dominant alkaline basalts (AHB-II) represent the rift stage magma formed by low degree of partial melting of the same source, at greater depth.
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Smoking behavior and perception of risk among medical students in Ibadan, Nigeria - Faseru, Babalola; Barengo, Noël C.; Sandström, Herbert; Omokhodion, Folashade O. (Global heart, 2006)
Global Heart is the official and primary publication of the World Heart Federation, offering a platform for the dissemination of knowledge on research, developments, trends, solutions and public health programmes in the area of cardiovascular disease. Global Heart welcomes research results, points of view and educational material on the prevention, treatment and control of cardiovascular disease with a special focus on low and middle-income countries which are facing the brunt of epidemiological transition.Global Heart strongly encourages authors to adhere to CONSORT, STROBE, STARD, and PRISMA guidelines for reporting of clinical trials, observational studies, diagnostic test accuracy papers, and systematic reviews or meta-analyses. Authors are required for submission to download and complete the appropriate Equator Network checklist: http://www.equator-network.org/.
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Computer simulations of lava flow paths in the town of Goma, Nyiragongo volcano, Democratic Republic of Congo - Favalli, Massimiliano; Chirico, Giuseppe D.; Papale, Paolo; Pareschi, M. T.; Coltelli, M.; Lucaya, N.; Boschi, E. (Journal of Geophysical Research, 2006)
The 17 January 2002 fissure eruption of Mount Nyiragongo, Democratic Republic of Congo, produced lava flows which entered and devastated the densely inhabited town of Goma. The 2002 and previous 1977 eruptions demonstrate the high level of volcanic risk in the area. We present an analysis of the susceptibility to lava flow invasion in Goma, by means of computer simulations based on the steepest descent path and probabilistic‐computed flow spreading and obstacle overcoming. The DEM is obtained from a topographic map of Goma by using the DEST algorithm. The numerical results show the distribution of probable lava flow paths from possible vents in the investigated topographic domain. Numerical simulations are validated through comparison with the mapped paths of the 2002 lava flows in Goma. The subsequent investigation includes the analysis of (1) hypothetical lava flow paths from ephemeral vents on the edge of the 2002 lava flows, (2) paths from venting along the hypothetical extension of the 2002 fissures, (3) paths in case of lava flow arrival in town from the north, and (4) changes induced by the presence of the solidified 2002 lava field. The results show the susceptibility of the different parts of the town of Goma to be invaded by future lava flows, and reveal the existence of a large area in town with minimum susceptibility and which can be invaded only in case of venting within it. The areas destroyed by the 2002 lava flows are predicted to be characterized by maximum susceptibility to lava flow invasion.
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Racial equity in education : how far has South Africa come? : research article - Fiske, Edward B.; Ladd, Helen F. (Perspectives in Education, 2006)
A major task of South Africa's new government in 1994 was to design a more racially equitable education system. This article evaluates progress towards this goal using three concepts of equity: equal treatment by race, equal educational opportunity, and educational adequacy. The authors find that the country moved quickly towards a race-blind system, including race-blind policies for allocating state funds to schools. Progress measured by the other two criteria, however, has been constrained by the legacy of apartheid, including poor facilities and lack of human capacity in schools serving black students, and by policies concerning school fees. The article concludes with some thoughts on the future outlook.
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Integrating Remote Sensing Approach with Pollution Monitoring Tools for Aquatic Ecosystem Risk Assessment and Managment: A Case Study of Lake Victoria(UGANDA) - Focardi, S.; Corsi, Ilaria; Mazzuoli, Stefania; Vignoli, Leonardo; Loiselle, Steven; Focardi, Silvano (Environmental Monitoring and Assessment, 2006)
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Molar-incisor hypomineralization (MIH) in a group of school-aged children in Benghazi, Libya - Fteita, D.; Ali, Amir; Alaluusua, Satu (European Archives of Paediatric Dentistry, 2006)
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Applied Climate Education and Training for Agricultural and Natural Resource Management in India, Indonesia, Zimbabwe and Australia - George, David; Clewett, Jeff; Selvaraju, R.; Birch, CJ (The Journal of Agricultural Education and Extension, 2006)
Abstract In parts of the world, including many developing countries, climate variability impacts negatively on agricultural production and natural resource management. Workshops in applied climatology were held in Australia, India, Indonesia and Zimbabwe between 1999 and 2002 to provide farmers and agricultural and meteorological staff a better understanding of the El Nino-Southern Oscillation phenomenon, associated climate variability, its forecast potential and its relevance to their local agriculture system. Most participants saw climate information skills as essential or useful in their work but few had good skills. Through discussions, learning outcomes were established and resource materials developed in Australia were adapted for use in the other countries. Educational course material was developed for workshops and for vocational and tertiary education. This material was developed in multimedia and print format suited to different learning styles. Workshops incorporated sessions on local climate, ...
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Gymnastics of the Mind: Greek Education in Hellenistic and Roman Egyptby Raffaella Cribiore - Godfrey, Ray (British Journal of Educational Studies, 2006)
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Undoing the apartheid legacy : pro-poor spending shifts in the South African public school system : research article - Gustafsson, Martin; Patel, Firoz (Perspectives in Education, 2006)
By using a consolidated dataset of schools derived from a range of administrative systems, it is shown that overall public spending in the schooling system was close to being equal, though it marginally favoured the rich in 2005. A historical comparison reveals that the 2005 public spending pattern was around 17 times more equal than the apartheid pattern that existed in 1991. The concentration index is used for much of the measurement of spending equity. To better understand the overall pattern in 2005, public spending by province and economic category are analysed. Certain economic categories are found to display a pro- poor distribution, whereas others show a pro-rich distribution. These differences are shown to be the result of specific political and labour relations dynamics. Although school fees reduce equity in the total spending pattern, this total pattern is shown to be five times more equitable than the distribution for public spending alone in 1991. It is argued that the fact that school funding is more progressively distributed than either household expenditure or learner performance can bode well for the future.
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History, Memory and Bad Memories: Noliwe M. Rooks'White Money/Black Power:The Surprising History of African American Studies and the Crisis of Race in Higher Education - Hall, Perry A. (The Black Scholar, 2006)
America, it would be a fair description of what she has contributed. However, it is impossible to assess, much less appreciate the saliency of that message unless it is unpacked and decoupled from a series of distorted and misleading constructions that begin on the book cover itself. title, White Money/ Black Power is provocative to the point of being salacious, intimating some startling or sensational revelation to come. This notion is reinforced in the subtitle, The Surprising History of African American Studies and the Crisis of Race in American
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A retrospective assessment of the Kenya Voucher Training Programme - Hallberg, Kris (Small Enterprise Development, 2006)
The Kenya Micro and Small Enterprise Training and Technology Project was one of the first projects financed by the World Bank to use a demand-side subsidy to promote the use of business development services. The key component of the project was a voucher training programme that covered up to 90 per cent of the cost of skills and management training purchased by informal sector microenterprises and small businesses. The World Bank's Independent Evaluation Group conducted an ex post evaluation of the project, surveying over 300 training providers and MSE trainees. Although the training had a beneficial impact on participating MSEs, the impact of the project on the training market was modest. A large share of the voucher subsidy was captured by the training providers rather than the trainees, and many trainers returned to their previous activities once the subsidy ended. The VTP's large subsidy, multiple procedures, and weak oversight created an environment conducive to abuse.
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Death of an African Student in Moscow - Hessler, Julie (Cahiers du monde russe, 2006)
RésuméMort d'un étudiant africain à Moscou : la question raciale et la politique pendant la guerre froideLe 18 décembre 1963, la manifestation organisée sur la place Rouge par des étudiants africains séjournant en Union Soviétique devint un incident international. Déclenchée par la mort mystérieuse d'un étudiant ghanéen, elle se faisait l'écho des inquiétudes des Africains vis-à-vis de leur sécurité en URSS. Ces inquiétudes s'étaient cristallisées au fil des années précédentes, lorsque les premiers contingents d'étudiants africains avaient eu à subir malentendus et harcèlement racistes, parallèlement aux expressions officielles de bonne volonté. Le climat international contribua également à alimenter ces inquiétudes. La presse occidentale, à laquelle les étudiants avaient souvent accès, se saisit avec un zèle tout particulier de ces preuves manifestes de tensions raciales. Les facteurs politiques, sociaux et culturels qui entrèrent en jeu dans la manifestation des étudiants africains et ses retombées offrent une perspective nouvelle sur l'histoire des dernières années Hruščev.
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Death of an African student in Moscow - Hessler, Julie (Cahiers Du Monde Russe, 2006)
RésuméMort d’un étudiant africain à Moscou : la question raciale et la politique pendant la guerre froideLe 18 décembre 1963, la manifestation organisée sur la place Rouge par des étudiants africains séjournant en Union Soviétique devint un incident international. Déclenchée par la mort mystérieuse d’un étudiant ghanéen, elle se faisait l’écho des inquiétudes des Africains vis-à-vis de leur sécurité en URSS. Ces inquiétudes s’étaient cristallisées au fil des années précédentes, lorsque les premiers contingents d’étudiants africains avaient eu à subir malentendus et harcèlement racistes, parallèlement aux expressions officielles de bonne volonté. Le climat international contribua également à alimenter ces inquiétudes. La presse occidentale, à laquelle les étudiants avaient souvent accès, se saisit avec un zèle tout particulier de ces preuves manifestes de tensions raciales. Les facteurs politiques, sociaux et culturels qui entrèrent en jeu dans la manifestation des étudiants africains et ses retombées offrent une perspective nouvelle sur l’histoire des dernières années Hruščev.
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Coal and climate change: Potential for carbon capture and storage in South Africa - Hietkamp, Sibbele (2006)
Fossil Fuel Foundation, Council for Geosciences Auditorium, Silverton, Pretoria, 13 June 2006
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The dilemma of primary school attendance in Nigeria - Iyamu, Ede O. S.; Obiunu, Jude J. (Journal of Instructional Psychology, 2006)
Agitated by the increasing number of school age children not attending primary school in Nigeria, this study set out to investigate the factors that inhibit parents in sending their children to school. A random sample of 2000 parents, whose school-age children do not attend primary school, was drawn from the north, south, east and west of Nigeria. A 14-item four-point scale questionnaire that had a reliability coefficient of 0.63 was used for the collection of data. It was found that the significant factors that discouraged parents from sending their children to school were poverty, value for money, and fear of prevailing unemployment for school leavers and misconceptions about female education. It was recommended, among other things, that the government should pursue a genuine programme of poverty alleviation and economic empowerment of parents so that they would be able to send their children to school. The need to intensify the campaign against sex discrimination in educational opportunities was also recommended. It was further recommended that efforts should be made by the government to diversify and stimulate the nation's economy to create employment opportunities for school leavers. ********** Current efforts at educational development in African countries have focused, among other things, on the expansion and liberalisation of educational opportunities for increased school attendance. This is in apprehension of the increasing number of illiterate persons in Africa. For example, it has been reported that the school age children (6-12 years of age) who were not attending school: made up 14.1% in Ghana; 24.2% in Nigeria; 16.4% in Niger; 14.9 in Congo; 13.8% in Kenya and 7.7% in Botswana (African Education Consortium, 2003). The above figures are obviously staggering and intimidating when viewed against the national populations. Thus, 24.2% of school age children (about 23 million) who were not attending school in Nigeria is an indication that the problem of school attendance is massive. It is important to note that the foregoing reports were demographic. The investigation did not seek to find out why the conditions of school attendance were so. These reports have however generated interest in issues and conditions related to school attendance in these African countries. The following demographic reports show that there has been no significant improvement in school attendance in Nigeria since Evis and Okon made a similar report in 1993. According to this report, four out of every 10 children of school age were not registered in school. Instead, they were found mainly in busy urban streets hawking different items for money or were found going to the farm with their parents. The investigation further revealed that the youngsters preferred going into commercial and business activities as the surest and quickest means of becoming rich instead of going to school. Garrick and Celia (2000) had earlier reported that African countries, south of Sahara face almost the same educational crises, largely because of their common colonial experience and inability to grapple with the problem of poverty. Another study carried out by Browns and Ali (2000) on the rate of dropout in Nigerian primary and secondary schools revealed some startling results. It was found that though dropout existed at both levels, it was more serious at the secondary school level. While the primary schools sampled lost six pupils yearly on the average, the secondary schools sampled lost eleven students yearly on the average as a result of dropout. However, it would appear that irregular school attendance and dropout is a global scene. There is no system in which all children and youth are in school till completion. Be that as it may, this problem appears to be more acute in Nigeria. According to Hargrove (1987) and Woods (1994), irregular school attendance and dropping out are a complex social problem for which there is no simple solution. …
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What three new books tell us about the state of education scholarship in South Africa Prophets and profits : Manegerialism and the restructuring of Jewish schools in South Africa, Chaya Herman : book review Teacher education and the challenge of diversity in South Africa, Crispin Hemson : book review Marking matric : Colloquium proceedings, Vijay Reddy : book review - Jansen, Jonathan (Perspectives in Education, 2006)
Extracted from text ... Perspectives in Education, Volume 24(2), June 2006 187 Book Reviews1 What three new books tell us about the state of education scholarship in South Africa Review of books by Chaya Herman, 2006 Prophets and profits: Managerialism and the restructuring of Jewish schools in South Africa Pretoria: HSRC Press ISBN: 0-7969-2114-8 Pages: 336 Crispin Hemson, 2006 Teacher education and the challenge of diversity in South Africa Pretoria: HSRC Press ISBN : 0-7969-2157-1 Pages: 72 Vijay Reddy, 2006 Marking matric: Colloquium proceedings Pretoria: HSRC Press ISBN: 0-7969-2116-4 Pages: 140 REVIEWED BY JONATHAN JANSEN The books we publish offer a window on the ..
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Status of education finance research in South Africa - Jansen, Jonathan D.; Amsterdam, Christina E.N. (2006)
Within a relatively short period of time, education finance has emerged from its Cinderellastatus within local educational scholarship to become one of the most prolific and excitingareas of research and deliberation within South Africa. Though driven largely by internationalscholars and consultants, there is now a rich collection of analyses available on both historicaldimensions of finance equity (Fedderke & Luiz 2002; Fedderke, de Kadt & Luiz 2000; Case D Moll 1992) as well as on the reach and impact of equity-focused educationreforms of the post-apartheid government (Fiske & Ladd 2004b; Reschovsky 2006; Fiske L Crouch & Mabogoane 1998). Whereas earlier studies in education relied mainlyon simple (if not simplistic) comparisons of racially differentiated spending inequalities underapartheid, or on simple trade-off studies (Moll, 1991), the new wave of studies offerssophisticated technical analyses of complex data on education finance, economics and schoolperformance before and since the political transition of the 1990s (see the series of papers bythe then government consultant in South Africa, Luis Crouch 1997; 1998a and 1999b withMabagoane; 1999; and 2000).There can be little question that this escalation in studies on education finance ispossible in part because of growing improvements in the coverage, uniformity and quality of
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The status of education finance research in South Africa : editorial introduction - Jansen, Jonathan D.; Amsterdam, Christina E.N. (Perspectives in Education, 2006)
Extracted from text ... Perspectives in Education, Volume 24(2), June 2006 vii Introduction Within a relatively short period of time, education finance has emerged from its Cinderella status within local educational scholarship to become one of the most prolific and exciting areas of research and deliberation within South Africa. Though driven largely by international scholars and consultants, there is now a rich collection of analyses available on both historical dimensions of finance equity (Fedderke & Luiz 2002; Fedderke, de Kadt & Luiz 2000; Case & Deaton 1999; Moll 1992) as well as on the reach and impact of equity-focused education reforms of the ..
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English and literacy practices in The Gambia: Sociolinguistic investigations in education, media and public life - Juffermans, Kasper (2006)
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Problem Based Learning, curriculum development and change process at Faculty of Medicine, Makerere University, Uganda. - Kiguli-Malwadde, E.; Kijjambu, Stephen; Kiguli, Sarah; Galukande, Moses; Mwanika, Andrew; Luboga, Samuel; Sewankambo, Nelson (PubMed, 2006)
The faculty of Medicine, (FOM) Makerere University Kampala was started in 1924 and has been running a traditional curriculum for 79 years. A few years back it embarked on changing its curriculum from traditional to Problem Based Learning (PBL) and Community Based Education and Service (COBES) as well as early clinical exposure. This curriculum has been implemented since the academic year 2003/2004. The study was done to describe the steps taken to change and implement the curriculum at the Faculty of Medicine, Makerere University Kampala.To describe the steps taken to change and implement the new curriculum at the Faculty of Medicine.The stages taken during the process were described and analysed.The following stages were recognized characterization of Uganda's health status, analysis of government policy, analysis of old curriculum, needs assessment, adoption of new model (SPICES), workshop/retreats for faculty sensitization, incremental development of programs by faculty, implementation of new curriculum.The FOM has successfully embarked on curriculum change. This has not been without challenges. However, challenges have been taken on and handled as they arose and this has led to the implementation of new curriculum. Problem based learning can be adopted even in a low resourced country like Uganda.
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Development of a framework with specific reference to exit-level outcomes for the education and training of South African undergraduate physiotherapy students - Krause, M. W.; Viljoen, M. F.; Nel, Malan; Joubert, Gina (Health Policy, 2006)
The aim of the study was to develop a framework for undergraduate programmes for the education and training of physiotherapists in South Africa. The research comprised a literature survey, interviews with United Kingdom physiotherapy educators and departmental workshops in South Africa. The Delphi technique was employed as research method to evaluate the proposed framework. The measuring instrument was a questionnaire comprising of amongst others, statements related to exit-level outcomes, which were rated on a five-point rating scale. Two rounds of the Delphi technique were required before acceptable consensus was reached and a framework for the development of a physiotherapy education and training programme was compiled. The framework has been designed as a benchmark for the development of innovative physiotherapy curricula in South Africa. This paper provides information of the exit-level outcomes specified in the framework.
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Factors Predictive of the Range of Occupations Considered by African American Juniors and Seniors in High School - Lease, Suzanne H. (Journal of Career Development, 2006)
This study assesses factors predictive of the range of possible occupations considered by 166 African American high school students. There are no differences in the number of African American representative occupations (those in which 13.5% or more employees were African American) considered compared to nonrepresentative occupations (those with less than 5% African American employees). The results support the hypothesized relations among occupational self-efficacies, interests, and considered occupations. Perceived career barriers decrease the importance of occupational self-efficacy in predicting number of considered occupations. Racial identity is not related to the number of considered occupations.
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Stakeholders' frames analysis in social learning and negotiation process: the case study of participatory forests management in Benin - Leeuwis, C.; Idrissou, Latifou (2006)
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Globalisation and Transnational Teachers: South African Teacher Migration to the UK - Manik, Sadhana; Maharaj, Brij; Sookrajh, Reshma (DOAJ (DOAJ: Directory of Open Access Journals), 2006)
SUMMARY The globalisation of the world markets has paved the way for the movement of people with scarce skills such as teachers across national boundaries with relative ease. This paper focuses on the migration of teachers from South Africa to the UK using a qualitative, ethnographic approach. It argues that there are socio-cultural complexities in the transnational migration of SA teachers. It begins by identifying the reasons for teachers exiting the SA teaching fraternity to work in schools in London in the UK. Teachers’ experiences in the UK schools are then explored. The study revealed that teachers leaving SA had multiple reasons for going abroad. The migration of teachers from SA to the UK was influenced by the declining economic status of teaching as a profession in SA, and global labour market conditions. The majority of the migrant teachers who were interviewed had an existing social network in the UK, either friends or relatives. However, the gravity of teaching in a foreign country without next of kin took its toll and teachers spoke at length of the loneliness of being apart from immediate family. An overwhelming majority of migrant teachers experienced a culture shock in UK classrooms, especially discipline problems. Migrant teachers felt powerless, as UK policies tend to protect children, even if they misbehaved in the classroom. The paper concludes by highlighting the commodification of teachers; those who are able to trade their skills in a global market in return for socio-economic and career gains. The arrival of this breed of teacher is also facilitated by what D. Harvey terms the “time-space compression” of global society.
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Child–mother nutrition and health status in rural Kenya: the role of intra‐household resource allocation and education - Marinda, Pamela A. (International Journal of Consumer Studies, 2006)
Abstract There exists gender bias in resource ownership in many parts of Kenya with women being more disadvantaged. Resource ownership and control within the household has differential impacts on the health and overall well‐being of male and female members. This paper examines intra‐household resource ownership and how it affects nutrition and health status of household members. Data from a household survey containing detailed gender‐disaggregated information on resource ownership as well as food and anthropometry were collected from a rural Kenyan district and used in the analysis. Results showed that male members of the household had more access to education, income and land than the females. Mothers’ education, household income, frequency of illness and nutrient intake were the most important factors that contributed to the nutritional status of children. The education and household’s economic status were important determinants of child morbidity. Malnutrition and poor health of children and women is linked to the existing poverty in the study region, therefore emphasis needs to be put on eradication of discrimination against women in accessing education and accessing land, which will contribute to an increase in household incomes. Government policies need to focus on promotion of nutrition education through adult education programmes and incorporating it in the school curricula. Improvement of health‐care facilities in rural areas is also paramount to improving health and nutrition in these areas.
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Mathematics Learning and Participation as Racialized Forms of Experience: African American Parents Speak on the Struggle for Mathematics Literacy - Martin, Danny Bernard (Mathematical Thinking and Learning, 2006)
(2006). Mathematics Learning and Participation as Racialized Forms of Experience: African American Parents Speak on the Struggle for Mathematics Literacy. Mathematical Thinking and Learning: Vol. 8, No. 3, pp. 197-229.
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Student free expression and human dignity : lessons from South Africa - Mawdsley, Ralph D.; Joubert, Hendrika J. (2006)
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A Status Report of Veterinary Education in Ethiopia: Perceived Needs, Past History, Recent Changes, and Current and Future Concerns - Mayen, Friederike (Journal of Veterinary Medical Education, 2006)
Ethiopia, which owns the most important livestock resources in Africa, opened its first faculty of veterinary medicine in 1979. In 2003, in response to a government mandate to increase the number of veterinarians, four new veterinary faculties were founded, but these facilities still have very limited resources. Currently, quality standards and controls for veterinary studies are not established in Ethiopia, and the country does not have any type of veterinary council or oversight body to establish such standards or the essential evaluation and credentialing procedures. The veterinary degree, as currently obtained in Ethiopia, is not internationally recognized. A second specific concern for veterinary education in Ethiopia is that it is not well adapted to the special needs of the country. Clearly, quality control of veterinary education needs to be established, and teaching methods and materials need to be adapted to the special needs of the country. So far, the veterinary faculty in Ethiopia has been more interested in partnerships with universities from developed countries than in partnerships and cooperation with other African universities. In 2002, after six years of cooperation with a German university, the Veterinary Faculty at Addis Ababa started its own post-graduate program, with some key contributions from foreign instructors and some foreign funding. While this has been a service to Ethiopian veterinary medicine, the cooperation of the Ethiopian veterinary schools with African universities must also be strengthened. Overall, the good efforts to date in Ethiopian veterinary medicine have only barely scratched the surface of its critical needs. In order to meet Ethiopia's needs for both a reliable and high-quality veterinary education and a trustworthy animal disease surveillance mechanism, it is important that veterinary education in Ethiopia be improved.
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Forest governance and social justice: practical tactics from a learning group approach in Africa - Mayers, James; Bila, Alberto Teodoro; Khaukha, S.; Opoku, Kofi Baffuor; Simwela, W. (International Forestry Review, 2006)
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Adult Literacy and Teacher Education in a Community Education Programme in Nigeria - McCaffery, Juliet; Sanni, Kayode; Ezeomah, Chimah; Pennells, Jason (2006)
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Internet-based resources citation by undergraduate students: A case study of Library and Information Science students in Benin - Mêgnigbêto, Eustache (International Information & Library Review, 2006)
The first and unique training centre in Library and Information Science (LIS) in Benin has been training students since 1982. Ten years after the introduction of Internet in the country, students may have been aware of the importance and the richness of its resources. To what extent do students use Internet-based resources? How do citations to Internet-based resources vary in students’ works over years? This study covers especially LIS students’ dissertations. The results show that the percentage of Internet-based resources cited in dissertations was very low until 2001. Even if the trend line shows an increase starting from 2002, Internet-based resources are very rare in the dissertations (less than 10%). A few students give references to the maximum of Internet-based resources.
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"Valse opgaven" : Dutch students who allegedly studied at the Conservatorium of Music in Amsterdam (1884-1922), and later came to South Africa - Mescht, Heinrich Hermann Van der (South African Journal of Cultural History, 2006)
Many, but not all, of the articles on the lives of European musicians who came to South Africa contain basic factual mistakes in Malan's South African Music Encyclopedia (SAME: 1979, 1982, 1984, 1986). These improvements on the facts about their studies were most probably effected in order to give them a better chance of obtaining a professional position. But Pierre and Angelique de Beer were really Dutch graduates from the Music Conservatorium of Amsterdam. Willem Gerke also emigrated to South Africa, but clearly did not study at the Conservatorium as suggested in SAME. Neither did Jan Luyt Sr, his wife Johanna Luyt (nee Plomp), Dirk Meerkotter nor Willem van Warmelo. Dirk Balfoort spent about ten years of his early life in Pretoria and later obtained the diploma in violin playing of the Conservatorium. Frits Schuurman did obtain his diploma, but there is no proof that he received it with distinction. Although Ernest Mulder did not come to South Africa to teach, he had a strong relationship with Afrikaans culture and set some Afrikaans poems to music. With their excellent background, these Dutch musicians could contribute greatly to South Africa's budding cultural life. Valse opgaven : Nederlandse studente wat na bewering aan die Musiekkonservatorium in Amsterdam (1884-1922) studeer het, en later na Suid-Afrika toe gekom het Baie (maar nie alle nie) artikels oor die lewens van Europese musici wat na Suid-Afrika toe gekom het, bevat basiese feitefoute in Malan se South African Music Encyclopedia (SAME: 1979, 1982, 1984, 1986). Hierdie verbetering van die feite oor hulle studie is heel moontlik aangebring met die doel om hulle 'n beter kans te gee om 'n professionele betrekking te bekom. Pierre en Angelique de Beer was nogtans werklik Nederlandse graduandi van die Musiekkonservatorium van Amsterdam. Willem Gerke het ook na Suid-Afrika geemigreer, maar het duidelik nie by die Conservatorium studeer soos dit deur SAME gestel is nie. So ook Jan Luyt sr., sy vrou Johanna Luyt (nee Plomp), Dirk Meerkotter en Willem van Warmelo. Dirk Balfoort het ongeveer tien jaar van sy vroee lewe in Pretoria deurgebring en later die diploma in vioolspel aan die Conservatorium verwerf. Frits Schuurman het wel 'n diploma behaal, maar geen bewys bestaan dat hy dit met onderskeiding verwerf het nie. Hoewel Ernest Mulder nie na Suid-Afrika gekom het om les te gee nie, het hy 'n sterk verbintenis met die Afrikaanse kultuur gehad. Hy het 'n aantal Afrikaanse gedigte getoonset. Deur die uitgebreide agtergrond wat hulle saamgebring het, het hierdie Nederlandse musici grootliks tot die ontwikkelende kulturele lewe in Suid-Afrika bygedra.
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Boost your surgical training: visit South Africa - Millar, Tim (Bulletin of The Royal College of Surgeons of England, 2006)
Bottlenecks to the progression of surgical careers have been around since the year dot. Not so long ago, the bottleneck was in progressing from senior registrar to consultant surgeon. Then it was shifted to getting onto an SpR rotation. Soon the problem may be securing a foundation post or an 'ST1' post. Looking further into the future, the bottleneck may once again return to obtaining a consultant post, as Certificate of Completion of Training holders are forced to accept non-consultant 'specialist' posts or to take up short-term jobs in the independent sector. Another possibility is that the post of 'senior consultant' or 'head of department' will be created and hence there will be one final bottleneck before retirement. Surgery has always been a desirable and competitive field of medicine. Bottlenecks are here to stay. All we can do as individuals is to strive to be the best we can be, for ourselves and for our patients. In this month's Trainees' Forum we hear how one trainee has managed the gap between basic and higher surgical training and at the same time given his training a lift, by going abroad. It seems his surgical experience and skills were hugely boosted while his horizons were broadened. It is possible that as our training hours reduce, this may be something that more and more trainees consider…
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Gender stereotypes and education in Lesotho - Mosetse, Palesa (2006)
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Education Resourcing in Post-Apartheid South Africa: The Impact of Finance Equity Reforms in Public Schooling: Research Article. - Motala, Shireen (Perspectives in Education, 2006)
Through an analysis of recent quantitative data on equity and school funding in South Africa, this article aims to explicate the patterns and typology of inequality in post-apartheid South Africa, and to deepen our understanding of the construct of equity. It also aims to understand the application of equity in the context of public schooling through a disaggregated school-level analysis of a key equity indicator, per capita expenditure. This approach quantifies inequity and progress towards equality, and establishes a broader set of variables and correlates by which to understand school finance equity. It also analyses the impact of private contributions on formal basic schooling. The significance of this study lies in its contribution to the quantification of finance equity and inequity through a better understanding of finance input data analyses that go beyond race-based analyses.
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Designing the course and curricula for teacher development, open school and vocational education through media education in Eritrea - Murthy, C.S.H.N. (Educational Media International, 2006)
Since Eritrea became independent in 1993, efforts have been underway to revise and update the conventional education curriculum. With a determination to quickly bridge the growing knowledge gap between Eritrea and the rest of the world, the Eritrean Government has decided on media education as a sustainable alternative. This choice is in line with developments emerging from many African, Asian and Latin American countries as the only option in line with the philosophy of UNESCO and the Association for Development of Education in Africa (ADEA). It is against this backdrop that a strategy paper Media education in Eritrean education was developed. This paper formed the basis of the developments discussed in this article. Concevoir des cours et un programme pour la formation des Maîtres: école ouverte et formation professionnelle grâce à l'éducation aux medias en Erythrée Depuis l'accession de l'Erythrée à l'indépendance en 1993, on s'est efforcé de réformer et de mettre à jour les cursus de l'enseignement conventionnel. Fermement décidé à combler le fossé cognitif entre l'Erythrée et le reste du monde, le Gouvernement Erythréen a choisi l'enseignement par les Medias comme alternative durable. Ce choix s'inscrit dans la lignée des développements que l'on voit émerger dans de nombreuses nations d'Afrique, d'Asie et d'Amérique Latine comme étant la seule option en harmonie avec la philosophie de l'UNESCO et de l'ADEA. C'est là le contexte dans lequel a été élaboré le rapport stratégique intitulé Education et Medias en Erythrée. Ce rapport a servi de base aux expériences dont on discute dans l'article. Entwurf der Lehrpläne und Curricula für die Lehrerentwicklung: die Offene Schule und die Berufsbildung durch Medienerziehung in Eritrea Seit Eritrea im Jahr 1993 unabhängig wurde, gab es Bemühungen, den Lehrplan konventioneller Bildung zu überarbeiten und zu aktualisieren. Entschlossen, die wachsende Wissenslücke zwischen Eritrea und dem Rest der Welt schnell zu überbrücken, entschied sich die eritreische Regierung für Medienbildung als nachhaltige Alternative. Diese Wahl befindet sich im Einklang mit Entwicklungen, die sich auch in vielen afrikanischen, asiatischen und lateinamerikanischen Nationen als einzige Option im Einklang mit der Philosophie von UNESCO und ADEA abzeichnen. Auf diesem Hintergrund muss man die Entwicklung eines Strategiepapiers zur Medienbildung in der eritreische Erziehung sehen. Dieses Papier bildet die Basis der in diesem Artikel erörterten Entwicklungen.
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Nationality and country of training of medical doctors in Malawi. - Muula, Adamson S (PubMed, 2006)
There is growing interest in the migration of doctors from Africa to developed nations. Little attention has been made in understanding the flow of doctors into African countries.To describe the nationality, country of primary qualification as a doctor and specialties of doctors registered in Malawi in 2003.Review of Medical Council of Malawi 2003 register and University of Malawi-College of Medicine graduation records.There were 252 doctors registered by the Medical Council of Malawi (MCM) of whom 51.2% were Malawian and 48.8% non-Malawian. 35.7% of the doctors had obtained their primary education in Malawi, 17.5% from the UK, 9.9% other African countries and 8.7% from other African countries. There were 72 specialists of whom 23 were Malawian nationals and 49 were non-Malawians.There is almost an equal distribution of national and non-national doctors in Malawi. However, among specialists, non-national far out-number Malawians by over two and a half times. While the brain drain of doctors from developing nations to developed nations has received interest, there is need also to explore the migration of doctors into resource-poor countries such as Malawi.
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Training public health professionals in Africa: Loma Linda University approach. - Muula, Adamson S (Croatian Medical Journal, 2006)
The health challenges facing the African continent are enormous and sometimes look insurmountable. The continent is plagued by an array of preventable and communicable causes of morbidity and mortality. Malaria, measles, pneumonia, undernutrition, and diarrheal diseases are major child killers. Tuberculosis and HIV/AIDS are huge and growing challenges, especially within the adult population (1,2). Many inhabitants of Africa live below the poverty line, usually defined as earning less than one US$ each day. It is important to realize that those that earn more than a dollar a day could be earning just a few cents more and therefore not be officially defined as living below the poverty line. Illiteracy rate is high, potable water scarce, urbanization accelerating, and health service centers sparsely situated, inadequately staffed, and poorly equipped. The health situation of the people in Africa is characterized by the shortage of health professionals that should be delivering adequate quality and quantity health care services, both curative and preventive. The emigration of health professionals, called „brain drain“ by some authors and „brain circulation“ by others, is an important reason for the current shortage of training health workers on the continent (3,4). Even without the migration of Africa’s health professionals, Africa is unable to train adequate numbers of health professionals on its own. A Master of Public Health (MPH) program offered at the Loma Linda University (California) School of Public Health between 2000 and 2004 attempted to contribute to solving the shortage of public health professionals in Africa.
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Transformational and transactional leadership effects on teachers' job satisfaction, organizational commitment, and organizational citizenship behavior in primary schools: The Tanzanian case - Nguni, Samuel; Sleegers, Peter; Denessen, Eddie (School Effectiveness and School Improvement, 2006)
This article examines the effects of transformational and transactional leadership on teachers' job satisfaction, organizational commitment, and organizational citizenship behavior in the context of schools in a specific developing country context, that of Tanzania. It does so by testing a model of such effects using a set of data collected from a sample of Tanzanian primary school teachers. Regression analyses show transformational leadership dimensions to have strong effects on teachers' job satisfaction, organizational commitment, and organizational citizenship behavior. Transformational leadership had significant add-on effects to transactional leadership in prediction of job satisfaction, organizational commitment, and organizational citizenship behavior. Job satisfaction appears to be a mediator of the effects of transformational leadership on teachers' organizational commitment and organizational citizenship behavior. Implications and directions for future research are discussed.
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Transformational and transactional leadership effects on teachers' job satisfaction, organizational commitment, and organizational citizenship behavior in primary schools: The Tanzanian case - Nguni, Samuel; Sleegers, Peter; Denessen, Eddie (School Effectiveness and School Improvement, 2006)
This article examines the effects of transformational and transactional leadership on teachers' job satisfaction, organizational commitment, and organizational citizenship behavior in the context of schools in a specific developing country context, that of Tanzania. It does so by testing a model of such effects using a set of data collected from a sample of Tanzanian primary school teachers. Regression analyses show transformational leadership dimensions to have strong effects on teachers' job satisfaction, organizational commitment, and organizational citizenship behavior. Transformational leadership had significant add-on effects to transactional leadership in prediction of job satisfaction, organizational commitment, and organizational citizenship behavior. Job satisfaction appears to be a mediator of the effects of transformational leadership on teachers' organizational commitment and organizational citizenship behavior. Implications and directions for future research are discussed.
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Transformational and transactional leadership effects on teachers' job satisfaction, organizational commitment, and organizational citizenship behavior in primary schools: The Tanzanian case - Nguni, Samuel; Sleegers, Peter; Denessen, Eddie (School Effectiveness and School Improvement, 2006)
This article examines the effects of transformational and transactional leadership on teachers' job satisfaction, organizational commitment, and organizational citizenship behavior in the context of schools in a specific developing country context, that of Tanzania. It does so by testing a model of such effects using a set of data collected from a sample of Tanzanian primary school teachers. Regression analyses show transformational leadership dimensions to have strong effects on teachers' job satisfaction, organizational commitment, and organizational citizenship behavior. Transformational leadership had significant add-on effects to transactional leadership in prediction of job satisfaction, organizational commitment, and organizational citizenship behavior. Job satisfaction appears to be a mediator of the effects of transformational leadership on teachers' organizational commitment and organizational citizenship behavior. Implications and directions for future research are discussed.
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Transformational and transactional leadership effects on teachers' job satisfaction, organizational commitment, and organizational citizenship behavior in primary schools: The Tanzanian case - Nguni, Samuel; Sleegers, Peter; Denessen, Eddie (School Effectiveness and School Improvement, 2006)
This article examines the effects of transformational and transactional leadership on teachers' job satisfaction, organizational commitment, and organizational citizenship behavior in the context of schools in a specific developing country context, that of Tanzania. It does so by testing a model of such effects using a set of data collected from a sample of Tanzanian primary school teachers. Regression analyses show transformational leadership dimensions to have strong effects on teachers' job satisfaction, organizational commitment, and organizational citizenship behavior. Transformational leadership had significant add-on effects to transactional leadership in prediction of job satisfaction, organizational commitment, and organizational citizenship behavior. Job satisfaction appears to be a mediator of the effects of transformational leadership on teachers' organizational commitment and organizational citizenship behavior. Implications and directions for future research are discussed.
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Transformational and transactional leadership effects on teachers' job satisfaction, organizational commitment, and organizational citizenship behavior in primary schools: The Tanzanian case - Nguni, Samuel; Sleegers, Peter; Denessen, Eddie (School Effectiveness and School Improvement, 2006)
This article examines the effects of transformational and transactional leadership on teachers' job satisfaction, organizational commitment, and organizational citizenship behavior in the context of schools in a specific developing country context, that of Tanzania. It does so by testing a model of such effects using a set of data collected from a sample of Tanzanian primary school teachers. Regression analyses show transformational leadership dimensions to have strong effects on teachers' job satisfaction, organizational commitment, and organizational citizenship behavior. Transformational leadership had significant add-on effects to transactional leadership in prediction of job satisfaction, organizational commitment, and organizational citizenship behavior. Job satisfaction appears to be a mediator of the effects of transformational leadership on teachers' organizational commitment and organizational citizenship behavior. Implications and directions for future research are discussed.
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Strategic management in South African education: The leadership dimension - Niekerk, E.J. Van; Niekerk, Pieter du P. van (Africa Education Review, 2006)
Abstract Since the introduction of the South African Schools Act, 1996 and the shift to school self-management, strategic management has become an important issue in South African schools. This shift requires a proactive leadership approach by the school principal. The focus in this article is on the leadership dimension of strategic management by the school principal. After elucidating the relationship between strategic management, strategy implementation and leadership, a model of long-term leadership is presented and then applied to the strategic leadership role of the school principal. Acceptable theory in relevant management literature formed the basis of the exposition of the relationship between strategic management, strategy implementation and leadership, while the model of long-term leadership, which was developed from existing leadership models and literature, formed the basis of the discussion of the principal's strategic leadership function. From this emanated new insight into the strategic leadership role of the school principal. This formed the basis of a discussion on the impediments facing the principal in the fulfilment of the function of strategic leader.
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Farmer participatory learning on integrated crop management of lowland rice in Mali - Nwilene, F. E.; Togola, M. A.; Youm, O. (Zenodo (CERN European Organization for Nuclear Research), 2006)
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The prevalence of attention-deficit/hyperactivity disorder among school-aged children in Benin City, Nigeria - Ofovwe, CE; Ofovwe, GE; Meyer, Anneke (Journal of Child & Adolescent Mental Health, 2006)
To establish the prevalence of ADHD among school-aged children in Benin City, Nigeria.A total of one thousand, three hundred and eighty four (1384) primary school pupils, aged between six and 13 years, were recruited from six primary schools. Teacher's ratings of the 18 DSM-IV symptoms of ADHD were collected and analysed as a function of gender and subtype.The results support a documented trend in ADHD reports: males had a higher prevalence rate. The prevalence rate of 8.0% found is also consistent with documented evidence. Conclusion The results strengthen earlier observations that there is no significant geographical variation on the prevalence of ADHD if common definitions and diagnostic tools are employed. This study being the first from Nigeria provides data for crosscultural comparison as a prerequisite for establishing a common knowledge of ADHD.
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Relationship between knowledge of HIV/AIDS and sexual behaviour among in-school adolescents in Delta State, Nigeria. - Okonta, Patrick I.; Mi, Oseji (PubMed, 2006)
To determine if there is any correlation between the knowledge of HIV/AIDS among in-school adolescents in Delta state of Nigeria and their sexual behaviour.A questionnaire based descriptive study of randomly selected secondary school students in Asaba. Delta state.A total of 437 students were recruited for the study. About 47% of respondents had good knowledge of HIV/AIDS. The electronic media were their main sources of information. Fifty-eight percent had been sexually initiated but only 10% were currently sexually active. About 73% of the males and 58% of the females reported condom use in their last sexual act. Seventy-three percent of the students that had poor knowledge of HIV/AIDS had ever had sex compared with 69.5% of students with good knowledge. Similarly 45.6% of students with poor knowledge used condom compared with 58.8% who had good knowledge. However these observed differences were not statistically significant.Knowledge of HIV/AIDS by in-school adolescents in Asaba has not significantly influenced their sexual behavior. Program planners should explore and integrate other factors that could impact positively on adolescent sexual behavior.
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Outcome of tubal surgeries at the University of Nigeria Teaching Hospital, Enugu, Nigeria - Onah, HE; Mgbor, SO; Umeh, Uchenna Anthony (Nigerian Journal of Clinical Practice, 2006)
Objective : To determine the outcome of tubal surgeries at the University of Nigeria Teaching Hospital, Enugu, Nigeria over a 15 year period (1990 – 2004). Method : A retrospective case series review. Results : Sixty-four women underwent tubal surgery in the hospital within the 15 year period. Hydrosalpinx was the most frequent tubal pathology occurring in 35 (54.7%) of the women followed by peritubal adhesions in 13 (20.3%) women and cornual block in 11 (17.2%) women. The surgical access was through laparotomy in 59 (92.2%) women and laparoscopy in 5 (7.8%) women. Fifty-seven (89.1%) of the cases had macrotubal surgery while 7 (10.9%) women had microtubal surgery. Twenty-four (37.5%) women had cuff salpingostomy, 16 (25%) had peritubal adhesiolysis, 12 (18.8%) had linear salpingostomy while 10 (15.6%) had tubo-cornual anastomosis. The most frequently used suture for tuboplasty was chromicised catgut No 2/0 which was used in 46 (71.9%) of the women. Twenty-five (39.1%) women were followed up for more than 6 months while the rest were lost to follow-up after 6 months. Three of the 25 women followed-up for more than 6 months became pregnant giving a pregnancy rate of 12.0% for this sub-group and an overall pregnancy rate of 3/64 or 4.7%. Conclusions : Tubal surgery as seen at the University of Nigeria Teaching Hospital Enugu has a low pregnancy rate similar to ones reported from other Nigerian centres. If attention is paid to the currently recommended microsurgical techniques, the pregnancy rates following tubal surgery are likely to be better than has been documented in this study. Keywords : tubal surgery, outcome, Enugu, Nigeria Nigerian Journal of Clinical Practice Vol. 9(1) 2006: 44-47
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Climate Change in the Seychelles: Implications for Water and Coral Reefs - Payet, R.; Agricole, Wills (AMBIO: A Journal of the Human Environment, 2006)
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Financing Education in Uganda: The Post-UPE Dilemma--Conversations. - Pillay, Pundy (Perspectives in Education, 2006)
Although Uganda has made tremendous progress in education provision in the past decade, particularly with the introduction of universal primary education, it is confronted by a number of financing challenges relating especially to the demand for increased access at the secondary and tertiary levels. There are two aspects to the funding question: the insufficiency and the misallocation of resources. Both aspects have to be addressed in the interests of improved efficiency and equity. First, at a macrolevel, it is clear in the light of high social demand, that education is inadequately funded even though it is the major budget item. Second, within the education sector, secondary education is seriously underfunded. Third, there are serious inequities in the distribution of resources beyond the primary level. Inequities are exacerbated because the poor are forced to seek access in the fee-paying private sector. Fourth, there is increasing evidence that greater efficiency can be achieved in the utilisation of current funding especially in the secondary, technical and vocational, teacher education, and higher education subsectors as well as in the governance and management of primary education both at the centre and at the decentralised subnational government level. A range of innovative financing strategies is needed to address the many and diverse challenges in the various education subsectors.
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Bacterial Indicators of Both Sewage Pollution and Trophic Status in Abu Za`baal Lakes, Egypt - Rabeh, A Saleh; Azab, A Essam (Research Journal of Microbiology, 2006)
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The reading preferences of Grade 11 ESL learners in the Eastern Cape, South Africa - Rasana, Nomakhosazana Hazel (Southern African Linguistics and Applied Language Studies, 2006)
This survey investigates learners' reading preferences in selected Eastern Cape secondary schools where English is taught as a second language. It seeks to understand the reading patterns and interests of Grade 11 learners. Focus group interviews and questionnaires were used to gather data over a period of six weeks. Participants included all Grade 11 learners from eight Grahamstown secondary schools where English is taught as a second language. Data were analysed using Biomedical Data Programme Statistical Software (BMDP). Chi-square (X 2) tests were used to determine significant differences in the groups (i.e. school effect, gender effect, language effect, etc.). The data suggest three features ESL Grade 11 learners: 1) they do have preferred reading material; 2) they have preferred authors; and 3) they have a preferred language they read in. Differential access to reading materials proved to be a material factor.
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The Introduction of Saint Lucian Students to the Ancient World African Community - Regis, Humphrey A. (The Journal of Pan-African Studies, 2006)
This article is a revised version of a paper the writer presented at the Seventeenth Cheikh Anta Diop Conference, convened September 30 to October 1, 2005 by the Association for Nubian and Kemetic Heritage (ANKH) in Philadelphia, Pennsylvania, USA. It reports on a project in which the writer has introduced the history of the World African Community to people in Saint Lucia in the Eastern Caribbean. The project covers the history from the beginning of human life in Africa to the coming of members of the Community to the Caribbean and other parts of the western hemisphere. The paper marks the 10th anniversary of the launching of the project at Vieux Fort Comprehensive Secondary School (VFCSS) in Saint Lucia in May and June of 1995. Since then, the writer has introduced the history directly (in lectures and special presentations) and indirectly (through teachers of history) to more than 1,500 young learners in secondary schools, directly (in lectures) to more than 250 learners in adult education programs, and indirectly (through newspaper articles and radio and television appearances), to other audiences, in Saint Lucia. The writer dedicates the article to the late S. Wayne Louis. With fellow history teachers Sylvester Clauzel and Lydia Sadoo, he collaborated in the launching of the project at VFCSS. Up until his passing almost three years later, he was extremely active in the promotion of an understanding of the history among students in the school, students in other schools, and the general community. Humphrey A. Regis (hummuh@worldnet.att.net), Professor in the Department of Mass Communications at Winston Salem State University in Winston Salem, North Carolina, USA, has been a teacher and a journalist in Saint Lucia and the United States for over thirty years. He studies the relationships between mass communication and cultural domination by re-importation/re-exportation, orientation to reference groups, and location in global social space. He also studies the relationships between the knowledge of the ancient World African Community and the understanding of People of African Descent in the Caribbean. Abstract Over the past decade, in Saint Lucia in the Eastern Caribbean, young students in secondary schools, older learners in adult education, and other persons in the general community have given their reactions to their introduction to the early history of the World African Community. The reactions of the younger students suggest that their education system may provide this introduction by (1) helping them understand all aspects of the history, (2) preparing them to appreciate unexpected aspects of it, (3) preparing them to understand lessons they may learn from painful aspects of it, (4) making available resources they need as they secure details of it, and (5) developing approaches to establishing, certifying, and rewarding their mastery of it. The reactions of the older learners in adult education and the general community suggest that the system may serve them by presenting the study of the history as an experience that gives voice to their unstated but extremely highly internalized sense of the existence of the history. Introduction Since the islands of the English-speaking Eastern Caribbean assumed direct control of the formal education of their citizens, they have tried to reshape that education in a number of ways. First, they have established local agencies--such as community colleges (Peters, 1993)--that they believe meet the needs of the citizens better than those they inherited from their colonial dominators. Second, they have established regional agencies--such as the Caribbean Examinations Council--that they believe meet the needs better. Third, they have reshaped the education to make it focus more on the region than on other parts of the world (for example, see the Caribbean Primary Social Studies series published by Heinemann). …
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“It was Hard to Come to Mutual Understanding …”—The Multidimensionality of Social Learning Processes Concerned with Sustainable Natural Resource Use in India, Africa and Latin America - Rist, Stephan; Chiddambaranathan, Mani; Escobar, Cesar; Wiesmann, Urs (Systemic Practice and Action Research, 2006)
Sustainable natural resource use requires that multiple actors reassess their situation in a systemic perspective. This can be conceptualised as a social learning process between actors from rural communities and the experts from outside organisations. A specifically designed workshop oriented towards a systemic view of natural resource use and the enhancement of mutual learning between local and external actors, provided the background for evaluating the potentials and constraints of intensified social learning processes. Case studies in rural communities in India, Bolivia, Peru and Mali showed that changes in the narratives of the participants of the workshop followed a similar temporal sequence relatively independently from their specific contexts. Social learning processes were found to be more likely to be successful if they 1) opened new space for communicative action, allowing for an intersubjective re-definition of the present situation, 2) contributed to rebalance the relationships between social capital and social, emotional and cognitive competencies within and between local and external actors.
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Sexual behaviour, contraception and fertility among in-school adolescents in Ikenne Local Government, south-western Nigeria. - Salako, AA; Iyaniwura, CA; Jeminusi, Olubunmi; Sofowora, R (PubMed, 2006)
A cross- sectional study was conducted among in-school adolescents in six secondary schools in the health districts of Ikenne Local Government to assess the sexual behaviour, contraception and fertility experiences of the adolescents between the months of May and November 2002.Relevant information was collected from 1140 in-school adolescents with the aid of pre-tested, structured, self-administered questionnaires, selected by using multistage and stratified random sampling techniques Information sought from the questionnaires included socio-demographic characteristics of the respondents, parental background, their sexual behaviour, knowledge and use of contraception, human development, pregnancy and fertility experiences, information on sexually transmitted infections (STIs) and HIV/AIDS. During the same period, twelve (12) Focus Group Discussions (FGDs) sessions were conducted using an FGD Guide in the selected schools to highlight differences in opinions of students and also to highlight identification of the group consensus. The mean ages at first intercourse were 13.9 +/- 2.8 years and 14.8 +/- 2.4years for males and females respectively. Boys initiated sex earlier than girls. This difference was found to be statistically significant (p<0.05). Sexual intercourse had been experienced by 28.5% of the adolescent students, significantly more (37.6%) males than females (20.4%) The school adolescents that responded as being married were.4.5% (26males, 23 females) of the respondents. Knowledge on contraception was 36.9% and 22.1% for male and female students respectively, more males than females had knowledge of contraception in a significant proportion, apparently due to increase awareness of the male condom among males. Current use of contraception was equally low, and was found to be 10.9% and 6.0% for males and females respectively. The reasons for non-use were mainly that of non-availability (22.3%), cost (11.8%) negative attitude towards contraception due to societal disapproval (33.2%) and lack of knowledge of how to use them (21.3%). The proportion of adolescents that had ever experienced symptoms associated with Sexually Transmitted Infections (STIs) was 26.8%. Multiple factors were found to be responsible for the deplorable reproductive health situation of the adolescents in this community. The need for provision of sexuality and life planning education in schools including the provision of Youth friendly health services in the community were highlighted.
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The Moroccan Experience in E-learning in the Ecole des Sciences de l'Information - Sbihi, Boubker (DOAJ (DOAJ: Directory of Open Access Journals), 2006)
The objective of this paper is to present the experience of the ESI in distance learning. Certainly, no one can ignore today the impact of the technologies of information and communication on human training. Conscious of the interest of these new technologies in the field of education, ESI which has for about thirty years been providing in-house training in information science, has initiated a distance learning program in 2004, and proposes online certifying and paying courses These courses are part of the FORCIIR project, which is initiated by the French Ministry of Foreign Affairs.
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Trauma at a Nigerian teaching hospital: pattern and docu-mentation of presentation. - Thanni, L. O. A.; Kehinde, Oyinlade A. (PubMed, 2006)
This study is aimed at identifying the characteristics of injuries and determining the efficiency of documentation of patients' records in a tertiary hospital where there is no trauma registry.A retrospective case record analysis was conducted of injured patients seen at the Accident and Emergency unit over a 12 month period from January to December 2003.A total of 1078 records of injured patients that attended the A&E were analysed. Their mean age was 31 years (range 3 months to 85 years). Laceration (n = 408) and fractures (n = 266) representing 62.5% of injuries were seen. Injuries to the lower limb occurred in 239 patients, multiple anatomical sites 224, head 224, upper limb 203, the neck 20, and the abdomen 11 patients. Trauma was due to road traffic accident in 977 patients, fall in 39, assault in 14 while burns and firearm injuries occurred in 5 and 7 patients respectively. The mean injury severity score (ISS) was 4. Severe injuries, ISS > 15 occurred in 54 patients with mean ISS of 21, and resulted from RTA in 92.6% of cases. Mortality from severe injuries occurred in 31.5% of cases while overall mortality was 2%. Most deaths were associated with multiple injuries (60.9%) and head injury (30.4%). Incomplete documentation of accident and injury data occurred frequently, from 2% of some data to 100% of others.Lacerations and fractures were the most common injuries. Mortality is due usually to head and multiple injuries. Research into appropriate strategies for prevention of injuries, especially RTA, is required but this must start with the establishment of institutional and regional trauma registries for complete documentation of relevant data.
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Trauma at a Nigerian teaching hospital: pattern and docu-mentation of presentation. - Thanni, L. O. A.; Kehinde, Oyinlade A. (PubMed, 2006)
This study is aimed at identifying the characteristics of injuries and determining the efficiency of documentation of patients' records in a tertiary hospital where there is no trauma registry.A retrospective case record analysis was conducted of injured patients seen at the Accident and Emergency unit over a 12 month period from January to December 2003.A total of 1078 records of injured patients that attended the A&E were analysed. Their mean age was 31 years (range 3 months to 85 years). Laceration (n = 408) and fractures (n = 266) representing 62.5% of injuries were seen. Injuries to the lower limb occurred in 239 patients, multiple anatomical sites 224, head 224, upper limb 203, the neck 20, and the abdomen 11 patients. Trauma was due to road traffic accident in 977 patients, fall in 39, assault in 14 while burns and firearm injuries occurred in 5 and 7 patients respectively. The mean injury severity score (ISS) was 4. Severe injuries, ISS > 15 occurred in 54 patients with mean ISS of 21, and resulted from RTA in 92.6% of cases. Mortality from severe injuries occurred in 31.5% of cases while overall mortality was 2%. Most deaths were associated with multiple injuries (60.9%) and head injury (30.4%). Incomplete documentation of accident and injury data occurred frequently, from 2% of some data to 100% of others.Lacerations and fractures were the most common injuries. Mortality is due usually to head and multiple injuries. Research into appropriate strategies for prevention of injuries, especially RTA, is required but this must start with the establishment of institutional and regional trauma registries for complete documentation of relevant data.
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Towards Improving Understanding of Perceived Technical Terms in Chemistry Learning in Nigeria. - Uhumuavbi, P. O. (College student journal, 2006)
This paper attempts to improve students performance in chemistry through understanding of perceived technical terms. A sample consisting of 150 chemistry students from 15 secondary schools randomly selected from the five Esan Local Government areas of Edo State was used. One research question was raised and answered. A--45 items questionnaire which was assessed on a six point scale was used for the study, the simple percentage was used to analyze the collected data for the study. It was found out that 30 out of 45 chemistry terms were perceived difficult to understand by students. This revealed that students' low performance was due to lack of understanding of perceived difficult terms in chemistry. The implications of this result to teaching and learning of chemistry were highlighted while some suggestions for improvement were advanced. INTRODUCTION Nigeria recognised education as a major tool that may be used to achieve her philosophical goals and objectives (National Policy on Education, (1981). Thus, she is striving hard to attain greatness in science and technology development through our education system (Lidani, 1990). Science and technology remains a priority aspect of the education policy but scientific literacy in Nigeria is as low as 10 percent inspite of the fact that science has been taught in our schools since the nineteen century, (Ali, 1986). One of the reasons for this may be as a result of the way science is being communicated, to students which consists primarily of laws, theories and definitions which are unrelated to the experience of students but only serve the requirements of the Senior School Certificate Examinations (SSCE) (Aigbomian, 1994). Bajah and Okebukula (1984) looked at how primary school pupils, secondary and tertiary school students view science and found that students see science as being concerned with the study of living things. They called this the static dimension of science, which does not lead to meaningful understanding. This is probably why teachers, educationists, parents and various arms of government in Edo State of Nigeria have initiated some actions aimed at improving on the present situation, (Obanor, 1998). Activities of individuals and corporate bodies like the Science Teachers Association of Nigeria (STAN), Nigeria Educational Research Development Council (NERDC), Mathematics Association of Nigeria (MAN) and so on for the past decade are aimed at simulation of interest in science at all levels of education (Agbomia 1994). According to him teaching methods, teaching facilities, student factors, curriculum innovation and modification, teachers' motivation and so on are some of the aspects that have been looked into. Also worthy of mention is communication through language (the use of words-written/spoken). The processes of teaching and learning are essentially based on language. Olarewaju (1991) stressed that science learning is greatly enhanced when the curriculum is developed in the mother tongue and the mother tongue is again used as the medium of instruction. Teaching and learning process is based on the application of words whether in science or other disciplines. It is by means of words that thoughts and thought patterns, feelings, observations and science activities are expressed. Awoniyi (1980) affirmed that a child is born into a society where a specific language (mother tongue) is spoken. This forms that first or earliest experience of life which make up the foundation and basis for latter education. The teacher cannot hence ignore the mother tongue in the school setting. Science Teaching and Language of Expression Omo-Ojugo (1994) opined that the native or indigenous language is generally regarded as the vehicle of culture. He stressed that the language of expression of a group of people or race after it has had sufficient contact with science can be used to express and teach science. Today, Nigeria has about 400 ethnic groups and this implies about 400 languages (Urevbu 1990), and this can have great implications on the Nigeria Science Students who would form different models in expressing themselves in the interpretation of scientific events and phenomena. …
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Oral Cancer Education in Dental Schools: Knowledge and Experience of Nigerian Undergraduate Students - Uti, Omolara; Fashina, Azeez (Journal of Dental Education, 2006)
Abstract The objective of this study was to determine the knowledge and experiences of clinical dental students of the College of Medicine, University of Lagos, Nigeria related to the management and prevention of oral malignancy and premalignancy. A self‐administered questionnaire was distributed to all clinical dental students. Most of the students (87.7 percent; n=57) had witnessed at least a patient with oral malignancy, while 61.5 percent (n=40) had witnessed or examined a patient with oral premalignancy. While 61.5 percent of the students had observed biopsies of malignant and premalignant lesions, only 13.8 percent (n=9) had ever performed one under supervision. All the respondents believed that oral malignancy is always or sometimes associated with pain, and most of the students were more familiar with the late signs of oral malignancy than the early signs. Almost two‐thirds (64.6 percent) of the respondents believed that oral screening programs were effective for early diagnosis and management of oral malignancies. This study revealed a need for a more structured teaching program with increased emphasis on the early signs and symptoms of oral malignancies and involvement of the students in the examination and biopsies of malignant and premalignant lesions.
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Beliefs and attitudes about assessment of a sample of student teachers in South Africa - Vandeyar, Saloshna; Killen, Roy (Africa Education Review, 2006)
Abstract The purpose of this study was to take the first steps in a long-term approach to helping South African teachers understand and respond to government demands that they change their assessment practices. Specifically, it attempted to identify the beliefs, perceptions and attitudes about assessment that student teachers bring with them to courses that are designed to equip them to teach in ways that are consistent with current curriculum trends in South Africa. The study attempted to answer the following research questions: are student teachers’ beliefs about assessment consistent with the approaches to assessment advocated in the South African Revised National Curriculum Statement? Are student teachers’ beliefs about assessment consistent with the basic principles of outcomes-based education? The results indicated broad general agreement between student teachers’ beliefs about assessment and the principles of assessment espoused in the Revised National Curriculum Statement. However, there was evidence that the beliefs of some of the subjects were inconsistent with these principles.
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Income and expenditure trends of higher education institutions in South Africa : 1986-2003 : research article - Villiers, Pierre de; Steyn, Gert J. (Perspectives in Education, 2006)
There is a world-wide trend to expect individuals to pay more of the cost of their higher education. This is also the case in South Africa since public funding of higher education decreased from 0.86% of GDP in 1986 to only 0.68% in 2005. Higher education institutions were forced to increase tuition fees to compensate for this 'loss' of income. As a result of these high fees student debt increased and the National Student Financial Aid Scheme (NSFAS) was introduced by the government to alleviate this. There were significant differences in the contribution of different sources of income, in the level of expenditure per student and in the size of outstanding student debt during the study period (1986-2003) between historically advantaged and disadvantaged universities and technikons.
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Freedom of expression and the survival of democracy : has the death knell sounded for democracy in South African schools? - Vollenhoven, Willem J. Van; Blignaut, A. Seugnet; Beckmann, Johan (2006)
In this article we argue that the right to freedom of expression is viewed internationally as a core right in a democracy. Since critical thinking is a prerequisite for democracy, this skill needs to be developed in South African (SA) schools. Critical incidents in schools, however, indicate that school authorities are not yet ready to develop this skill, as they still feel threatened by new, non-traditional meanings and opinions of authorities, learners and parents on human rights and leadership issues. We conclude that democracy is being suppressed in SA schools, since the right to freedom of expression, as a core right in a democracy, is not currently nurtured in the school system.
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Child survival during the 2002–2003 drought in Ethiopia - Waal, Alexander De; Taffesse, Alemayehu Seyoum; Carruth, Lauren (Global Public Health, 2006)
Droughts in Ethiopia have commonly been associated with increased child mortality. Early indications were that the 2002/03 drought, which affected 13.2 million people, was no exception, despite a large relief operation. Humanitarian agencies reported sharp increases in child deaths and pockets of acute distress in some hard-hit localities. In response, the 2004 Ethiopia Child Survival Survey (ECSS) was designed to investigate the impact of the drought on child survival in the general population. The survey covered 4816 households in both drought-affected and non-drought affected, as well as rural and urban localities. Data from the ECSS indicate that child mortality was indeed higher in drought-affected areas. However, a closer analysis reveals that this differential is attributable to chronic conditions in those localities, rather than the immediate impact of the 2002/03 drought. Multivariate analysis was used to construct a model for the determinants of child survival in the sample population. Household-level demographic factors, household-level food and livelihood security, community-level economic production, and access to potable water, were predictive of child survival. Additionally, household receipt of food aid had a small but significant positive association with child survival, even though the ECSS cannot determine either the underlying causal mechanisms of this association or the role of confounding factors. Nonetheless, it is remarkable that the most extensive drought in the country's modern history passed without a measurable increase in child mortality among the general population. Yet Ethiopian children still suffer unacceptably high rates of chronic malnutrition and poor life chances, and large populations continue to live at the brink of destitution and calamity.
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Math interest and choice intentions of non-traditional African-American college students - Waller, Byron (Journal of Vocational Behavior, 2006)
This study investigated the application of the social-cognitive career theory (SCCT) (Lent, Brown, & Hackett, 1994) to the math interest and choice intentions of non-traditional African-American college student population. The associations between the social-cognitive constructs were examined to identify their relation to math interest and choice intentions. The participants were 156 college students enrolled at a Midwestern, predominantly African-American university. The results supported the application of this model to the non-traditional population. Math self-efficacy was the strongest factor in developing and predicting math interest and choice intentions. The link between outcome expectations and choice intentions was not evident. Implications for future research are discussed.
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Relationship between students` academic self-concept and academic achievement: A case of public secondary schools within Nakuru Municipality, Kenya public - Wamathai, Ann Njoki (2006)
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Leisure Boredom and Substance Use Among High School Students in South Africa - Wegner, Lisa; Flisher, Alan J.; Muller, Martie; Lombard, Carl (Journal of Leisure Research, 2006)
The purpose of this study was to determine the extent of leisure boredom, and investigate the relationship between leisure boredom, substance use and demographic variables among high school students in Cape Town, South Africa. 621 students from 39 high schools selected through a multistage cluster sampling procedure completed a questionnaire which measured substance use and demographic information, and included the Leisure Boredom Scale (LBS). Using generalized estimating equation models, leisure boredom was modeled on the demographic variables, and substance use indicators on leisure boredom. Although no significant association between leisure boredom and substance use was found, girls reported significantly higher leisure boredom than did boys. Also, Black and Colored students reported significantly higher leisure boredom than White students. This finding may be partly attributed to socio-economic status, as race is still a strong indicator for socio-economic status in South Africa. The findings imply that there is a need for leisure education programs for adolescents which are developmentally and socio-culturally appropriate.
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The Effect of Cidofovir on Cytomegalovirus-Induced Hearing Loss in a Guinea Pig Model - White, David R.; Choo, Daniel I.; Stroup, Greg; Schleiss, Mark R. (Archives of Otolaryngology-head & Neck Surgery, 2006)
Objective To evaluate the utility of therapy with the cyclic cogener of the anti-cytomegalovirus (CMV) agent cidofovir against CMV-induced hearing loss in a guinea pig model. Design Thirty-six guinea pigs were randomly divided into 4 groups of 9. All groups underwent auditory brainstem response testing on days 0, 4, 7, 14, 21, and 28. Group 1 received no intervention. Group 2 underwent sham surgery consisting of unilateral round window injection of 25 μL of sterile viral media on day 0. Groups 3 and 4 underwent round window injection of 1.7 × 105plaque-forming units of guinea pig CMV on day 0. Group 4 received antiviral treatment with intraperitoneal injection of cidofovir (20 mg/kg) on days 1 and 5 after inoculation. Setting An animal research facility. Subjects Thirty-six weanling Hartley guinea pigs. Results Of the animals who received guinea pig CMV and no cidofovir treatment, 4 of 9 (day 4) and 5 of 9 (days 7 and 28) demonstrated a hearing loss of at least 30 dB. In contrast, none of the animals in the untreated, sham surgery, or cidofovir-treated groups had a hearing loss of greater than 20 dB. This difference was statistically significant for day 4 (P = .04, 1-tailed Fisher exact test), day 7 (P = .01), and day 28 (P = .01). Histologic evaluation of hearing-impaired animals revealed inflammatory infiltrates, particularly in the scala tympani. Fibrosis of the basal turn of the cochlea was observed in 7 of 9 untreated animals and 1 of 9 treated animals. Conclusion Cidofovir therapy prevents CMV-induced hearing loss and associated histologic changes in guinea pigs.
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Knowledge and attitudes concerning medical genetics amongst physicians and medical students in Cameroon (sub-Saharan Africa) - Wonkam, Ambroise; Njamnshi, Alfred K.; Angwafo, Fru (Genetics in Medicine, 2006)
Little is known about physician's knowledge of, and attitudes toward genetics in sub-Saharan Africa.Survey of 101 pre-clinical, 95 clinical medical students, and 110 physicians, in Cameroon.The awareness of DNA diagnosis was poor: 0, 2.2, and 1.2%, respectively, for sickle cell anemia. The majority of the respondents considered genetic counseling as indispensable (97.6, 98.9 and 100%); and prenatal diagnosis as acceptable. The acceptance of medical abortion increased with the level of medical education (62.6, 74.7 and 90.7%). Sickle cell anemia was considered as a "serious disease" by a greater majority of respondents than Down syndrome (P < 0.001). But, in all three groups, the acceptance of termination of affected pregnancy "if the respondent's own child was affected" was lower for sickle cell anemia than Down syndrome (22.4 versus 40.2%, 10.8 versus 29.3% and 36.1 versus 70.4%).The data suggest a poor knowledge of genetic tests among medical students and physicians. This cohort appears to accept the principles of medical genetics. Our data emphasized a need to introduce genetics and to develop research on its ethical and social implications in Cameroon.
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The Afar Volcanic Province Within The East African Rift System - Yirgu, G.; Ebinger, C. J.; Maguire, P. K. H. (2006)
The seismically and volcanically active East African Rift System is an ideal laboratory for continental break-up processes: it encompasses all stages of rift development. Its northernmost sectors within the Afar volcanic province include failed rifts, nascent seafloor spreading, and youthful passive continental margins associated with one or more mantle plumes. A number of models have been proposed to explain the success and failure of continental rift zones, but there remains no consensus on how strain localizes to achieve rupture of 125–250 km thick plates, or on the interaction between the plates and asthenospheric processes. This collection of papers provides new structural, stratigraphic, geochemical and geophysical data and numerical models needed to resolve fundamental questions concerning continental break-up and mantle plume processes. It focuses on how mantle melt intrudes and is distributed through the plate, and how this magma intrusion process controls along-axis segmentation and facilitates break-up.
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Knowledge, Curriculum and Qualifications for South African Further Education - Young, Michael; Gamble, Jeanne (2006)
All countries, and South Africa is no exception, face acute dilemmas in modernising their systems of upper secondary and further education and training. Faced with pressures from the fast changing world of work, this education sector has become characterized by political slogans stressing skill development, improved access and participation, and the accountability of providers through some form of market. On the other hand, the phenomenon of 'academic drift' reveals that students increasingly see their future as progressing to higher education. Policymakers attempt to resolve these competing demands by calling for transferable, portable outcomes and qualifications as the new currency of an increasingly market-type system. Whilst acknowledging this context, this book seeks to remind policymakers, researchers and teachers that students continue with their education and training not primarily to achieve outcomes or qualifications but to acquire knowledge, be it disciplinary, professional or vocational. Knowledge that is not bound to the contexts in which it is acquired or used, is as important for those who do not progress to university as for those who do, and must be the starting point for the reform of curriculum, pedagogy and qualifications. Although focused on the current situation in South Africa, this book offers a set of refreshing, well-argued messages to those working in education in both developed and developing countries.
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New radiometric age of volcanic rocks in the central Eritrean plateau (from Asmara to Adi Quala): Considerations on stratigraphy and correlations - Zanettin, Bruno; Bellieni, G.; Visentin, E. Justin (Journal of African Earth Sciences, 2006)
New radiometric data have recently been acquired on basalt and rhyolite sampled at various levels of the volcanic sequence occurring in the central Eritrean plateau, confirming the stratigraphic reconstruction suggested in a previous paper [Zanettin, B., Bellieni, G., Justin Visentin, E., Haile, T., 1999. The volcanic rocks of the Eritrean plateau: stratigraphy and evolution. Acta Volcanologica 11(1), 183–193]. New considerations indicate the tholeiitic, not alkaline, nature of the Asmara basalt. Doubts about the relative age of the Aiba/Alaji and Asmara basalts have now been clarified: they are, at least partly, coeval (about 30 Ma old). The Serae rhyolite intercalated in the Adi Ugri basalt turns out to be about 24 Ma old, like the more abundant ignimbrite outcropping in the Senafe area, of which it is the westernmost extension. Its age confirms that it does not correspond to the trachyte intercalated in the Oligocene stratoid basalt of the Adwa-Axum area (where the Adi Ugri basalt probably also occurs, intercalated with the Serae trachyte and rhyolite). The upper part of the Adi Ugri basalt is 22 Ma old (an age consistent with the finding of a Deinotherium tooth). The radiometric age of these rocks also confirms already indicated correlations between Eritrean and Ethiopian volcanic formations.
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How were the trends of students of the College of Education at the University of Sana'a towards women education in Yemeni society in the early 1990s - الفقيه, أ.د وهيبة غالب فارع (Queen Arwa University Journal, 2006)
للمرأة اليمنية مكانة تاريخية واجتماعية بالغة الأهمية بحكم الخصوصية التاريخية لليمن وبحكم الطبيعة الاقتصادية الزراعية، ولكن الظروف السياسية التي مر بها المجتمع اليمني منذ مطلع القرن العشرين ساهمت في بقاء أجيال كاملة من الأميين والأميات لا يزال تأثيرها قائما على مكانة المرأة وأدوارها الاجتماعية الحديثة.
وإذا كان من الصعب الحديث عن ذلك الماضي فانه ليس من السهل أيضاً وصف تدافع المواطنين نحو التعليم وتباريهم في تحويل أجزاء من منازلهم الخاصة إلي مدارس وقاعات درس عامة عندما أصبح التعليم حقا دستوريا للجميع بعد ثورة 1962 وقد أسهمت المرأة ماديا وللجميع في بناء المدارس في قرى ومدن البلاد عندما أتيحت لها فرصة المشاركة لتي لم تفرق بين رجل وامرأة .
ويفضل تلك الجهود استطاع المجتمع تجاوز المسافات المظلمة من حياته والاتجاه نحو التغيير خلال حقبة زمنية قصيرة قياسا بما كان قائما ولم تكن المدرسة سوى إحدى الوسائل التي مكنته من ذلك والتي كان للمرأة كما يبدو دور هام في إيجادهامما زاد من رصيد عطائها لمجتمعها الذي لم يكن يملك الإمكانيات المادية الكافية للتصور، لكنه كان يملك الإرادة لفعل حدث عظيم وهو التحول نحو المعرفة فأصبح التحاق الإناث بالمدارس ضرورة وواجبا وطنيا اقتضتها ظروف المرحلة الجديدة المعبرة عن رغبة قوية في التغيير [1] ومع كل ما حصلت عليه المرأة من حقوق دستورية يدور التساؤل في الوقت الحاضر حول استمرار المرأة في تأدية مثل هذا الدور أولا والفائدة التي جنتها هي وبناتها من نشر التعليم ثانيا بعد وصوله إلي مختلف المناطق وفي ظل ظروف اجتماعية.
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Study of the bacteriological and physicochemical indicators of pollution of surface waters in Zaria, Nigeria - Agbogu, Vincent N.; Umoh, V. J.; Okuofu, C. A.; Smith, Stella Ifeanyi; Ameh, J. B. (African Journal of Biotechnology, 2006)
This study investigates the pollution level of surface waters in Zaria, Nigeria. The bacteriological and physicochemical analyses performed were in accordance with standard procedures. Out of 228 samples from different sites, 128 (56.1%) had counts higher than the standards. Samaru stream was the most polluted. The frequency of contamination of samples with Escherichia coli O157 was only 2.2%. There was a positive correlation between faecal coliform count with most of the physicochemical parameters. The use of the surface waters as raw water for drinking, irrigation of food crops for raw consumption and for recreational activities may be hazardous. The study therefore, stresses on the need to control the faecal pollution of the bodies of water.
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Contraceptive use among in and out-of school adolescents in rural southwest Uganda - Bátwala, Vincent; Nuwaha, Fred; Mulogo, Edgar; Bagenda, Fred; Bajunirwe, Francis; Mirembe, Jean (East African Medical Journal, 2006)
To compare the level of contraceptive use among in and out-of school rural Ugandan adolescents.Cross sectional survey.Mbarara district.Five hundred in-school and 220 out-of school adolescents aged 15-19 years.Contraceptive use.Contraceptive prevalence was 171 (23.8%), with 99 (19.8%) among in-school and 72 (32.7%) in out-of school (OR=0.8, 95% CI=0.5-1.3). Of the 286 who had had sexual intercourse, 171 (59.8%) were current users with 99 (57.9%) in-school and 72 (42.1%) out-of school. The predominant method was the male condom with 80 (56.7%) in-school and 61 (43.3%) out-of-school (p=0.3). Sixty five (67%) of in-school aged 18-19 used contraceptives compared to those less than 18 years (OR=0.4, 95% CI=0.2-0.8). The out-of school who were urban residents 51(75%) were more likely to use contraceptives (OR=0.3, 95% CI=0.1-0.6). Out-of school with secondary education 37(84.1%) were more likely to use contraceptives (OR=0.2, 95% CI=0.1-0.5). Cost was a barrier for contraceptive use among in-school users 37(77.1%) (OR=2.6, 95% CI=1.7-5.4). Stigma surrounding their sexual activity was a barrier to out-of school 25 (58.1%) (OR=0.4, 95% CI=0.2-0.8).Contraceptive use among rural sexually active adolescents is low although the prevalence is higher in out-of school. Reorientation of contraceptive services to make them more accessible through strengthening of school health programme and establishment of out-of school adolescent health programme are urgently needed.
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An assessment model in outcomes-based education and training (OBET) for health sciences and technology in South Africa - Friedrich-Nel, Hesta; Jager, L. de; Nel, Malan (South African journal of higher education, 2006)
The study addresses a concern in higher education and specifically in health sciences and technology regarding integrated and authentic assessment with an outcomes-based approach. Interviews were conducted with head-hunted academics in health sciences and technology. From the information generated, an assessment model is proposed for application in health sciences and technology. By applying the Delphi technique, a validated assessment model is presented for assessment in outcomes-based education and training (OBET) in health sciences and technology. The process and product of the research should add value to the assessment of learning in the outcomes-based approach in higher education with specific reference to health sciences and technology. South African Journal of Higher Education Vol. 19(5) 2005: 880-899
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Juvenilization of poverty in Nigeria: implication for childhood development and education - Obinaju, Queen I. (I.E.R. Flambeau, 2006)
Poverty is a global challenge. Several economies have taken steps to ensure that there is total eradication of poverty. Poverty is erroneously associated only with adults but from day to day experience, we gradually introduce this variable to our children. This paper examines ways which poverty has been introduced and perpetuated among the minors of the Nigerian society, its effects on child development and education. Remedies have been suggested after examining the effects of this phenomenon on the development of the Nigerian society.
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'Becoming like us': global discourses, local knowledge and social struggle in comparative African higher education - Weber, Everard (South African journal of higher education, 2006)
The article critically reviews global discourses in the academic writing on comparative education dealing with the crises in African higher education. Several analyses explain how the struggling education systems can overcome obstacles and join the modern world in accordance with Western developmental models. One of the most common methodologies used to analyse comparative higher education employs the nation state as the main analytic unit. We might learn about how government policies influence reform at tertiary institutions, or how the university structure of one country compares with another; but little about the problematic impact of globalisation on the patterns observed at the national levels. Informed by writing on postcolonialism, the article proposes alternatives to the current literature: it advocates the development of critical knowledge systems and independent institutions, rooted in local societies and social struggles. South African Journal of Higher Education Vol. 19(5) 2005: 990-1001
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Sustaining quality teacher education in Nigeria - Bebebiafiai, IA (Journal of Technology and Education in Nigeria, 2006)
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The place of consumable training materials in skill acquisition in technical colleges in Nigeria - Duru, Dennis D (Journal of Technology and Education in Nigeria, 2006)
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The role of teachers in the development of dscipline in Nigerian schools - Ellah, Ifeanyi (Journal of Technology and Education in Nigeria, 2006)
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North African soil dust and European pollution transport to America during the warm season: Hidden links shown by a passive tracer simulation - Gangoiti, Gotzon; Alonso, Lucio; Navazo, Marino; García, José María González; Millán, Millán M. (2006)
A mesoscale atmospheric model coupled with a dispersion model is used to establish source‐receptor relationships between the European‐North African aerosol episodes observed over the Caribbean every year during summer and their main sources. The simulation period extends from 15 July to 16 August 1991, concurrent with the flight campaign of the European Project RECAPMA (Millán et al., 1997; Gangoiti et al., 2001). We now extend the simulations to reach the tropical Atlantic and the Caribbean, and we make use of the TOMS aerosol index data (Nimbus 7 satellite) to substantiate the simulations at the regional‐to‐continental scale. Our simulations, based on passive tracer release from selected source regions, show that emissions from southern Europe can either take a full‐Atlantic shortcut to the American coasts or enter the Mediterranean basin eastward to turn back to America following a longer pathway: The emissions cross the southern Mediterranean coast to northern Africa, and then they are vented to the middle troposphere (2000–6000 m MSL), mixed within the Saharan air layer (SAL) and transported westward to the tropical Atlantic (TA) and America. Recirculations around the Atlas Mountains and perturbed conditions over the area modulate the export of the European tracer (and soil dust) into America. We found transit times of 11–12 days for the full Atlantic shortcut and 20–26 days for the longer pathway across northern Africa. Under the simulated conditions, southern Europe can contribute with more than the 50% of its emissions to America, while northern Europe shows longer transit times and less transport efficiency.
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Integrated water resources management as a tool for drought planning and management in Botswana - Kenabatho, Piet; Montshiwa, M. (International Journal of Sustainable Development and Planning, 2006)
Water is an essential resource affecting many aspects of development as well as the natural environment.Development, planning and management strategies of this resource should therefore be effective if drought and other extreme disasters are to be minimized.Sustainable water resource management must also balance between the short-term needs of the people for their social and economic development and the long-term protection of the natural resource base.Therefore, there should exist an enabling environment in the form of policies and legislative frameworks which are flexible and more integral, institutional frameworks that allow for infusion of stakeholders into water resources planning and management strategies through capacity building and empowerment, and sound management instruments geared towards efficient use of water through a water-oriented society and information sharing support systems.These are captured under the concept of Integrated Water Resources Management (IWRM)-a process that promotes the coordinated development and management of water, land and related resources in order to maximize the resultant economic and social welfare in an equitable manner without compromising the sustainability of vital ecosystems.This is a challenge to any nation that desires to meet the aspirations of the United Nations' water-related Millennium Development Goals by way of providing equitable access to water of acceptable quality and quantity.In investigating strategies for effectively planning for and managing the effects of drought, which are eminent in Botswana, a diagnostic approach using IWRM was adopted.Also, a few lessons and experiences drawn from some countries within and outside the Southern African region were provided as possible models that can help contain the effects of drought in Botswana.The paper concludes that with the current fragmented, uncoordinated institutional and legal arrangements in water resources management, there is an urgent need to go the route of integrated water demand management as envisaged in the overall concept of IWRM.
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MM5 simulations of interannual change and the diurnal cycle of southern African regional climate - Tadross, Mark; Gutowski, William J.; Hewitson, Bruce; Jack, Christopher; New, Mark (Theoretical and applied climatology, 2006)
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Students' access usage and awareness of electronic information resources at the University College Hospital, University of Ibadan, Nigeria - Ojo, RA; Akande, SO (Lagos Journal of Library and Information Science, 2006)
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Career choice among Nigerian university students - Abubakar, Tijjani (Lagos Journal of Library and Information Science, 2006)
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Measuring Access to Continuing Professional Education among the Health Workers in Ghana: Constructing an Index - Aiga, Hirotsugu (Social Indicators Research, 2006)
To measure the levels of access to continuing professional education (CPE) among the health workers, an index (continuing professional education access index: CEAI) was constructed. The CEAI is composed of six indicators: (i) availability of CPE; (ii) distribution of CPE; (iii) informational access; (iv) geographical access; (v) economic access; and (vi) preparedness to release staff. When developing the equation of the CEAI, these six component indicators were weighted in accordance with the order of importance reported by the earlier studies. To test its validity, the CEAI was applied to the CPE status in three regions of Ghana. The results of this application revealed that there was greater discrepancies in the CEAI values according to the type of health facilities. The type of health facilities with the greatest CEAI (= 0.609) implying the best access to CPE was clinics while training/research institutes resulted in the lowest CEAI (= 0.447). Regional variation among the three regions was not significant. A simple linear regression between CEAI and adjusted number of CPE opportunities per health worker produced an extremely high conformity in the model (R2 = 0.960). This may indicate the validity of the proposed CEAI model to the large extent.
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Blood pressure pattern and its correlates among primary school children in Jos, Nigeria - Asani, MO; Bode‐Thomas, Fidelia (Highland Medical Research Journal, 2006)
Objective: To determine the blood pressure pattern and the factors that correlate with BP among primary school children in Jos metropolis.Study Population/Methods: The blood pressures of one thousand, eight hundred and seven (1807) apparently healthy school pupils aged six (6) to fourteen (14) years (mean 10.1±2.14 years) were measured using a standard mercury sphygmomanometer after obtaining parental consent. The subjects were primary school children of Jos North Local Government area of Plateau state. One school was randomly selected from each geographic ward of the Local Government Area. The subjects' weights and heights were also measured using standard techniques.Results: The study population consisted of 906 girls and 901 boys (M: F = 1:1) ranging in age from 6 to 14 years (mean 10.1±2.14years). The overall mean systolic and diastolic blood pressures were 94.5±12.59mmHg and 67.5±10.98 mmHg respectively. The mean systolic and diastolic blood pressures of the girls (96.2±12.82mmHg and 68.7±11.0mmHg respectively) were significantly higher than those of boys (92.9±12.23mmHg and 66.3±10.92mmHg respectively), p
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The prevalence of meningitis-induced hearing loss in North-Eastern Nigeria - Isa, Abdullahi; Garandawa, HI; Ahmad, BM (Highland Medical Research Journal, 2006)
Background/Objectives: North- Eastern Nigeria lies within the meningitis belt of sub-Saharan Africa, cases of post-meningitic survivors presenting with hearing loss were often seen in the ENT clinic of the university of maiduguri teaching hospital The study was to determine the prevalence of meningitis- induced hearing loss in post-meningitic survivors presenting to our clinic. Patients and methods: The study was retrospective which constituted of patient's records who presented to the E.N.T clinic with hearing loss or diminished hearing as from January 1998 to December 2003. Patient's biodata, clinical findings and results of audiometric tests were documented. Those with tympanic membrane perforations and those who could not do PTA or FFA were excluded from the study. Results: A total of 427 patients presented to the E.N.T clinic with hearing loss or diminished hearing, Out of this figure, 91(21.3%) were due to meningitis-induced hearing loss. In 93 (21.8%) there were no known cause. The various causes of hearing loss, in the remaining 243 patients, ranges from febrile illness with 10.5%, to cerumen auris with 0.5%. The male to female ratio, M: F=2:1 and children 5yrs and below were mostly affected.PTA and FFA were the audiometric tests conducted on all the patients where applicable. The results showed most post-meningitic surviving patients had severe- profound bilateral SNHL. Conclusion: The study showed that meningitis-induced hearing loss is common in the north-eastern part of Nigeria, which lies within the meningitis belt of sub-Saharan Africa. Post-infective surviving children were the most commonly affected, hence febrile illness in both children and adults should be thoroughly investigated and treated appropriately and the common use of over-the-counter drugs should be discouraged in such cases. Adequate community enlightenment as regards the advantages of meningococcal vaccine should be done since this is freely given by the government. Keywords: SNHL: Sensory-neural hearing loss, PTA: Pure tone audiometry, FFA: Free field audiometry, CSM: cerebro-spinal meningitis Highland Medical Research Journal Vol. 3(2) 2005: 108-115
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Library and information education in Nigerian primary and secondary schools: a key to effective use of school library - Simisaye, Ahmed Olakunle (Lagos Journal of Library and Information Science, 2006)
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Library and information education in Nigerian primary and secondary schools: a key to effective use of school library - Simisaye, Ahmed Olakunle (Lagos Journal of Library and Information Science, 2006)
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The Rise And Fall Of Training And Visit Extension : An Asian Mini-Drama With An African Epilogue - Anderson, Jock R.; Feder, Gershon; Ganguly, Sushma (2006)
The paper reviews the origins and evolution of the Training and Visit (T&V) extension system, which was promoted by the World Bank in 1975-98 in over 50 developing countries. The discussion seeks to clarify the context within which the approach was implemented, and to analyze the causes for its lack of sustainability and its ultimate abandonment. The paper identifies some of the challenges faced by the T&V approach as being typical of a large public extension system, where issues of scale, interaction with the agricultural research systems, inability to attribute benefits, weak accountability, and lack of political support tend to lead to incentive problems among staff and managers of extension, and limited budgetary resources. The different incentives and outlook of domestic stakeholders and external donor agencies are also reviewed. The main cause of the T&V system's disappearance is attributed to the incompatibility of its high recurrent costs with the limited budgets available domestically, leading to fiscal unsustainability. The paper concludes with some lessons that apply to donor-driven public extension initiatives, and more generally to rural development fads. The role of timely, independent, and rigorous evaluative studies is specifically highlighted.
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Assessment of climate change and vulnerability of coastal zone of Ghana using trends in temperature and rainfall - Ayensu, A. (Journal of Applied Science and Technology, 2006)
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Public-Private Sector Wage Differentials And Returns To Education In Djibouti - Casero, Paloma Anós; Seshan, Ganesh (2006)
Do public sector workers earn a wage premium in Djibouti and are the returns to education different across the sectors? The authors estimate private and public sector wage earnings using 1996 household survey data, while controlling for selectivity using Heckman's two stage approach. They find that Djiboutian public sector employees earn a wage premium, independent of their personal attributes and human capital endowments, and are more likely to be males and have parents in the public sector. Workers in the public sector earn higher private rates of return to education than do private sector workers with post-secondary schooling. These results raise concerns about current government hiring and wage-setting practices that generate distortions in the labor market and are not efficiently allocating labor and public resources.
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Determination of heavy metal pollution levels in lichens at Obuasi gold mining area in Ghana - Nyarko, B.J.B.; Serfor-Armah, Y.; Akaho, E.H.K.; Adomako, Dickson; Osae, S. (Journal of Applied Science and Technology, 2006)
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Digital libraries: creating a new vista on library services for the visually impaired in Nigeria - Okerulu, Evelyn Ogochukwu (Lagos Journal of Library and Information Science, 2006)
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Factors Influencing Positive Interactions Across Race for African American, Asian American, Latino, and White College Students - Sáenz, Victor B.; Ngai, Hoi Ning; Hurtado, Sylvia (Research in Higher Education, 2006)
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Experiences and Perceptions of Sexuality and HIV/AIDS among Young People with Physical Disabilities in a South African Township: a Case Study - Wazakili, Margaret; Mpofu, Ratie; Devlieger, Patrick (Sexuality and Disability, 2006)
This study explored the experiences and perceptions of sexuality and HIV/AIDS among 15–24 year-old young people with physical disabilities in a South African Township characterised by high unemployment rates and lack of social services. Ten young people and ten parents participated in multiple individual interviews as well as in focus group discussions. The analysis of audio taped and transcribed responses identified common experiences and perceptions among participants. The results indicate that disabled young people have limited factual knowledge about sexuality and HIV/AIDS. The decisions and choices they make about sexual behaviour are not informed by what they know; rather, they are part of the whole life situation in Nyanga. Their need to be loved and accepted, need for job security and family life, were more important than practicing ‘safe sex’. Therefore, there is need for HIV/AIDS programme developers to take into account the experiences and perceptions of the target population.
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The effects of pollution on benthic fauna in Bindare stream, Zaria, Nigeria - Adakole, J. A.; Balogun, J. K.; Lawal, FA (Nigerian Journal of Chemical Research, 2006)
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Biodiversity and climate change : a South African perspective - Erasmus, Barend (2006)
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Teaching African-American literature: holistically and in bits and pieces - Jones, Marlin (2006)
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Pediatric renal transplantation in a South African teaching hospital: A 20‐year perspective - Pitcher, Graeme; Beale, P. G.; Bowley, Douglas M.; Hahn, Deirdré; Thomson, Peter D. (Pediatric Transplantation, 2006)
Renal transplantation is established as the standard of care for end-stage renal failure (ESRF) in the developed world. In emerging nations, the appropriateness of such costly interventions has been questioned. We undertook an analysis of all renal transplants undertaken under the care of the pediatric nephrology service at the Johannesburg Hospital, South Africa, in order to establish the outcomes of a transplantation service in a resource-constrained environment in a developing country.This was a retrospective review of renal transplantation undertaken at a single teaching hospital in Johannesburg, part of the University of the Witwatersrand. Two hundred and eighty-two transplants were performed between 1984 and 2003. Demographic characteristics of the transplanted population, diagnosis, morbidity, graft survival, and mortality were recorded.Overall 1-, 5-, and 10-yr graft survival was 82, 44, and 23%. Overall 1-, 5-, and 10-yr patient survival was 97, 84, and 68%. The median graft survival for all transplantation episodes was 4.38 yr; 70% of patients survive 10 yr and 54% survive 20 yr or more. Although early graft survival was good, there was a more rapid rate of graft loss than when compared to results from developed centers with much poorer results at 5 and 10 yr. Causes of ESRF show marked variation between the races, and black patients have significantly worse outcomes than others. Compared with white patients, black recipients received fewer living donor kidneys (26 vs. 10%, p = 0.0019), a greater proportion of totally mismatched organs (56 vs. 36%, p = 0.015), less pre-emptive transplantation (7 vs. 35%, p = 0.0001) and experienced a higher rate of primary non-function (13 vs. 3%, p = 0.004). Surgical complications of transplantation occurred in 9% of recipients, but rarely led to graft loss.Pediatric renal transplantation in Johannesburg can be accomplished with low complication rates, but medium and long-term graft survival is poor when compared with contemporary results achieved in developed countries. The difficulties of undertaking such complex, multidisciplinary interventions in a developing nation are daunting, but we believe that renal transplantation should still be the treatment of choice for all children with ESRF. The poorer outcomes in black recipients can be addressed by increasing education in our communities and expanding the pool of appropriate donors. Better institutional support would allow for improved long-term patient care.
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Hysterectomy for uterine fibroids in Nullipara at Korle Bu Teaching Hospital, Ghana - Seffah, J.D.; Adanu, Richard (Tropical journal of obstetrics and gynaecology, 2006)
Introduction: Uterine fibroids are common in Ghana and they constitute about 40%of the major gynaecological operations in Accra.Objective: To determine the factors predisposing nullipara to hysterectomyDesign: A retrospective case-control studySetting: The Korle Bu Teaching Hospital, Accra, Ghana between January 2002 and September 2003.Method: A study of nullipara who had surgery for uterine fibroids. Data were extracted from operation records, patient clinical notes and histopathology reports. Comparisons were made using chi squared and t tests.Results: Thirty eight hysterectomy cases and 52 myomectomy controls were studied. Only 3 (7.9%) of the hysterectomies were planned before surgery. The commonest reason for unsuccessful myomectomy was big uterine size and poor architecture. Hysterectomy cases were older (p
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Water quality monitoring: a case study of water pollution in minna, and its environs in Nigeria - Adeniyi, Olalekan David; Odigure, JO (Botswana Journal of Technology, 2006)
This work investigates the level of purity in Minna water and its environs. Water samples were collected from four water sources; Federal University of Technology (FUT), Minna water tank (Treated water), Maikunkele (Borehole), Chanchaga (Water treatment plant) and Tagwai dam (Raw). The following analyses of pH, Total dissolved Solids (TDS), Conductivity, Chemical oxygen demand (COD), Total hardness, Concentration of carbonate, chloride, nitrate and Bacterial count were carried out on the samples collected. From the analyses, it could be seen that there were difference in the quality of water from the various locations investigated. Apart from the micro bacterial count, the various sources conformed to the standard set by the World Health Organization (WHO). The high nitrate content of 4.6 mg/l in the Maikunkele water shows the danger of inappropriate location of borehole in the community. However, it could be said that majority of the water sources are not fit for human consumption due to the high microbial population.Keywords: water quality, pollution, borehole sites, Total Dissolved Solids (TDS)Botswana Journal of Technology Vol 14(1) 2005: 31-35
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Do the practices of mathematics teachers in Ghana appear to reflect the same values and concerns as the curriculum standards? - Awanta, Ernest K (Mathematics Connection, 2006)
The study sought to explore the relationship between implementation of curriculum standards in Mathematics and teachers' Classroom practice in Ghana Basic Education Certificate Examination (BECE). I used teacher questionnaire survey to find out whether the practices of mathematics teachers appear to reflect the same values and concerns as the curriculum standards. The finding that emerges from the study suggests that practices of teacher seemed not to reflect the values and concern entrenched in the curriculum standard. I have not been able to make any generalized claims from these finding in view of a small sample size studied. The finding, however, provide the fundamental data required for a large long-term study into the problem. Mathematics Connection Vol. 3 2003: 65-73
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Medical student education in emergency medicine: New model from South Africa - MacFarlane, Campbell; Green-Thompson, Lionel (Emergency Medicine Australasia, 2006)
Emergency medicine is a new specialty in South Africa. Postgraduate training, degrees and diplomas have been introduced and this should make a significant difference, in due course, to emergency care in the country. The University of the Witwatersrand, Johannesburg, South Africa, like many universities in Australia, embarked upon a Graduate Entry Medical Programme. This implied significant curriculum change and gave opportunity for the development of formal emergency medicine training for students, for the first time. After considerable debate over the needs of the graduate in South Africa a new block was developed, called the Acute and Perioperative Care block. This encompasses forensic medicine, emergency medicine, trauma and anaesthetics. The training is integrated and progressive. No similar programme has been detected elsewhere. At the end of the first year there is considerable satisfaction on the part of both teachers and students and many of the students, finding the module exciting, have indicated a wish to become involved in emergency medicine in the future. The structure of the course is laid out and might be of relevance to colleagues with an interest in medical education.
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Metal Pollution Assessment of Surface Sediments Along a New Gas Pipeline in the Niger Delta (Nigeria) - Birch, G.F.; Fazeli, M. S.; Matthai, C. (Environmental Monitoring and Assessment, 2006)
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Comparison of Bosumtwi Impact Crater (Ghana) and Crater Lake Volcanic Caldera (Oregon, USA): Implications for Biotic Recovery after Catastrophic Events - Rampino, Michael R.; Koeberl, Christian (2006)
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Comparison of Bosumtwi Impact Crater (Ghana) and Crater Lake Volcanic Caldera (Oregon, USA): Implications for Biotic Recovery after Catastrophic Events - Rampino, Michael R.; Koeberl, Christian (2006)
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Making the Case: A national drought contingency fund for Kenya - Huser, Cathy; Kirkbride, Mary (2006)
The critical failure in Kenya’s system of drought management is its slow response. A national drought contingency fund should be established to ensure timely, appropriate, and adequate intervention aimed at mitigating the impact of drought-related crises. Recurrent drought may be an inevitable fact of life in Kenya, but the human suffering it causes is not.
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Learning the Master's Trade: Apprenticeship and Human Capital in Ghana - Frazer, Garth (Social Science Research Network, 2006)
This paper explores the institution of apprenticeship in Ghana. A model is presented where apprenticeship training is idiosyncratic, increasing an individual's productivity in the current firm, but not in any other firm. Still, individuals are willing to fund apprenticeships as they can reap the returns to the specific training of apprenticeship if they manage to acquire the capital required to start their own firms, and replicate the technology and business practice of the apprenticeship firm. Predictions of the model for the productivity and remuneration of different workers are developed and tested using both a linked employer-employee survey of manufacturing firms, and a national household survey.
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A comparative analysis of firm based training in East African manufacturing sector : does level of education matter? - Kweka, Josaphat (2006)
Using World Bank's (2003) firm-level Investment Climate Survey (ICS) data for Kenya, Tanzania and Uganda, this paper examines extent in which education and skill levels are important determinants of Firm-based Training (FBT) in the East African manufacturing sector. The findings show weak evidence on complementary hypothesis between education and FBT but one which differs significantly across (perhaps depending on educational and training capacity of) different countries. Although other determinants of FBT apply differently to specific countries, size and technology characteristics are common determinants across the three countries. Furthermore, firms that care about Human Immunodeficiency Virus (HIV) epidemic train more as a means to abate the negative effects of the epidemic on their human resources. Since FBT has potential to contribute to skill development, the findings imply that enterprise training should receive similar policy emphasis as education in the bid to enhance human resource development for growth and poverty reduction.
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Teacher Quality, Modern Technology Applications and Teaching at a South-Western Nigerian University - L.J, Adeyanju (Journal on School Educational Technology, 2006)
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1 - Global Trends in Higher Education Reform: What Lessons for Nigeria? - Adésínà, Jìmí O. (Journal of Higher Education in Africa, 2006)
The crisis that engulfed the higher education sector in many developing countries from the mid-1970s in many ways epitomised a much wider socio-economic and political crisis. In much of Africa the balance of payment crisis compounded an uneasy relationship between the rulers and academia. However, addressing the cri- sis in the 1980s was defined by the emergent neo-liberal mindset. It was also an ideological posture that saw the academy as a domain of a ‘leftist leisure class’ that needed market discipline. Education as a public good was replaced by a commodity logic. The impact of the neo-liberal orthodoxy on the higher education sector, how- ever, varied widely across counties. In countries whose education policy came un- der the direct control of the Bretton Woods institutions, the orthodoxy drove policy as close to its ideological posturing as possible. In many developing countries commodification of access has impacted harshly on research activities in the higher education sector, reversing earlier achievements at endogeneity. In some countries, including Nigeria, the persistent anti-intellectualism of those in power has intensi- fied the broader crisis. In this paper, I argue that this contrasts sharply with the domestic experience of the Organisation for Economic Cooperation and Develop- ment (OECD) countries in their higher education sectors and the public commit- ment to research and development. What lessons are there for higher education reform in Nigeria? Firstly, in spite of the neo-liberal claims, successful countries show strong commitment to education as a public good and tend to invest heavily in their higher education sector, especially in endogenous research and development. The second point is that experiments with the commodity approach in both its provisioning of skilled human resources and internal relations have proved to be counter-productive. Thirdly, in situations of prolonged decline and decay, what needs rebuilding is more than just the infrastructure but also the ethos and ethics of academia.
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Using Internet resources and e-learning modalities for training learners in Nutrition for people living with HIV and AIDS in South Africa - Steyn, Leonie (2006)
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What three new books tell us about the state of education scholarship in South Africa - Jansen, Jonathan D. (2006)
Professor Jonathan Jansen, Dean of the Faculty of Education, University of Pretoria reviewed these books Monday 8th May 2006 at the Liberty Theatre on the Square, Nelson Mandela Square, Sandton, Johannesburg.
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The Dynamics of Returns to Education in Kenyan and Tanzanian Manufacturing* - Söderbom, Måns; Teal, Francis; Wambugu, Anthony; Kahyarara, Godius (Oxford Bulletin of Economics and Statistics, 2006)
Abstract We use micro data on manufacturing employees in Kenya and Tanzania to estimate returns to education and investigate the shape of the earnings function in the period 1993–2001. In Kenya, there have been long‐run falls in the returns to education while for Tanzania there is evidence of rising returns in the 1990s. The earnings functions are convex for both countries and this result is robust to endogeneity. Convexity may be part of the explanation as to how rapid expansion of education in Africa has generated so little growth if expansion has been concentrated at lower levels of education.
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The power of peer reviews in building a learning network for local government in South Africa. - Africa, Zenobia; Nicol, Martin (Knowledge Management for Development Journal, 2006)
Ten municipalities in South Africa have benefited from hosting peer reviews that assess the developmental thrust of the new, post-Apartheid local government system. The paper illustrates the value which sector-specific learning networks bring to local, district and metropolitan municipalities as they confront development and equity challenges. These networks are premised on sharing and learning between members. Each network has a clear work programme with adequate resources and multiple opportunities to share learning. Institutional support at both the political and administrative level is important for the networks to function efficiently. High participation levels by senior politicians and officials is key to their success. Peer review methodology is used as a central activity for collective buy-in. It structures the work programme of the network and provides hands-on experience for members. Operating under a new, inclusive political system, covering areas previously excluded from local control and involving people new to traditions of self-government and good governance, South Africa’s municipalities face huge responsibilities. Learning networks are a powerful tool to make sense of hard experiences and to strengthen democratic structures. They also highlight many problems of capacity, corruption and trust and provide a forum in which they can be confronted.
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Organization and practice of nursing work in the training of the peacekeeping level-2 hospital of China in Liberia - 丁燕; 苗京亚; 饶本强; 孙茹; 汪际 (Chinese Journal of Modern Nursing, 2006)
根据联合国1509号决议,我国奉命派出首批赴利比里亚维和医疗队,进行为期4个月的封闭式集训.本文介绍了集训中护理工作的组织与实施,包括对护理人员的挑选要求,护理人员的编制组成;外语、军事体能、维和知识、野外求生等培训;维和物资准备.在前期集训和后来执行维和任务过程中得出了一些经验教训:英语是护士集训的重点和难点,一专多能是完成维和任务的关键,充足的医疗护理物资是完成维和任务的前提。
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Depression amongst Nigerian university students - Adewuya, Abiodun O.; Ola, Bolanle; Aloba, Olutayo; Mapayi, Boladale; Oginni, Olaleye O. (Social Psychiatry and Psychiatric Epidemiology, 2006)
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The cost-effectiveness of improving malaria home management: shopkeeper training in rural Kenya - Goodman, Catherine; Mutemi, W M; Baya, E.I; Willetts, Annie; Marsh, Vicki (Health Policy and Planning, 2006)
Home management is a very common approach to the treatment of illnesses such as malaria, acute respiratory infections, tuberculosis, diarrhoea and sexually transmitted infections, frequently through over-the-counter purchase of drugs from shops. Inappropriate drugs and doses are often obtained, but interventions to improve treatment quality are rare. An educational programme for general shopkeepers and communities in Kilifi District, rural Kenya was associated with major improvements in the use of over-the-counter anti-malarial drugs for childhood fevers. The two main components were workshop training for drug retailers and community information activities, with impact maintained through on-going refresher training, monitoring and community mobilization. This paper presents the cost and cost-effectiveness of the programme in terms of additional appropriately treated cases, evaluating both its measured cost-effectiveness in the first area of implementation (early implementation phase) and the estimated cost-effectiveness of the programme recommended for district-level implementation (recommended district programme). The proportion of shop-treated childhood fevers receiving an adequate amount of a recommended antimalarial rose from 2% to 15% in the early implementation phase, at an economic cost of 4.00 US dollars per additional appropriately treated case (2000 US dollars). If the same impact were achieved through the recommended district programme, the economic cost per additional appropriately treated case would be 0.84 US dollars, varying between 0.37 US dollars and 1.36 US dollars in the sensitivity analysis. As with most educational approaches, the programme carries a relatively high initial financial cost, of 11,477 US dollars (0.02 per capita US dollars) for the development phase and 81,450 US dollars (0.17 per capita US dollars) for the set up year, which would be particularly suitable for donor funding, while the annual costs of 18,129 US dollars (0.04 per capita US dollars) thereafter could be contained within the budget of a typical District. To reach the Abuja target of 60% of those suffering from malaria in sub-Saharan Africa having access to affordable and appropriate treatment within 24 hours, improvements in community-based malaria treatment are urgently required. From these results, policymakers can estimate costs for district-scale shopkeeper training programmes, and will be able to assess their relative cost-effectiveness as comparable evaluations become available from home management interventions in the future. Extrapolation of the results using a simple decision tree model to estimate the cost per DALY averted indicates that the intervention is likely to be considered highly cost-effective in comparison with standard benchmarks for interventions in low-income countries.
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Paediatric HIV / AIDS seen at Ahmadu Bello University Teaching Hospital Zaria Nigeria. - Bugaje, MA; Aikhionbare, H A (Annals of African Medicine, 2006)
Background/Objective: Paediatric HIV/AIDS is an escalating problem of frightening proportion in Nigeria, although not much has been reported from our center. Method: A retrospective study of 35 children with the diagnosis of HIV/AIDS admitted into the Emergency Paediatric Unit (EPU) of Ahmadu Bello University Teaching Hospital (ABUTH) over a 3.4 year period between March 1998 and June 2001 was undertaken in order to determine the most common mode of presentation and also the most prevalent complicating infection among these patients. Results: The mean age of the patients was 2±1.8 years (range 2-144 months), with the majority 30 (85.7%) aged three years and below, and a male to female ratio of 2.1:1. The probable mode of infection was vertical in 88.6% patients, through blood transfusion in 8.6%, while the source of infection could not be established in one (2.8%) due to inadequate data. Multiple symptoms at presentation were common with fever and cough being the most frequent, occurring in 82.8% of patients, followed by diarrhea in 71.4% and weight loss in 60.0% of cases. The most common signs were wasting which was found in 74.3%, generalized lymphadenopathy in 68.6% and pyrexia in 54.3%. Commonly diagnosed infections were oral candidiasis, pneumonia and tuberculosis, seen in 60.0%, 45.7% and 31.4% respectively. Nine (25.7%) out of the 35 children died, 7(20.0%) were discharged against medical advice, 19 (54.3%) improved and were discharged to follow up, but all except four have been lost to follow up. Conclusion: Paediatric HIV/AIDS is becoming a major cause of childhood morbidity and mortality in our environment. The prevention of HIV infection in women particularly in the reproductive age group would go a long way in controlling the disease in Nigeria. Keywords: HIV/AIDS, paediatric, morbidity, mortality Annals of African Medicine Vol. 5(2) 2006: 73-77
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A programme evaluation of pre-primary education reform, and policy, in Plateau State, Nigeria - Hamza, Sumaye Fadimatu (Educate~, 2006)
Contextualisation This paper presents a brief overview of the educational system in Nigeria with an emphasis on the pre-primary education level. It addresses the international literature on early childhood pedagogy and assesses to what extent pre-primary education policy in Nigeria is inspired by this literature. The paper will pay special attention to the shortcomings and obstacles encountered in trying to implement the pre-primary education policy of Plateau State in Nigeria Abstract: The current study is an evaluation of the pre-primary education policy in Plateau State in Nigeria. It was inspired by my own experience as a school teacher/principal who has seen the effects on primary schools and the results of a lack of government investment in the sector, itself leading to a proliferation of ‘private owners’. Because of these circumstances the implementation of central policy is highly dependent on the varying understanding of these owners. The study will employ both qualitative and quantitative techniques in data collection through the use of questionnaire, interviews, classroom observation and use of documents. The data will be analysed both quantitatively and qualitatively. The results will hopefully be used, not only to add to existing literature, but also to improve the system serving as a basis for further research in the area.
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Funding Higher Education in Rwanda through Loans or Grants: efficiency and equity arguments - Semugaza, Alphonse (Educate~, 2006)
Contextualisation This research note describes a proposed study which aims to examine the issue of how higher education in Rwanda might be funded. The amount the government spends on one student at university equals that of 150 students in a primary school. Research carried out in other countries suggests that loans are more effective, and equitable, as a form of financial aid. The implications of this, for the Rwandan context are discussed. Abstract: This research note describes the background to and plans for, a study to examine whether, in the context of higher education in Rwanda, the provision of loans, instead of grants/scholarships as a means of financial support to students in university, is likely to enhance equity and efficiency. It also aims to examine whether the current system is effective in meeting the manpower and employment needs of Rwanda. The participants of the proposed study include Rectors, Vice-Rectors, and student leaders in public and private universities: participant perceptions will be collected through questionnaires and interviews. Those interviewed will also include the Minister of Finance and Education. Quantitative methods will also be used to analyse the relative efficiency of loans compared to scholarships. It is hoped that the results of the study will indicate whether loans are a more efficient and equitable financing method compared to scholarships.
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Malik goes to school: examining the language skills of African American students from preschool to fifth grade (Choice Reviews Online, 2006)
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Effects of Family Background and Parental Involvement on Egyptian Adolescents’ Academic Achievement and School Disengagement: A Structural Equation Modelling Analysis - Abd‐El‐Fattah, Sabry M. (Social psychology of education, 2006)
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An inventory and analysis of extant county training school buildings in Georgia originally established with philanthropic funds devoted to African American education (1911-1937) - Adair, David James (2006)
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Contribution of Action Aid international Ghana in the provision of quality education in the Upper East region - Amokase, Madison Anane (2006)
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The rise and fall of training and visit extension : an Asian mini-drama with an African epilogue - Anderson, Jock R.; Feder, Gershon; Ganguly, Sushma (RePEc: Research Papers in Economics, 2006)
The paper reviews the origins and evolution of the Training and Visit (T&V) extension system, which was promoted by the World Bank in 1975-98 in over 50 developing countries. The discussion seeks to clarify the context within which the approach was implemented, and to analyze the causes for its lack of sustainability and its ultimate abandonment. The paper identifies some of the challenges faced by the T&V approach as being typical of a large public extension system, where issues of scale, interaction with the agricultural research systems, inability to attribute benefits, weak accountability, and lack of political support tend to lead to incentive problems among staff and managers of extension, and limited budgetary resources. The different incentives and outlook of domestic stakeholders and external donor agencies are also reviewed. The main cause of the T&V system's disappearance is attributed to the incompatibility of its high recurrent costs with the limited budgets available domestically, leading to fiscal unsustainability. The paper concludes with some lessons that apply to donor-driven public extension initiatives, and more generally to rural development fads. The role of timely, independent, and rigorous evaluative studiesis specifically highlighted.
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Accomplishing lessons in postcolonial classrooms: comparative perspectives from Botswana and Brunei Darussalam - Arthur, Jo; Martin, Peter W. (Comparative Education, 2006)
Drawing on observations and audio‐recordings of classroom language use in two postcolonial societies, the Republic of Botswana in Africa and the Sultanate of Brunei Darussalam in south‐east Asia, this study seeks to explore how teachers and pupils face the challenge of accomplishing teaching and learning using a language which is not their own. In both Botswana and Brunei Darussalam, English is the official language of instruction for some subjects from mid‐primary school level. Unlike many comparative studies which concentrate on the macro or national level, the focus of this study is the micro‐level of classroom interaction. The study shows that there are both similarities and differences across the two contexts in the ways teachers and pupils engage with language(s) through a range of monolingual and bilingual strategies. In comparing the discourses of primary‐level classrooms in Botswana and Brunei Darussalam, the study demonstrates the tensions in the language policies and practices in the two postcolonial countries. The pressure of globalisation has resulted in the privileging of imported over indigenous languages and the study shows the pragmatic responses of the classroom participants in the two contexts.
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The Role of Language in Adult Education and Poverty Reduction in Botswana - Bagwasi, Mompoloki Mmangaka (International Review of Education, 2006)
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ICT Training: INASP workshops for African university library staff - Belcher, Martin; Gwynn, Sara; Rosenberg, Diana (Information Development, 2006)
In 1999, INASP began an ICT-related training programme for African university librarians using a ‘travelling’ methodology. This methodology and the development of the programme over the next six years and into the future are described and evaluated. African librarians are generally happy with this training approach. But whether it has assisted academic staff and student to better exploit the potential of the Internet has yet to be proved.
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Response of South African indigenous grass species to drought stress induced by polyethylene glycol (PEG) 6000 - Berg, Loraine van den; Zeng, Yan (South African Journal of Botany, 2006)
Degradation in arid and semi-arid regions can be ascribed primarily to environmental conditions such as extreme changes in temperature and erratic rainfall patterns. Seed germination and seedling growth of three grass species (Anthephora pubescens, Heteropogon contortus and Themeda triandra) indigenous to arid and semi-arid regions of southern Africa were assessed under controlled conditions that simulated drought stress using polyethylene glycol (PEG) 6000. Exposure to water potentials below − 0.3 MPa significantly decreased germination rates and shoot lengths for all three species, despite slight differences in their sensitivities to osmotic stress. More dramatic differences between the species were evident when the effects of water stress on root growth were evaluated. These findings form the basis for future trials involving the use of indigenous grasses in the restoration of rangelands.
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Sustaining democratic governance in Ghana. The Interdependence of Health, Agriculture and Extension Education - Boateng, Joseph; Flanagan, Constance A.; Gallay, Leslie S. (2006)
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Sociocultural Factors Influencing Students' Learning in Science and Mathematics: An Analysis of the Perspectives of African American Students - Brand, Brenda; Glasson, George E.; Green, André M. (School Science and Mathematics, 2006)
The voices of African American students reveal sociocultural factors that influence their achievement in science and mathematics classes. Using a sociocultural theoretical framework ( Mercer & Covey, 1980 ), this ethnographic study interpreted the perspectives of five African American students as they discussed their learning experiences in science and mathematics classrooms. This framework acknowledges the vulnerability of the educational system to societal influences that inevitably assert cultural values and norms. The students' discussions provided insight into their beliefs about the varied ways in which sociocultural factors impact their learning in science and mathematics classrooms.
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The GLOBE/Madagascar Malaria Project: Creating Student/Educator/Scientist Partnerships With Regional Impact - Brooks, D; Boger, Rebecca; Rafalimanana, A. (AGU Spring Meeting Abstracts, 2006)
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Metabolic Effects of Voluntary Training in Young vs Old Syrian Golden Hamsters - Campbell, Jonathan E.; Coutinho, Agnes E.; Fediuc, Sergiu; Hood, David A.; Riddell, Michael C. (Medicine and Science in Sports and Exercise, 2006)
The metabolic effects of exercise training are wide spread. Animals models are useful in identifying the underlying mechanisms, but may be flawed because exercise training is often forced causing elevations in stress hormones that promote insulin resistance. The Syrian golden hamster has been used for studies of insulin resistance and diabetes and this animal is known to voluntarily exercise at high volumes. PURPOSE: To explore the metabolic effects of short term voluntary training in both young and old Syrian golden hamsters. METHODS: 6-week old (YOUNG) and 6-month old (OLD) male animals were randomly divided into sedentary (i.e. YOUNG-S or OLD-S) or running wheel (i.e. YOUNG-RW or OLD-RW) groups (n=8/ group). RW groups had 24-hour access to activity wheels while S were housed in standard rodent cages. RESULTS: At the start of wheel exposure, the number of revolutions were similar in both groups but by day 15 were nearly two-fold higher in the YOUNG vs OLD. OLD ate more than YOUNG and wheel running increased food intake by ∼50%. YOUNG-RW maintained the same total body mass as YOUNG-S, while OLD-RW had a transient weight loss of ∼10g (∼7% of body mass, p < 0.05). Perirenal fat mass was smaller in YOUNG- and OLD-RW groups compared with S groups (45 and 66%, respectively. Plantaris muscle cytochome c oxidase activity was also ∼2-fold higher in YOUNG-RW than in YOUNG-S hamsters but was similar between OLD-RW and OLD-S groups. Plasma leptin levels were ∼60% lower in YOUNG-RW compared with YOUNG-S and correlated significantly with visceral fat pad mass (r2 = 0.58, p= 0.001). Corticosterone levels were lower in YOUNG-RW (13.0±0.36 ng/ml) than in YOUNG-S (16.4±0.83 ng/ml) hamsters and higher in OLD-RW (22.62 ± 0.47 ng/ml) than in OLD-S (15.54 ±0.13 ng/ml) hamsters. CONCLUSION: These observations reveal that the hamster is a suitable model for accelerating the effects of exercise on body composition and metabolic alterations associated with training and that the training adaptations are more pronounced in younger compared with older hamsters, possibly as a result of the higher voluntary wheel activity in the former group.
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Public-private sector wage differentials and returns to education in Djibouti - Casero, Paloma Anós; Seshan, Ganesh (RePEc: Research Papers in Economics, 2006)
Do public sector workers earn a wage premium in Djibouti and are the returns to education different across the sectors? The authors estimate private and public sector wage earnings using 1996 household survey data, while controlling for selectivity using Heckman's two stage approach. They find that Djiboutian public sector employees earn a wage premium, independent of their personal attributes and human capital endowments, and are more likely to be males and have parents in the public sector. Workers in the public sector earn higher private rates of return to education than do private sector workers with post-secondary schooling. These results raise concerns about current government hiring and wage-setting practices that generate distortions in the labor market and are not efficiently allocating labor and public resources.
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Learning from a free‐access digital information kiosk in Africa - Cronjé, Johannes; Burger, Dirk (Aslib proceedings, 2006)
Purpose The purpose of this paper is to consider the type of learning that takes place if members of an under‐resourced community are exposed to a free‐to‐use computer that is connected to the internet. Design/methodology/approach Qualitative application of an instrument that was developed to evaluate the information resource for the extent to which it facilitates both objectivist and constructivist learning. Video recordings of the interactions of people at the information kiosk were viewed and transcribed, and subjected to classical analysis to answer the questions posed by the instrument. Findings It was found that this particular information resource contained both objectivist and constructivist elements. Furthermore, it was found that objectivism and constructivism are complementary to one another and the degree of integration varies according to certain pedagogical dimensions. An open‐access information portal affords opportunities both for direct instruction and constructivist learning. Research limitations/implications Based in a peri‐urban environment in South Africa with a small sample. Practical implications The main contribution of this study is to investigate the interaction between information, knowledge, learning and pedagogy, which will help the information designer to better understand these interactions when designing an information resource. Furthermore, the instrument developed for this study can be used to evaluate other information resources, thus ultimately improving the standard of such resources. Originality/value The paper proposes a solution to the age‐old objectivist/constructivist debate that prevails when considering the cognitive functioning of information users.
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"Culture Education" and the Challenge of Globalization in Modern Nigeria - Dasylva, Ademola O. (DOAJ (DOAJ: Directory of Open Access Journals), 2006)
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Research at the margin: mapping masculinity and mobility of African‐American high school dropouts - Davis, James Earl (International Journal of Qualitative Studies in Education, 2006)
Research on the intersection of racial and gender identities is important in understanding the processes of school engagement. This article focuses on how African‐American male adolescents move in and out of schooling and make sense of those experiences. By examining how they construct meanings of masculinity a textured and complex trajectory of schooling is captured. Using qualitative data from a group of African‐American male high‐school dropouts who participated in a national alternative high school program, the author highlights the nuances of racial and gendered identities and their consequences for schooling experiences and outcomes. The results uniquely highlight and map the social mobility between contested traditional and alternative schooling spaces by uncovering these young men’s personal pathways of reflection, regret and social redemption.
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Senegal - Projet education de qualite pour tous phase 2 (PEQT 2) du programme de developpement de l'education (PDEF) : cadre de politique de reinstallation - Doucouré, Djibril (2006)
This resettlement policy framework for the Senegal Second Quality Education for All Project presents principles and objectives governing the preparation and execution of resettlement, and explains current land management, resettlement planning, and resettlement implementation. The project will aim to minimize resettlement where possible, and grant compensation rights to the displaced population where necessary. Negotiation and dialogue will be the rule employed. All local communities providing land for the schools will be involved. The World Bank guidelines providing for compensating all peoples affected by the project will be applied. Potentially there are 3750 people the project is expected to affect; they include various social categories and the major ethnic groups in Senegal. Compensation will be paid to people according to their title of occupation, and the severity of the impacts affecting them. Compensated losses include those for land, structures, infrastructures, incomes, and rights. The report also focuses on vulnerable groups, property valuation, organizational procedures for granting rights, the implementation of the resettlement before the project begins, dispute settlement by customary authorities or judge, finance, public consultation procedures, and an audit follow-up.
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Senegal - Second Quality Education for All Project : social and environmental management framework - Doucouré, Djibril (2006)
This environmental and social management framework for the Senegal Second Quality Education for All Project describes the selection process allowing for identifying, evaluating, and mitigating potential and social impacts connected to project activities. Adverse environmental impacts include felling trees to release space for new buildings and generating building site waste during the construction phase; the rising of dust and exhaust fumes due to earthmovers, and the destruction of burrows affecting animals in rural areas. The activities of construction and rehabilitation of the schools will be the main sources of adverse environmental impacts, in particular with the quarry opening component, which could lead to deforestation, cause the disfiguration of the landscape by holes for extraction of building materials, support malarial insect proliferation, and later generate land loss and erosion. The supply and delivery of building materials to the building site can degrade the quality of the air by emission of dust on the extraction site, the mode of transport and the construction site. Impacts on livelihood are especially due to rotations of the vehicles carrying material; this may lead to traffic congestion and traffic accidents, in addition to exposing populations to noise and dust. Various activities related to building classrooms are sources of several pollutions: wild discharge of solid and liquid waste; rubble and cuts coming from the preparation of sites, excavations, foundations; and drainage oils from engines. Dust is expected from handling fine materials like cement and sand. During the project's operation, the schools will be places where more or less large quantities of household refuse will be generated. Latrines connected towels dug within the schools can generate groundwater pollution and result in waterborne diseases if there is no proper sealing. The misuse of latrines and their lack of regular cleaning can also cause odors and affect the school population.
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Farmers’ Assessment of the Training and Visit Extension System in Central Nigeria: Evidence from Barkin Ladi, Plateau State - Ejembi, E P; Omoregbee, FE; Ejembi, Simon Ameh (Journal of Social Sciences, 2006)
AbstractThe Training and Visit (T&V) extension has been criticized for being top-down, top-heavy, inefficient and ineffective. The purpose of this study therefore was to assess the effectiveness of the T & V extension in Barkin-Ladi Local Government Council (LGC), Plateau State in Central Nigeria. Four specific objectives guided the study. A total of 60,000 farmers who had been in active production between 1986 and 1995 in the LGC constituted the population for the study. A three percent sample (1,800) was randomly selected for the study. A structured questionnaire was used to collect data pertinent to the study. Data were descriptively analysed. Demographically, majority of the respondents were males, aged 25-26 years, and married. Slightly less than 50 percent (43.5%) were literate. Majority had farmed for at least 11 years (53%) and had land holdings almost exclusively by inheritance (96%). Other results of the study indicated that although majority of the respondents had contact with extension agents, most depended on other sources for agricultural information. Respondents reported that the frequency of extension visits were unsatisfactory, but found the information given by extension agents very useful. Majority of the respondents were aware of recommended agricultural technologies. The adoption of fertilizer and improved crop varieties was higher than capital-intensive innovations such as mechanized land preparation and use of fishing gear. Recommendations were made on the basis of major results of the study.Key Words: T & V extensioneffectiveness of T & Vfarmer-extension contactagricultural technology adoption
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Description of an African Dust Storm and Biomass Burning Event Using Horizontal and Vertical Satellite Profiles - Erwin, Alex; Hoff, R. M.; Sparling, L. C.; Palm, Steve (AGU Spring Meeting Abstracts, 2006)
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Hydration Status and Drinking Behaviours of Elite Kenyan Endurance Runners During Intense Training Prior to Competition - Fudge, Barry W.; Easton, Chris; Kingsmore, David; Kiplamai, Festus; Onywera, Vincent; Westerterp, Klaas R.; Kayser, Bengt; Noakes, Timothy D.; Pitsiladis, Yannis (Medicine and Science in Sports and Exercise, 2006)
Previous studies of elite Kenyan endurance runners (Onywera et al. Int J Sport Nutr ExercMetab 14: 709–719, 2004; Fudge et al. Br J Nutr: In Press) reported low daily fluid intake, mainly water (mean ± SD) (1.1± 0.3;0.9± 0.5 L-d−1, respectively) and tea (1.2 ± 0.3; 0.9 ± 0.3 L-d−1, respectively). Those athletes did not consume liquids before or during training and infrequently consumed modest amounts of liquids after training, an intake that is substantially less than the current ACSM recommendations (Convertino et al. MedSci Sports Exerc 28: i-vii, 1996). PURPOSE: To assess hydration status and monitor drinking behaviors of elite Kenyan endurance runners during an intense training period. METHODS: Fourteen elite Kenyan endurance runners based at a high altitude training camp in the Rift Valley (altitude: 2400 m a.s.l.; daytime ambient temperature: 8 – 24°C; humidity: 31 – 100%) were recruited to participate 1 wk prior to the Kenyan national trials for the 2005 World Championships. Hydration status was monitored over a 5 d period by measuring body mass (BM), urine osmolality, total body water (TBW), and daily fluid intake. Dietary sodium (Na) intake was estimated using a 5 day nutritional diary with biochemical analysis, whilst [Na] was determined in urine and sweat. Core temperature was monitored continuously during all training sessions. RESULTS: Fluid intake was low (total: 2.4 ± 0.8 L-d−1; water: 0.7 ± 0.6 L-d−1; tea: 1.2 ± 0.4 L-d1) and consistent with previous observations. There was a significant BM loss during the morning (0.7± 0.3 kg;p ≥ 0.01), interval (0.7 ± 0.2 kg;p ≥ 0.01) and afternoon (0.7 ± 0.4 kg; p <0.001) training sessions; corresponding to 1.3 ± 0.5, 1.3 ± 0.4, and 1.3 ± 0.7% BM loss, respectively. Pre training BM in the morning was not significantly different from the evening pre training BM (56.2 ± 4.1 kg vs. 56.3 ± 4.1 kg; p = 0.42). Mean TBW (31.9 ± 3.0 L) was well maintained throughout the five days (p = 0.96). There was no significant difference between the osmolality of the morning urine sample and the evening sample (522 ± 117 vs. 505 ± 98 mOsmol-kg1; p = 0.69). Mean Na intake was not significantly different to Na loss in sweat and urine (3015 ± 718 mg-d−1 vs. 3162 ± 1210 mg-d−1, respectively; p = 0.70). No athlete showed signs or symptoms of heat stress with mean core temperatures of 37.6 ± 0.6°C during all training sessions. CONCLUSIONS: Elite Kenyan endurance runners training intensely remain well hydrated despite less than recommended fluid intake. These results support the principle of ad libitum fluid intake during intense training.
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Libyan Children's Views on the Importance of School Factors Which Contributed to Their Emotional and Behavioural Difficulties - Gadour, Abdelbasit (School Psychology International, 2006)
A group of 34 children from mainstream schools in Libya representing four Local Education Authorities (LEAs) were interviewed about their emotional and behavioural diffiulties (EBD) and the factors which might be responsible for their EBD. Although, in general, children's views of EBD did not yield remarkably different accounts to those already reported in the literature, they highlighted an alternative perspective into the dominant aetiology of children's EBD. In fact, children's accounts of their EBD appeared to reflect a psychosocial perspective in that the impact of the social context on their behaviour was predominant as opposed to attributing their behaviour merely to individual or psychological inner conflicts. They appeared likely to develop behavioural difficulties and do much less well academically because of school related factors, despite the fact that they identified personal and parental shortcomings. The implications of this study on the attributions of EBD underline the role and responsibility of the school and teachers leading to EBD and possibly to exclusion as an admission of failure.
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Blindness and vision impairment in the elderly of Papua New Guinea - Garap, Jambi; Sheeladevi, Sethu; Shamanna, BR; Nirmalan, Praveen K; Brian, Garry; Williams, Carmel (Clinical and Experimental Ophthalmology, 2006)
A bstract Background: To estimate the magnitude and causes of blindness and vision impairment in Papua New Guinea for service delivery planning and ophthalmic education development. Methods: Using the World Health Organization standardized Rapid Assessment of Cataract Surgical Services protocol, a population‐based cross‐sectional survey was conducted in 2005. By systematic, two‐stage cluster random sampling, 39 clusters each of 30 people aged 50 years and over were selected from urban and rural locations. A cause of vision loss was determined for each eye with a presenting visual acuity worse than 6/18. Results: Of the 1191 people enumerated, 1174 were examined (98.6%). The 50 years and older age‐gender adjusted prevalence of vision impairment (presenting visual acuity less than 6/18 in the better eye) was 29.2% (95% Confidence Interval [CI]: 27.6, 35.1, Design Effect [deff] = 2.3). That of functional blindness (presenting visual acuity less than 6/60 in the better eye) was 8.9% (95% CI: 8.4, 12.0, deff = 1.2), and of World Health Organization blindness (but presenting, rather than best corrected, visual acuity of less than 3/60 in the better eye) was 3.9% (95% CI: 3.4, 6.1, deff = 1.0). Uncorrected refractive error (13.1%, 95% CI: 11.3, 15.1, deff = 1.2) and cataract (7.4%, 95% CI: 6.4, 10.2, deff = 1.3) were leading causes of vision impairment, age‐gender adjusted. Cataract was the most common (age‐gender adjusted 6.4%, 95% CI: 5.1, 7.3, deff = 1.1) cause of functional blindness. On bivariate analysis, increasing age ( P < 0.001), illiteracy ( P < 0.001) and unemployment ( P < 0.001) were associated with functional blindness. Gender was not. Conclusions: The identification and treatment of refractive error and cataract need to be priorities for eye health services in Papua New Guinea if the burden of vision impairment and blindness is to be diminished. The education of community and hospital eye care providers, whether medical, nursing or other cadres, must emphasize these. Eye care services must be structured and provided to allow and encourage accessibility and uptake, with satisfactory treatment outcomes for these conditions.
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École du Patrimoine Africain (The School of African Heritage) - Godonou, Alain (Museum international (English ed. Print), 2006)
"École du Patrimoine Africain (The School of African Heritage)." Museum International, 58(1-2), pp. 95–96 Notes1. For more information, consult the website: http://www.epa-prema.net/. [Google Scholar]
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The impact of selected school factors on the test performance of African-American economically disadvantaged elementary students. - Griffin, Wynette O. (2006)
In order for America to retain its superior position in a global economy it is imperative that all students receive educational opportunities that will prepare them for the future. Currently, African-American economically disadvantaged students in the United States perform lower on standardized tests than their grade and age-level peers. Educators must find ways to improve the performance of students in this group in order to maximize future opportunities. Through a mixed-methodology approach, the current study finds three school factors that may positively impact the performance of African-American economically disadvantaged students: high expectations, student-teacher relationships and teacher effectiveness. Quantitative and qualitative analysis provides perspectives from principals primarily from a large urban school district on the impact of these factors on student performance.
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Disability grants or antiretrovirals? A quandary for people with HIV/AIDS in South Africa - Hardy, Chloe; Richter, Marlise (African Journal of AIDS Research, 2006)
According to the Department of Social Development, disability grants are available to adult South African citizens and permanent residents who are incapacitated and unable to work due to illness or disability. A number of people living with HIV/AIDS (PWAs) have accessed disability grants once they have fulfilled the criteria set down by the Department of Social Development. Current government policies entitle PWAs, a least in theory, to access antiretroviral medications. Where PWAs have been able to access antiretroviral treatment (ART) through the government's antiretroviral programme, this has led to an improvement in their health and subsequent disqualification for a disability grant. In South Africa's highly unequal society, the disability grant often operates as the only source of income for poor families. This has created an untenable situation as many PWAs are forced to choose between receiving their disability grant and accessing life-saving medication. We explore the intersection of social security with access to ART and argue that it presents complex problems in the context of HIV/AIDS, and thus requires urgent debate and resolution. Potential solutions to this problem, including the provision of a basic income grant to all South Africans, are proposed.
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Use of the geochemical and biological sedimentary record in establishing palaeo-environments and climate change in the Lake Ngami basin, NW Botswana - Huntsman‐Mapila, Philippa; Ringrose, Susan; Mackay, Anson W.; Downey, W. S.; Modisi, M.P.; Coetzee, S. H.; Tiercelin, Jean-Jacques; Kampunzu, A.B.; Vanderpost, Cornelis (Quaternary International, 2006)
Sediment samples from a continuous 4.6 m profile in the dry bed of Lake Ngami in NW Botswana were analysed for geochemistry and dated using both 14C and TL methods. Certain units in the profile were found to be diatom rich and these, with the geochemical results, were used as indicators of high and low lake levels within the basin. The Lake Ngami sediments contain a high proportion of SiO2 (51–92.5 wt%, avg. 72.4 wt%) and variable levels of Al2O3 (2.04–17.2 wt%, avg. 8.88 wt%). Based on elevated Al2O3 and organic matter (LOIorgC ) results, lacustrine conditions occurred at ca. 42 ka until 40 ka and diatom results suggest that relatively deep but brackish conditions prevailed. At 40 ka, the lacustrine sedimentary record was terminated abruptly, possibly by tectonic activity. At ca. 19 ka, shallow, aerobic, turbulent conditions were prevalent, but lake levels were at this time increasing to deeper water conditions up until ca. 17 ka. This period coincides with the Late Glacial Maximum, a period of increased aridity in the central southern Africa region. Generally, increasing Sr/Ca ratios and decreasing LOIorgC and Al2O3, from ca. 16 to 5 ka, suggest decreasing inflow into the basin and declining lake levels. Based on the enrichment of LREE results, slightly alkaline conditions prevailed at ca. 12 ka. Diatom results also support shallow alkaline conditions around this time. These lake conditions were maintained primarily by local rainfall input as the region experienced a warmer, wetter phase between 16 and 11 ka. Lake levels rose rapidly by 4 ka, probably in response to enhanced rainfall in the Angolan catchment. These results indicate that lake levels in the Lake Ngami basin are responding to rainfall changes in the Angolan catchment area and local rainfall. The results confirm that the present-day anti-phase rainfall relationship between southern Africa and regions of equatorial Africa was extant during the late Quaternary over the Angolan highlands and NW Botswana.
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‘Re-Islamising’ Palestinian Society ‘From Below’: Hamas and Higher Education in Gaza - Jensen, Michael Irving (Holy Land studies, 2006)
This essay is a contribution to the fi eld of studies that explores how Islamist movements promote social and educational activities ‘from below’. It approaches the issue of Islamism and higher education through the efforts of the Palestinian Islamic Resistance Movement (Hamas) and its reformist educational activities at the Islamic University of Gaza, which is a major stronghold of the movement. The essay illustrates how the university defi nes and understands its role in Palestinian society. It offers empirical data and further insights into the ways in which young students respond to and absorb the leadership's efforts to carry out what might be described as the ‘re-Islamisation’ processes of Palestinian society ‘from below’: the Islamic state in Palestine would be the result of a gradual, incremental process of ‘re-Islamisation’, to be achieved primarily by education and social action ‘from the bottom up’.
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Predictors of college success among African-American, Caucasian, and Hispanic students - Johnston, Candice Globuschutz (2006)
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The globalisation of education : how prepared are students in previously disadvantaged South African universities to face the global world with confidence? - Kariuki, Simon Mwangi (2006)
Globalisation has had a great impact not only on the South African economy, culture and sport but also on higher education. At the moment higher education institutions, particularly those that were previously disadvantaged, face the challenges of transforming themselves into functional educational institutions and of providing quality education to their clients (students) to enable them to competently function and fit within a globalised society. This study uses a structured questionnaire in its attempt to establish the extent to which university students at a previously disadvantaged rural KwaZulu-Natal (KZN) university perceive the relevance and quality of their university educational experience in a context of globalisation. It was carried out in February 2005. The empirical data from the 301 respondents indicates that poverty, lack of sufficient facilities and poor quality academic and support service were the factors that negatively impacted on the students who were studying at this previously disadvantaged university, which inadequately prepared them to confidently face the global environment. Improvements in these areas are thus recommended.
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Universal Basic Education in Nigeria: Adult Literacy Practice and Policy Reform Needs - Kazeem, Kolawole; Oduaran, Akpovire (Journal of Adult and Continuing Education, 2006)
Innovative policies and practices in mainstreaming adult education on the basis of UNESCO's model of Education for All (EFA) among member states take different forms. In Nigeria, EFA has been conceptualised as the Universal Basic Education (UBE) programme. UBE has dominated some of the major political options that governments have had to make in Africa, and Nigeria has sought to incorporate adult literacy within this programme. This development is a marked departure from the usual manner of proceeding in the past, and we seek in this paper to explore past adult literacy policy, practices and reviews and the present policy thrusts culminating in the UBE initiative. Such an exploration has become even more necessary because it is being alleged that the adult literacy component of the UBE initiative is diminished by the emphasis placed on the primary education component. The expected outcomes in the UBE programme have not been fully realised, and this implies that the need for policy review aimed at informing literacy policy formulation and implementation practices in Nigeria as well as other developing countries confronting the problem of mass illiteracy is long overdue.
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Optimal demographic information for policy development in the South African education system - Maarman, Rouaan; Steyn, Es; Wolhuter, Charl C. (South African Journal of Education, 2006)
After ten years of a democratic education system in South Africa , the demographic realities should be better understood in educational planning. The fragmented nature of the predemocratic education system has led to undesirable perceptions about quality education and has subsequently influenced the demographic imperatives present in the South African school system of today. Further investigation is needed to understand the complexities of learner numbers and enhanced consideration of the components and elements of the concept of demography in educational planning is necessary. Keywords : demography, determinant, educational planning, education system, educational policies, post provision, quartiles South African Journal of Education Vol. 26(2) 2006: 295–304
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The role of foundation programmes in science education: The UNIFY programme at the University of Limpopo, South Africa - Mabila, Thembinkosi; Malatje, S.E.; Addo‐Bediako, Abraham; Kazeni, Monde; Mathabatha, Stimela (International Journal of Educational Development, 2006)
Since its inception in 1992, the University of the North's,1 Science Foundation Year (UNIFY) Programme has provided access to higher education to over 1500 previously disadvantaged2 students. However, there has always been doubt about whether the concept of a foundation programme is a worthwhile endeavour. To date, government has not yet fully acknowledged the value of programmes such as UNIFY. This may be attributed, amongst others, to insufficient evidence on the crucial role of programmes of this nature. This paper gives a view of the valuable contribution UNIFY has played in increasing the quality and the quantity of science graduates at the University of the North in the Limpopo Province of South Africa. A tracer study of the performance of ex-UNIFY3 students to that of direct entry4 students, in the science programmes at the University of the North shows that ex-UNIFY students perform better than the direct entry students. This reflects the importance of foundation programmes in higher education.
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Factors associated with teachers’ implementation of HIV/AIDS education in secondary schools in Cape Town, South Africa - Mathews, Catherine; Boon, Hermien; Aj, Flisher; Hp, Schaalma (AIDS Care, 2006)
This study investigated the factors influencing whether high school teachers implemented HIV/AIDS education. The independent variables included constructs derived from expectancy value theories, teachers' generic dispositions, their training experience, characteristics of their interactive context and the school climate. We conducted a postal survey of 579 teachers responsible for AIDS education in all 193 public high schools in Cape Town. Questionnaires were completed and returned by 324 teachers (56% response rate) from 125 schools. Many teachers (222; 70%) had implemented HIV/AIDS education during 2003, and female teachers were more likely to have implemented than males (74% vs. 58%). The teacher characteristics associated with teaching HIV/AIDS were previous training, self-efficacy, student-centeredness, beliefs about controllability and the outcome of HIV/AIDS education, and their responsibility. The existence of a school HIV/AIDS policy, a climate of equity and fairness, and good school-community relations were the school characteristics associated with teaching HIV/AIDS. These findings demonstrate the value of teacher training and school policy formulation. They also demonstrate the value and importance of interventions that go beyond a sexual health agenda, focussing on broader school development to improve school functioning and school climate.
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Psychotherapy with African-American Patients: A Training Perspective - Matorin, Anu A.; McCurtis, Henry; Jones, Billy E.; Varma, Sujit; Nene, Sudhanshu; Ruiz, Pedro; Gorman, Jack M. (Journal of Psychiatric Practice, 2006)
MATORIN, ANU A. MD; McCURTIS, HENRY MD; JONES, BILLY E. MD; VARMA, SUJIT MD; NENE, SUDHANSHU MD; RUIZ, PEDRO MD; GORMAN, JACK M. MDAuthor Information
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African Women and Higher Education Attainment in the 21st Century - Mbuh, Rebecca N. (Asian Women, 2006)
Current educational policies and educational plans of many African nations have combined with the past practices to limit the ability of women to fully utilize their intellectual energies in the management of their economies. African states inherited gender stereotyped educational systems from the colonial states. To date, little has been done to transform these gender typed systems. The net result is the disproportionate representation of women in educational institutions at all levels, but worse at the higher levels of education. Overall, very few women have access to institutions of higher learning, and those who do enter specific, stereotyped fields. The percentage of female enrollment in institutions of higher learning in African universities in 2002/2003 ranged from 0.34 per cent in Niger to 53 per cent in South Africa (UNESCO 2003). This paper assesses the plight of African women in education at the higher level and examines some of the reasons African women have been so grossly under-represented in managerial and decision-making positions in government, private and other influential sectors. The paper argues that the participation of African women in higher education is very low in large part because of traditional and cultural values that emphasize a woman’s roles as wife and mother from a very early age. Additional, the paper discusses other causes of the under-representation of women in higher educational institutions that can be attributed to history and government policies in response to the increasing demand for education. Suggestions for narrowing the gap created by gender inequalities through improving educational policies and practices are advanced to government officials, educators and leaders of the private sectors.
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Program Evaluation for USAID/Guinea Basic Education Program Portfolio. - Midling, Michael J.; Filion, Louise; David-Gnahoui, Emmanuel M.; Gassama-Mbaye, Mbarou; Diallo, Amadou Tidjane; Diallo, Abdoul Karim (2006)
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Teacher appraisal in Botswana secondary schools: a critical analysis - Monyatsi, Pedzani Perci; Steyn, Trudie; Kamper, Gerrit (South African Journal of Education, 2006)
Recent policy on teacher appraisal in Botswana emphasises that the process should be professional, non-threatening and constructive. The extent to which the teachers themselves experience their appraisal as meaningful was investigated. The findings indicated that teachers had varying experiences and mixed feelings about the appraisal process. It emerged that many teachers viewed the current teacher appraisal system in Botswana as demoralising, even threatening. Our study confirmed the thesis that all parties involved in the teacher appraisal process should know its purposes, and should interpret and apply these in a uniform, professional way. The empirical and theoretical findings of our study showed that the current teacher appraisal system as practised in Botswana secondary schools requires further improvement to ensure general professional acceptance and implementation. The interpretation of the research findings cannot be confined to the Botswana borders. There is hardly a country in the world where teacher appraisal is not a contentious issue. South African Journal of Education Vol. 26(2) 2006: 215–228
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The role of drought tolerant food crops in food and Nutrition security status among low income households in Kasikeu Division, Makueni District-Kenya - Mue, J M (2006)
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Designing Media and ICT Strategies for Non-Formal Education in Eritrea - Murthy, C.S.H.N. (Journal of Adult and Continuing Education, 2006)
Designing media and ICT strategies for a newly formed country like Eritrea, which has endured 30 years of armed struggle, leading to massive destruction followed by serial drought, is fraught with numerous constraints: limitation of human resources (e.g. qualified personnel), infrastructure and financial constraints. At the same time, though it may seem paradoxical, there is an inescapable urgency to generate media and ICT strategies, limitations notwithstanding, to turn out larger groups of people capable of leading the nation from illiteracy and poverty to literacy and greener pastures of a developed economy. A three-pronged effort is directed to cover all target groups and key players – one each towards categorised target groups and the other towards the training of radio and television personnel. It has to be followed by sensitising the government, another major key player in the whole process, to lay down required media education policy and to see to its sustainability. Conceived as the first-ever original and creative document, subject to further refinements as experience of its implementation pours in, what follows is the presentation of major principles that went into development of media education, facilitating direct teaching and enrichment, and quicker and low cost curricular reforms, in order to achieve rapid transformation and poverty reduction in Eritrea.
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Gender Constraints in the Training of Women Traders in South Eastern Nigeria: A Case Study of Onitsha Main Market - Ng, Egbue (Journal of Social Sciences (Print), 2006)
Low participation rate in existing skill acquisition opportunities increasingly features as a major constraint in women’s contribution to socio-economic development especially in developing countries. In consideration of this situation, this paper examines work related gender role allocations and segregations and their impact upon women’s acquisition of trading skills. Within this context, the study focuses on the extent of women’s use of a notable indigenous apprenticeship system as preparation for trading. On the basis of an empirical investigation, conducted in 2002, attention is directed at women’s participation in some female fashion enterprises in Onitsha Main Market. Data obtained from this investigation serves to highlight the intricacies of the interaction between socio-structural and choice factors in women’s utilization of apparent opportunities. This paper concludes by suggesting ways of upgrading women’s participation in apprenticeship as an important channel for improving women’s medium scale trading enterprises.
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Macroeconomics, (Adult) Education, and Poverty Eradication in Southern Africa - Nhamo, Senia; Nhamo, Godwell (International Review of Education, 2006)
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A Critique of Students’ Vices and the Effect on Quality of Graduates of Nigerian Tertiary Institutions - Okwu, O. J. (Journal of Social Sciences (Print), 2006)
One of the most pressing issues in minds of people in Nigeria as far as education is concerned today is that pertaining to the quality or standard of education. Qualitative education should lead to detectable gains in knowledge, skills and values. There are, however, several students’ vices that seem to be militating against realization of the desired qualitative education in Nigerian tertiary institutions. Some of these vices are cultism, drug abuse, examination malpractice, obscene dressing and sexual promiscuity/harassment. Each of these vices and the possible social and academic implications are explained. Major employers of Nigerian graduates have widely agreed on quality decline in higher education in the country, particularly in the areas of communication in oral and written English and technical proficiency. It is recommended that the responsibility of preventing or curbing general students’ vices in Nigerian tertiary institutions be a collective one resting on parents, teachers, religious leaders, authorities of the institutions as well as government. This can be done through appropriate upbringing, counseling and necessary sanctions.
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Pattern of career inspiration among secondary school students offering history in South West Nigeria - Osokoya, O.O. (2006)
The study identified career aspiration as one of the non-cognitive factors that might be influencing enrolment and subsequent academic achievement in a core traditional secondary school subject (history). The study therefore sought to determine the correlation between students' career aspiration and achievement in history. It also determined the relative popularity of different careers among history students. The correlation between students scores in career aspiration and achievement test in history was 0.28 (approximately 0.3). Law, local government administration, and journalism were the most popular careers of history students in that order. There were some slight differences in the pattern of students' selection on the basis of sex.
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Prevalence and causes of blindness and visual impairment in Muyuka: a rural health district in South West Province, Cameroon - Oye, Joseph; Kuper, Hannah; Dineen, Brendan; Befidi-Mengue, R; Foster, Allen (British Journal of Ophthalmology, 2006)
Aim: To estimate the prevalence and causes of blindness and visual impairment in the population aged 40 years and over in Muyuka, a rural district in the South West Province of Cameroon. Methods: A multistage cluster random sampling methodology was used to select 20 clusters of 100 people each. In each cluster households were randomly selected and all eligible people had their visual acuity (VA) measured by an ophthalmic nurse. Those with VA <6/18 were examined by an ophthalmologist. Results: 1787 people were examined (response rate 89.3%). The prevalence of binocular blindness was 1.6% (95% CI: 0.8% to 2.4%), 2.2% (1.% to 3.1%) for binocular severe visual impairment, and 6.4% (5.0% to 7.8%) for binocular visual impairment. Cataract was the main cause of blindness (62.1%), severe visual impairment (65.0%), and visual impairment (40.0%). Refractive error was an important cause of severe visual impairment (15.0%) and visual impairment (22.5%). The cataract surgical coverage for people was 55% at the <3/60 level and 33% at the <6/60 level. 64.3% of eyes operated for cataract had poor visual outcome (presenting VA<6/60). Conclusions: Strategies should be developed to make cataract services affordable and accessible to the population in the rural areas. There is an urgent need to improve the outcome of cataract surgery. Refractive error services should be provided at the community level.
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Sexual harassment and violence in South African schools - Prinsloo, Izak J. (2006)
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Sexual harassment and violence in South African schools - Prinsloo, Sakkie (South African Journal of Education, 2006)
After1994 several pieces of legislation were passed in South Africa to ensure equity in education and equal opportunities for all learners. Some shocking reports have indicated that sexual harassment of girls is a serious problem in many of our schools. These girls are denied equal opportunities and effective education in schools as they are subject to pestering by educators and boys. In addition, they are harassed by the possibility of an unwanted pregnancy and emotional pressure, and they are denied their self-respect. The purpose in this article was to determine the nature and extent of sexual harassment and violence in South African schools and to establish how the rights of female learners to equal opportunities and equal treatment could be promoted and protected. South African Journal of Education Vol. 26(2) 2006: 305–318
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Disability and participation in post‐conflict situations: the case of Sierra Leone - Santos‐Zingale, Myriam dos; McColl, Mary Ann (Disability & Society, 2006)
This article describes four unexpected and spontaneous themes emerging from qualitative research based on the International Classification of Disability Functioning and Health, which took place in Sierra Leone, West Africa: the desire to live in a community of people with disabilities; the desire to be recognized as equal citizens and be given equal opportunities; the desire to become economically independent; and a high expectation of assistance. This article discuses the impact of these themes on two debates: the integration versus segregation of individuals and disability services, and the disability poverty cycle. The results of this study challenge non‐governmental organizations to be aware of the Western norms and values of disability issues that are applied to the implementation of their programmes in low‐income nations.
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African Education, Culture, and Modernity UnwoundProducing African Futures: Ritual and Reproduction in a Neoliberal Age edited by Brad Weiss. Boston: Brill, 2004. 356 pp. $70.00 (paper). ISBN 90‐04‐13860‐9.Dilemmas of Culture in African Schools: Nationalism, Youth, and the Transformation of Knowledge by Cati Coe. Chicago: University of Chicago Press, 2005. 232 pp. $50.00 (cloth); $20.00 (paper). ISBN 0‐226‐11129‐6. - Stambach, Amy (Comparative Education Review, 2006)
Previous articleNext article No AccessAfrican Education, Culture, and Modernity Unwound Producing African Futures: Ritual and Reproduction in a Neoliberal Age edited by Brad Weiss. Boston: Brill, 2004. 356 pp. $70.00 (paper). ISBN 90‐04‐13860‐9. Dilemmas of Culture in African Schools: Nationalism, Youth, and the Transformation of Knowledge by Cati Coe. Chicago: University of Chicago Press, 2005. 232 pp. $50.00 (cloth); $20.00 (paper). ISBN 0‐226‐11129‐6.Amy StambachAmy Stambach Search for more articles by this author PDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 50, Number 2May 2006 Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/500697 Views: 63Total views on this site Citations: 5Citations are reported from Crossref © 2006 by the Comparative and International Education Society. All rights reserved.PDF download Crossref reports the following articles citing this article:Jean Pierre Elonga Mboyo Reimagining Ubuntu in schools: A perspective from two primary school leaders in the Democratic Republic of Congo, Educational Management Administration & Leadership 47, no.22 (Sep 2017): 206–223.https://doi.org/10.1177/1741143217728085Amy L. Masko, Lawrence Bosiwah Cultural congruence and unbalanced power between home and school in rural Ghana and the impact on school children, Comparative Education 52, no.44 (Sep 2016): 538–555.https://doi.org/10.1080/03050068.2016.1220123Kirrily Pells, Kirsten Pontalti, Timothy P. Williams Promising developments? Children, youth and post-genocide reconstruction under the Rwandan Patriotic Front (RPF), Journal of Eastern African Studies 8, no.22 (Mar 2014): 294–310.https://doi.org/10.1080/17531055.2014.892672Laura Camfield ‘From School to Adulthood’? Young People's Pathways Through Schooling in Urban Ethiopia, The European Journal of Development Research 23, no.55 (Aug 2011): 679–694.https://doi.org/10.1057/ejdr.2011.33Brendan Carmody The nature and role of Christian conversion in Zambia 1, International journal for the Study of the Christian Church 7, no.22 (May 2007): 109–133.https://doi.org/10.1080/14742250701256153
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The involvement of teachers in school change : a comparison between the views of school principals in South Africa and nine other countries - Swanepoel, Cassie; Booyse, Johan (South African Journal of Education, 2006)
Previous international studies, in which the authors participated, have revealed that involvement of teachers in decision-making and responsibility-taking processes is crucial for their receptiveness towards implementation of current and future educational change. It is also evident that the role and responsibilities of school principals have changed significantly over the last decade or two. An indication was obtained of the views of South African secondary school principals regarding the involvement of their teachers in processes of school change and these were compared to the views of school principals from other countries. The results for the South African sample, as well as those for the other nine countries, showed that there was fairly strong support for the involvement of teachers in most school-change activities. It also appeared that, in comparison to other countries, principals in the South African sample occupied a middle position in all of four clusters of possible activities, as well as for the mean questionnaire score. South African Journal of Education Vol. 26(2) 2006: 189-198
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Power, desire and emotions in education: revisiting the epistolary narratives of three women in apartheid South Africa - Tamboukou, Maria (Gender and Education, 2006)
In this paper I will attempt to consider emotions in the context of three women’s lives, whose passion for education brought them together and then tore them apart along axes of difference defined by race, class and age in apartheid South Africa. I am looking in particular into the correspondence between Lily Moya, Mabel Palmer, and Sibusisiwe Makhanya, published in 1987 Marks, S. 1987. Not either an experimental doll: the separate worlds of three South African women, Pietermaritzburg: University of Natal Press. [Google Scholar] by Shula Marks and having since become an almost canonical reading in the ‘intersectionality’ literature. In revisiting this correspondence, I am exploring how culturally differentiated emotions, as inscribed in the three women’s epistolary narratives, can open up spaces for the subject of feminism to emerge. In this context, what I suggest is that reclaiming emotions within current educational discourses and practices can have significant effects not only on how lives are shaped and subjectivities formed, but also on how we can rethink about what feminism is and what it can do.
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The Role of Education in Agricultural Projects for Food Security and Poverty Reduction in Kenya - Walingo, Mary Khakoni (International Review of Education, 2006)
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Facilitating training in communication and development in Papua New Guinea - Watson, Amanda H. A. (2006)
This paper focuses on the experiences of the author in writing, implementing, and evaluating a course on communication and development. This new course is a central theoretical component in the revised curriculum of the Communication Arts department at Divine Word University, in Madang, Papua New Guinea. It is hoped that this paper may be of some value to others who intend to teach development theories to communication specialists in the developing world.
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Screening and Treatment of Significant Refractive Errors in Tanzanian Secondary School Students - Wedner, Susanne H.; Gilbert, Clare; Masanja, Honorati; Todd, Jim (Investigative Ophthalmology & Visual Science, 2006)
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Beyond the Big House: African American Educators on Teacher Education - Williams, Tammara (Teachers College Record, 2006)
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Subsidized HIV Treatment in Nigeria is Not Pro Poor: A Case Study of University of Nigeria Teaching Hospital, Enugu - Okoli, C. O.; Dike, Nkem; Onwujekwe, Obinna; Eze, Soludo; Chukwuka, Chinwe (Social Science Research Network, 2006)
In recognition of the severity of the HIV/AIDS pandemic in Nigeria, the Nigerian government has demonstrated commitment to combating the pandemic by implementing a subsidized antiretroviral (ARV) treatment program in 74 current centers across the country. While the program has been commendable, there are aspects of the programme that need to be explored before the programme can be said to be acheiving its aim of providing treatment to people living with HIV/AIDS at a subsidized cost. Especially in light of research linking treatment to prevention, equitable subsidized treatment provision is crucial. It is very useful to have knowledge of the socio-economic groups that are benefiting from public expenditure and how equitable the treatment program is. Objective: The purpose of this study was to conduct a Benefit Incidence Analysis (BIA) of the Nigerian government's program to provide subsidized treatment to people living with HIV/AIDS and to determine how patients cope with payment. Methods: The study site was the one of the 74 treatment centers providing subsidized treatment to people living with HIV/AIDS in Nigeria. Interviewer-administered questionnaire was used to collect information for HIV patients at the center, after obtaining their informed consent. Data was collected on their expenditures on various diagnostic and treatment tools. Data was also collected on their socio-economic status (SES), their mode of paying for care and payment coping mechanisms. A SES index was used to examine inequity. Results: Full out-of-pocket payment without reimbursement was by far the most common type of payment mechanism that was used to pay for the tests and ARV drugs. Further analysis show treatment cost to be regressive, and hence inequitable. This is including costs for all tests required to receive the ARVs. More patients from the lower SES groups borrowed money from a friend/relative to pay for the treatment than those in the higher SES groups, while only patients in the lower SES groups reported selling household movable assets to cope with payment at the clinic (Chi2 = 4.997; p-value = .025). Discussion: Findings show that despite efforts to provide ARV to many Nigerians living with HIV/AIDS, the government's programme is not pro poor. The existence of user fees for the tests result in the ARVs being inaccessible to people who cannot afford the test costs. In previous studies, user fees have been shown to be the most regressive form of health financing available and the WHO has noted that high user charges for laboratory tests constitute a barrier to treatment access. To curb this problem and provide true subsidized treatment, targeted programmes such as fee waivers, vouchers and insurance should be implemented to aid the poor living with HIV/AIDS in paying for out-of-pocket expenditures that are required in programmes such as the Nigerian government's ARV treatment clinics.
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Job demands, job resources and work engagement of academic staff in South African higher education institutions - Rothmann, Sebastiaan; Jordaan, Girtie (Sa Journal of Industrial Psychology, 2006)
The objective of this study was to investigate the work engagement of academics in selected South African higher education institutions as well as the impact of job demands and job resources on their work engagement. Stratified random samples (N = 471) were drawn from academic staff in three higher education institutions in South Africa. The Utrecht Work Engagement Scale (UWES) and the Job Demands-Resources Scale (JDRS) were administered. The results confirmed a two-factor structure of work engagement, consisting of vigour and dedication. Six reliable factors were extracted on the JDRS, namely organisational support, growth opportunities, social support, overload, advancement and job insecurity. Job resources (including organisational support and growth opportunities) predicted 26% of the variance in vigour and 38% of the variance in dedication. Job demands (overload) impacted on dedication of academics at low and moderate levels of organisational support.
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Genesis of Atlantic tropical storms from African Easterly Waves—a comparison of two contrasting years - Hopsch, Susanna (27th Conference on Hurricanes and Tropical Meteorology, 2006)
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Tension between Traditional and Modern Teaching-Learning Approaches in Ethiopian Primary Schools - Serbessa, Derebssa Dufera (Journal of international cooperation in education, 2006)
Whether a particular education system is of high or low quality can be judged in terms of input, output and process. Until recently, however, much discussion of educational quality is centered on only system inputs in terms of the provision of teachers, teaching materials and other facilities, and on output in terms of students' achievement. However, due to financial constraints, the government has realized that improving the quality of education through improved input is more difficult. Thus, the government chose to improve quality of education by improving the teaching-learning process, which it assumed as cost-effective. This study thus, was aimed at finding out the extent to which the innovative approaches of teaching and learning are employed under the Ethiopian tradition of teaching at primary schools, to identify the factors that affect its implementation, and finally recommend better ways and means for further improvement. By employing a descriptive survey research method, the study found out that although the employment of innovative teaching and learning is emphasized in the policy, currently traditional lecture methods, in which teachers talk and students listen, dominate most classrooms. The common obstacles found are: the Ethiopian tradition of teaching and child upbringing, lack of institutional and learning resources, teachers' lack of expertise, inappropriate curricular materials for active learning and students' lack of prior experience to actively participate in the teaching and learning process.
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Faculty Opinions recommendation of The association of Blastocystis hominis and Endolimax nana with diarrheal stools in Zambian school-age children. - Upcroft, Jacqueline (2006)
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Effects of Cooperative Concept Mapping Teaching Approach on Secondary School Students’ Motivation in Biology in Gucha District, Kenya - Keraro, Fred N.; Wachanga, Samuel W.; Orora, William (International Journal of Science and Mathematics Education, 2006)
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Fostering Resilience Among Early Adolescents Exposed to Community Violence: Challenges, Strategies, and Support Needs of Middle School Teachers in Predominantly African American Urban Communities - Maring, Elisabeth F. (2006)
Title: FOSTERING RESILIENCE AMONG EARLY ADOLESCENTS EXPOSED TO COMMUNITY VIOLENCE: CHALLENGES, STRATEGIES, AND SUPPORT NEEDS OF MIDDLE SCHOOL TEACHERS IN PREDOMINANTLY AFRICAN AMERICAN URBAN COMMUNITIES Elisabeth Fost Maring, Doctor of Philosophy, 2006 Directed By: Professor Sally A. Koblinsky, Department of Family Studies Community violence places youth at risk for adverse developmental consequences such as poor school achievement, aggression, and self-destructive behaviors. Although an increasing number of studies have investigated the strategies that parents use to protect their children from negative effects of violence exposure, there is a dearth of research that focuses on the challenges faced by teachers in violent communities. Recognizing the potential for teachers to have a major influence on early adolescents’ development, this study addressed a major gap in the literature by examining: 1) the challenges that teachers face in low-income neighborhoods with high community violence; 2) the strategies that teachers use to foster resilience in the ir students; and 3) the supports that teachers need to more effectively teach and guide youth within violent communities. This qualitative study adopted an ecological/risk and resilience framework. Teachers’ voices provided important information about the challenges of teaching in violent neighborhoods and the protective factors within various ecological contexts that help teachers foster youth resilience and maintain their own teaching effectiveness. The investigator recruited 20 teachers from three middle schools with predominantly African American students located in neighborhoods with high violence levels in Maryland. A modified grounded theory approach was used for data analysis. Results revealed that community violence was the central phenomenon affecting teachers in the three schools. Three emergent concepts framed teachers’ depiction of their challenges, strategies, and support needs: 1) guidance; 2) structure; and 3) self preservation. Specifically, teachers in violent communities confronted challenges providing youth with guidance and structure, while preserving their own mental health. They employed guidance-related strategies to foster youth resilience; addressed structure in their classrooms, school, and community; and engaged in behaviors to preserve their personal mental health. Finally, teachers expressed needs for support to effectively guide youth; improve school and community structure; and access mental health-related services. The study concludes by discussing implications of the findings for programs and policies, including the need to improve teacher training, school leadership, school security, peer mediation and counseling services, parent education, and community involvement in antiviolence initiatives. Suggestions for future research are also discussed. FOSTERING RESILIENCE AMONG EARLY ADOLESCENTS EXPOSED TO COMMUNITY VIOLENCE: CHALLENGES, STRATEGIES, AND SUPPORT NEEDS OF MIDDLE SCHOOL TEACHERS IN PREDOMINANTLY AFRICAN AMERICAN URBAN COMMUNITIES
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Generation and propagation of MCCs and a mesovortex associated with an African easterly wave as a precursor of Hurricane Alberto (2000) - Lin, Yuh-Lang (27th Conference on Hurricanes and Tropical Meteorology, 2006)
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Thinking Strategically: An Economic Game of the Egyptian Constitution with Regards to Higher Education (Presentation Slides) - Selim, Tarek H.; Ghita, Alex (Social Science Research Network, 2006)
The motivation for this research is to devise a new Egyptian higher education scheme which is more efficient, sustainable, and minimizes opportunity costs, in contrast to the current system which is non-sustainable, generates social losses, carries large opportunity costs, and is not economically efficient for long run development. The economically efficient outcome in solving the education paradox in Egypt is for the education system to be left for market forces to dictate the efficient amount of enrollment, and when this system is enforced, 60% of individuals will enroll in higher education by efficient self-selection, and the government will have to regulate the education market by offering a subsidy to 40% of eligible individuals to be enrolled in higher education. If left alone, those individuals will choose to forgo higher education and will cause a sizeable social loss to society. Consequently, the two education schemes of free education for all, and free market education, are both socially inefficient. A 60/40 split as outlined above is deemed efficient.
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A new species of Copepoda Harpacticoida, Xylora calyptogenae spec. n., with a carnivorous life-style from a hydrothermally active submarine volcano in the New Ireland Fore-Arc system (Papua New Guinea) with notes on the systematics of the Donsiellinae Lang, 1948 - Willen, Elke (Helgoland Marine Research, 2006)
A new species of harpacticoid copepods, Xylora calyptogenae spec. n., from Edison Seamount, a hydrothermally active submarine volcano in the New Ireland Fore-Arc system (Papua New Guinea) is described. The new species belongs to the Donsiellinae Lang, 1944, a highly specialised taxon, the members of which have previously been encountered only in association with decaying wood and/or wood-boring isopods. A closer relationship of the Donsiellinae with the Pseudotachidiidae Lang, 1936, can be stated on the basis of characteristics concerning the setation and/or segmentation of A1, A2, Mxl, Mxp, the shape of the female P5, anal somite, sexual dimorphisms on P2 and P3 and missing caudal seta I. Within the Pseudotachidiidae, the Donsiellinae again can be well characterized, e.g. by the setation and segmentation of A2, Mxl, swimming-legs, the shape of P1, female P5, male P2, sexual dimorphism and male P5. The Donsiellinae share some apomorphies with the pseudotachidiid subtaxon Paranannopinae Por, 1986: setation/segmentation of Mx, P1, A1. X. calyptogenae spec. n. is more closely related to Xylora bathyalis Hicks 1988 living in the deep sea wood substrata in New Zealand waters. Some traits of the evolutionary history of the Donsiellinae become evident, probably starting from the more primitive deep sea taxa X .calyptogenae spec. n., which lives in the hydrothermal seafloor in the absence of decaying wood, and X. bathyalis, which is found in decaying wood but not necessarily associated with the wood-boring isopod Limnoria Leach, 1814, towards the more advanced genera such as Donsiella Stephensen, 1936, which invades shallow waters and, further, clings to Limnoria, forming a close and, for the copepod, probably obligatory association. The specialised mouthparts of X. calyptogenae spec. n. seem to facilitate the grabbing and fixing of larger and/or active food items. This is confirmed by the presence of a large prey organism, presumably a copepod, consumed either alive or dead, in the gut of one of the available specimens. This morphology of the mouthparts is also shared by the closely related X. bathyalis.
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The burden of disease in Zimbabwe in 1997 as measured by disability‐adjusted life years lost - Chapman, Glyn; Hansen, Kristian Schultz; Jelsma, Jennifer; Ndhlovu, Chiratidzo E.; Piotti, Bruno; Byskov, Jens; Vos, Theo (Tropical Medicine & International Health, 2006)
Summary Objective To rank health problems contributing most to the burden of disease in Zimbabwe using disability‐adjusted life years as the population health measure. Methods Epidemiological information was derived from multiple sources. Population size and total number of deaths by age and sex for the year 1997 were taken from a nationwide census. The cause of death pattern was determined based on data from the Vital Registration System, which was adjusted for under‐reporting of human immunodeficiency virus (HIV) and reallocation of ill‐defined causes. Non‐fatal disease figures were estimated based on local disease registers, surveys and routine health service data supplemented by estimates from epidemiological studies from other settings if no Zimbabwean sources were available. Disease and public health experts were consulted about the identification of the best possible sources of information, the quality of these sources and data adjustments made. Results From the information collected, HIV infection emerged as the single most serious public health problem in Zimbabwe responsible for 49% of the total disease burden. A quarter of the total burden of disease was attributed to morbidity rather than premature mortality. The share of the disease burden was similar in females and males. Conclusion Using local sources of information to a large extent, it was possible to develop plausible estimates of the size and the relative significance of the major health problems in Zimbabwe. The disease pattern of Zimbabwe differed substantially from regional estimates for sub‐Saharan Africa justifying the need for countries to develop their own burden of disease estimates.
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Constructivism and mathematics education in Ghana - Fletcher, JA (Mathematics Connection, 2006)
Mathematics is a subject found in every school Curriculum in almost every country. Here in Ghana, mathematics is a compulsory subject in both the basic education (i.e. primary and junior secondary) and senior secondary curricula. This paper argues that in spite of the desire of mathematics educators in Ghana to pursue a constructivist agenda with regard to the teaching and learning of mathematics, mathematics teachers at the basic and senior secondary levels continue to place undue emphasis on memorisation and 'imitation' rather than understanding and explaining. The difficulties involved in making the switch from the transmission approach to mathematics teaching to activity-based approaches include counteracting the effect of an examination system which encourages rote learning and recall of facts, lack of expertise among teachers of mathematics and teachers' resistance to change. Mathematics Connection Vol. 5 2005: 29-36
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